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Title: Augsburg College Graduate Catalog, 2010-2011
Collection: Course Catalogs
Search Result: 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 O...
Show more 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or telephone inquiries. Published December 2010 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’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 College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral degree program—the Doctor in Nursing Practice program. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The 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, Augsburg College Augsburg College I 3 Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Graduate Catalog I 4 Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President 3 Greeting from the Academic Affairs Office 4 Directory of Offices and Programs 6 About Augsburg College Mission Statement 7 Degrees Offered 7 Minneapolis and Rochester Locations 7 Accreditation, Approvals, and Memberships 9 Facts and Figures 10 Academic Programs and Policies Academic Calendars 12 Academic Policies 12 Evaluation of Transfer Credit 14 Student Rights 14 Graduate Admissions Admission to Augsburg College 16 Readmission to the College 16 Admission of International Students 16 Foreign Credential Evaluation 16 Financing Your Education Costs of Graduate Study 18 Payment Options 18 Sources of Financial Aid 18 Applying for Financial Aid 19 Refund Schedule 19 Graduate Programs Master of Arts in Education 20 Master of Arts in Leadership 34 Post-Master’s Certificate in Leadership Studies 40 Dual degree—BA, Accounting/Master of Arts in Leadership 40 Master of Arts in Nursing 43 Doctor of Nursing Practice 49 Master of Business Administration 54 Concentrations and Certificates 57 Dual degree—Master of Social Work/MBA 58 Master of Science in Physician Assistant Studies 61 Master of Social Work 68 Dual Degree with Luther Seminary—MSW/MA, Theology 75 Dual degree—MSW/Master of Business Administration 76 College Information Maps (Minneapolis and Rochester campuses) 81 Augsburg Board of Regents 82 Augsburg College I 5 Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts International Student Advising (ISA): 612-330-1686 or http://www.augsburg.edu/isa/ Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-330-1000 Graduate Catalog I 6 About Augsburg College About Augsburg College At Augsburg College, 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 think critically, solve problems, act ethically and communicate effectively in a global world. 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 with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. the following graduate programs: Master of Arts in Education (MAE)—see p. 20 Master of Arts in Leadership (MAL)—see p. 34 Master of Arts in Nursing (MAN)—see p. 43 Master of Business Administration (MBA)—see p. 54 Master of Science in Physician Assistant Studies—see p. 61 Master of Social Work—see p. 68 Doctor of Nursing Practice—see p. 49 Mission Statement Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, 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 our 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, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html 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 College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers Dual degrees: BA in accounting/MAL—see p. 40 MSW/MBA—see p. 58 and 76 MSW/MA in theology, with Luther Seminary—see p. 75 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 men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. 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 classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Missis- Augsburg College I 7 About Augsburg College sippi River and the Seven Corners theatre district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Graduate Admissions Office at 612-330-1101 or the Rochester program office at 507-288-2886. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper’s Coffee Shop, the Commons dining areas, Christensen Center Art Gallery, and offices for student government and student publications. Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library The Graduate Admissions Office is located on the upper level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Augsburg for Adults Office Kennedy Center Admissions Offices Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Augsburg Abroad This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Graduate Catalog I 8 Melby Hall About Augsburg College Murphy Place Murphy Place is home to three of the four components of the Office of International Programs—Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. ing the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and off-campus. Computing Students have access to over 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Inside Augsburg web page http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur- • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) Augsburg College I 9 About Augsburg College • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. • Enrollment (fall 2010)—4,109 students from 26 countries. Graduate student enrollment is 920. • Alumni—Appox. 24,000 alumni since 1870, including over 1,200 graduate program alumni. • Student/Faculty ratio—13 to 1 • Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP • Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. • Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. • Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. • Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy on page 66.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. • Campus—18 major buildings. Major renovations to classrooms in 2007. • Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Graduate Catalog I 10 FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands About Augsburg College that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very Augsburg College I 11 Academic Programs and Policies Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P Represents work at 3.0 or higher (not counted in grade point average) N No credit (not counted in grade point average) V Audit W Withdrawn I Incomplete X In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Graduate Catalog I 12 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation 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 Assistan must consult the PA Program Progression Standards Policy. Attendance Policy 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 emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, in- Academic Programs and Policies cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course 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 College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Degree Requirements Students may withdraw from the College, and thus from continuation course 999 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 College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. 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 College. Dismissal from the College 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 College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’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 Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate 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 AVP-Graduate 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 AVP-Graduate 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 AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). Augsburg College I 13 Academic Programs and Policies 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 College 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 Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. 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 independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. 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 adviser 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 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. Graduate Catalog I 14 The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. Academic Programs and Policies College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) Augsburg College I 15 Graduate Admissions Graduate Admissions Admission to Augsburg College Readmission to the College All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education—p. 20 www.augsburg.edu/mae MA, Leadership—p. 34 www.augsburg.edu/mal MA, Nursing,—p. 43 www.augsburg.edu/ma_nursing DNP—p. 49 www.augsburg/edu/dnp MBA—p. 54 www.augsburg.edu/mba MS, PA Studies—p. 61 www.augsburg.edu/pa MSW—p. 68 www.augsburg.edu/msw Proof of English Competency The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work in the U.S. (seven or more courses). In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses). Graduate Catalog I 16 Admission of International Students Augsburg College 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: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) 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: A. 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 U.S. bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) Graduate Admissions The evaluation report must be sent directly to Augsburg’s Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. 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 U.S. citizen or U.S. 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. Augsburg College I 17 Financing Your Education Financing Your Education Costs for Graduate Studies Sponsored Scholarships Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is non-refundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Graduate Catalog I 18 Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • a member of the military currently serving full or part time (any branch) • veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Augsburg for Adults undergraduate and graduate programs. Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Financing Your Education Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students ingood academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Finanical Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Contact the Enrollment Center For information on cost, payments, financial aid, tuition discounts, and refunds: 612-330-1046 or 1-800-458-1721 enroll@augsburg.edu www.augsburg.edu/enroll Augsburg College I 19 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Graduate Catalog I 20 Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service edu- cation and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school specialty area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. • K-12 special education, emotional and behavioral disabilities • K-12 special education, learning disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • Pre-Kindergarten endorsement • K-12 special education: emotional and behavioral disabilities • K-12 special education: learning disabilities • K-12 reading endorsement (This program is under revision. Consult the Education Department for current status.) Augsburg College I 21 Master of Arts in Education All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. For a complete list of accreditations, approvals, and memberships, see page 9. area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet two or three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty Graduate Catalog I 22 Curriculum—Teaching Licenses K-6 Elementary Education 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 and in pre-kindergarten can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) Master of Arts in Education EED 342 EED 350 EED 360 EED 370 EED 380 EED 386 EED 481,483 K-6 Methods: Music (.25) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* K-6 Methods: Social Studies (.5) Kindergarten Methods (.5)* Children’s Literature (.5) Student Teaching (2.0) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. 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). EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-K endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the knowledge and theory underlying those approaches. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) Augsburg College I 23 Master of Arts in Education EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over the course of the trimester, students will begin to construct an understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) Graduate Catalog I 24 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through self-eval- Master of Arts in Education uation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. 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. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. 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. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EDC 490/580 School and Society See course description on page 23. ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). Augsburg College I 25 Master of Arts in Education ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5– 12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. Graduate Catalog I 26 K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 315 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Special Education Critical Issues Seminar (
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Title: Augsburg College Undergraduate Catalog, 2010-2011
Collection: Course Catalogs
Search Result: 2010-2011 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2010-2011 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduat...
Show more 2010-2011 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2010-2011 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published 2010 www.augsburg.edu A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, A Greeting from the President but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 4 I Augsburg College 2010-2011 Table of Contents Academic Calendar – 6 Directory – 8 Introducing Augsburg – 10 Facts and Figures – 15 Undergraduate Admissions – 17 Weekend College – 17 Financing Your Education – 20 Student Life – 26 Academic Information – 36 Graduate Programs – 47 Departments and Programs (majors, minors, and course descriptions) – 64 Board of Regents – 245 ELCA Program Unit for Vocation and Education – 246 Faculty and Administration – 247 Maps – 263 Index – 264 Augsburg College 2010-2011 I5 2010-2011 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2010 Summer . . . . . . . . . . . . . . . . . . . . September 5-7 . . . . . . . . . . . . . . . . . September 8 . . . . . . . . . . . . . . . . . . October 29 . . . . . . . . . . . . . . . . . . November 8-24 . . . . . . . . . . . . . . . November 25 . . . . . . . . . . . . . . . . . November 29 . . . . . . . . . . . . . . . . . December 10 . . . . . . . . . . . . . . . . . December 13-16 . . . . . . . . . . . . . . . First-year registration New student orientation Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2011 January 18 . . . . . . . . . . . . . . . . . . Classes begin March 14 . . . . . . . . . . . . . . . . . . . Mid-term break begins March 21 . . . . . . . . . . . . . . . . . . . Classes resume April 4-15 . . . . . . . . . . . . . . . . . . . Registration for fall April 22 . . . . . . . . . . . . . . . . . . . Easter break begins April 29 . . . . . . . . . . . . . . . . . . . Classes end May 2-5 . . . . . . . . . . . . . . . . . . . Final exams May 7 . . . . . . . . . . . . . . . . . . . . Baccalaureate/Commencement The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change. 6 I Augsburg College 2010-2011 2010-2011 Academic Calendar Weekend College and Graduate Programs (not including the PA program and MBA) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2010 Class Weekends: September 10-12 September 24-26 October 8-10 October 22-24 November 5-7 November 19-21 December 3-5 December 10-12 Winter Term 2011 Class Weekends: January 7-9 January 21-23 January 28-30 February 11-13 February 25-27 March 4-5 (MSW only) March 11-13 (no MSW) March 18-20 (MSW only) March 25-27 Spring Term 2011 Class Weekends: April 8-10 April 15-17 April 29-May 1 May 13-15 May 20-22 June 3-5, June 17-19 June 24-26 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. Augsburg College 2010-2011 I7 Directory Area Code 612 Access Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1749 Academic Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1025 Academic Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1165 Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1024 Admissions Offices Office of Undergraduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1001 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-788-5678 Office of Graduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 Augsburg for Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1782 Alumni and Constituent Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1178 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-260-6590 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1249 Campus Activities and Orientation / SOAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1111 Center for Learning and Adaptive Student Services (CLASS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1053 Classroom Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1219 College Pastor/Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1732 Counseling and Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1707 Development (financial gifts to the College) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1613 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-273-0617 Enrollment Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-458-1721 Event and Conference Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1107 Facilities Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1041 Financial Aid (scholarships and other aid) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 General Information (other office numbers; business hours only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000 Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1649 Graduate Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1058 Lindell Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1017 Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000 Parent and Family Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1525 President’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1212 Registrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1036 Residence Life (housing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1488 Rochester Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .507-288-2886 StepUP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1405 Strommen Career and Internship Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1148 Student Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1160 Student Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1110 Summer Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 TRIO/Student Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1311 Weekend College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 8 I Augsburg College 2010-2011 Introducing Augsburg College About Augsburg About Augsburg History At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 130 years. Education for Service Augsburg offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 40 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and a number of certificate programs. Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. Mission Statement The Focus Changed Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles Selection from over 50 Majors “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.” 10 A College of the Church I Augsburg College 2010-2011 About Augsburg made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (19631980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. The College’s first doctoral program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a center in Bloomington, Minn. Weekend College Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to earn a baccalaureate degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Adult Learner Augsburg’s Weekend College is based on the assumption that adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Augsburg Today Alternate Weekends Augsburg continues to reflect the commitment and dedication of the founders who believed: To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four Augsburg College 2010-2011 I 11 About Augsburg hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg for Adults Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to meet the needs of adult students by creating new programs, providing faculty and staff development in adult learning, and serving adult and non-traditional students. Students are recognized as adult learners from age 25 to 60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate programs. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. 12 I Augsburg College 2010-2011 The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester, a city of about 100,000 residents, enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/ Rochester or by calling the Rochester office at 507-288-2886. Partner Hospitals Program Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with video conferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and to introducing new topics and subjects related to an ever-changing world. A roster of more than 40 retired, semi-retired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just min- About Augsburg utes west and east of campus via Interstate 94, which forms the southern border of the campus. (See map on Page 263.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Strommen Career and Internship Center; and the Office of Marketing and Communication. College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the Commons dining facility and A-Club Grille, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The TjornhomNelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of International Programs: Augsburg Abroad, Center for Global Education, International Partners and International Student Advising. It is also home to the four ethnic student support programs: American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Augsburg College 2010-2011 I 13 About Augsburg Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction—Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. Policies Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 14 I Augsburg College 2010-2011 Accreditation and Memberships Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Facts and Figures Augsburg College Facts and Figures Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, American Music Therapy Association, National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 14. Enrollment (Fall 2009)—4,054 students from 40 countries. Graduates—More than 20,000 graduates from 1870 through present. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings with special emphasis on campus accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Financial Aid—Over 90 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and summer school sessions. For Weekend College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters, September to June. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. Augsburg College 2010-2011 I 15 Undergraduate Admissions Undergraduate Admissions Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves traditional and non-traditional students. Application Procedures Day College First-years Application for Admission—Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html. Transcripts—An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or co-worker. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The first offers of admission are made in mid-September. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit to the Office of Under graduate Admissions. Those students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Weekend College Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Office of Undergraduate Admissions. Students may apply online for free at www.augsburg.edu/weekend/admissions/. Transcripts—Official transcripts from all previous postsecondary institutions should be sent directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. First-year applicants who have been out of high school for more than five years do not need to submit an official test score. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee Augsburg College 2010-2011 I 17 Undergraduate Admissions before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and department sections of this catalog to see if admission to the major is required. Transfer Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after the month prior to the start of the term. Information regarding transfer credit policies is found in the Academic Information section of the catalog, beginning on page 36. Former Students Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for re-admission through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. 18 I Augsburg College 2010-2011 Special Students (Second Degree) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. (See International Student Advising on page 32.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, December 1 for spring. For more information, call 612-330-1001 or 1-800-7885678 (toll-free); e-mail admissions@augsburg.edu; or write to: International Student Admissions Campus Box 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international course work compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 Financing Your Education Financing Your Education Financing Your Education Other Special Fees (Nonrefundable) All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Student Activity Fee (part-time students) . . . . . . . $90 Late Registration . . . . . . . . . . . . . . . . . . . $200 Petition fee for waiver of registration deadlines (non-refundable) . . . . . . . . . . . . . . . $50 Lifetime Sport (part-time students) . . . . . . . . . . $220 Newspaper Readership . . . . . . . . . . . . . . . . . $20 Technology Fee (per credit) . . . . . . . . . . . . . . $50 Overload Fee (per course credit over 4.5, Day and WEC/ Rochester/United combined) . . . . . . . . . . . . $3,460 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) . . . . . . . . . . . $390 (14 lessons—.5 cr.) . . . . . . . . . . . . . . . . $780 Student Teaching (per course for full-time students) $155 Student Teaching (per course for part-time students) $215 Study Abroad (in approved non-Augsburg programs) $425 Zero-credit seminar (part-time students) . . . . . . . $1000 College Costs 2010-2011 Day College The Board of Regents has approved the costs listed below for the 2010-2011 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day College Tuition, Fees, Room, and Board Tuition (full-time enrollment) . . . . . . . . . . . . . . . $28,240 This rate applies to all full-time students attending in September 2010. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course . . . . . . . . . . . . . . . . . . . $3,460 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course . . . . . . . . . . . . . . . . . . . . . . . . . . $1000 Full-time students—see audit policy on page 59. Room Rent (average starting price) . . . . . . . . . . . . $4,010 (Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,840 (15 meals a week; 100 points a semester) 10 Plus . . . . . . . . . . . . . . . . . . . . . . . . $3,740 (10 meals a week; 150 points a semester) 5 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,420 (5 meals a week; 345 points a semester) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $651 (ACTC bus, student activity, technology, newspaper readership, wind energy fee, MPIRG) 20 I Augsburg College 2010-2011 Fees Billed on Student Account Fees Payable by Check/Cash Application (new and/or special students) . . . . . . . $25 Locker Rental . . . . . . . . . . . . . . . . . . . . . . $40 Student Parking Lot Permit car . . . . . . . . . . . . . . . . . . . . . . . . $220 motorcycle . . . . . . . . . . . . . . . . . . . . $110 Transcript Fee Regular service . . . . . . . . . . . . . . . . . . . . $6 Next day . . . . . . . . . . . . . . . . . . . . . . $10 On demand . . . . . . . . . . . . . . . . . . . . . $16 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) Books and Supplies These costs are estimated to average $125 per course. Deposits Enrollment Deposit (nonrefundable) . . . . . . . . . . . . . $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit . . . . . . . . . . . . . . . . . . . $200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Financing Your Education College Costs 2010-2011 Weekend College Application Fee (payable once, non-refundable) . . . . . . . . . . . . . . . . . . . . $25 Tuition (per course credit) . . . . . . . . . . . . . $1,725 Tuition (per summer course 2010) . . . . . . . . . $1,675 Activity Fee (per trimester) . . . . . . . . . . . . . $11.50 Facilities Fee (includes parking permit; per trimester) . . . . . . . . $35 Audit Fee (per course) . . . . . . . . . . . . . . . $1000 Lifetime Sports: Fee for Weekend College Course . . . . . . . . . . . . . . . . . . . . $220 Lifetime Sports: Fee for Assessment of Previous Learning . . . . . . . . . . . . . . . . . $150 Nursing Clinical Fee . . . . . . . . . . . . . . . . . $250 Supplementary Student Teaching Fee (per course credit) . . . . . . . . . . . . . . . . $215 Late Registration Fee . . . . . . . . . . . . . . . . . $200 Transcript Fee Regular service . . . . . . . . . . . . . . . . . . . . . . $6 Next day . . . . . . . . . . . . . . . . . . . . . . . . . $10 On demand . . . . . . . . . . . . . . . . . . . . . . . $16 Petition Fee for waiver of registration deadlines (non-refundable) . . . . . . . . . . . . . . . $50 Zero-credit seminar . . . . . . . . . . . . . . . . . . $1000 Payments Day college Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student. Payment Options—Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. Weekend College A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the financial aid website. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg. edu/enroll/accounts.html) Financial Policies A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refunds Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the registrar’s website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Augsburg College 2010-2011 I 21 Financing Your Education Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining . . . . . . . . . . . . . . . . . . Full refund (minus $100 administrative fee) 89% to 80% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 80% 79% to 70% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 70% 69% to 60% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 60% 59% or less remaining . . . . . . . . . . . . . . . . . . . . No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the registrar’s website. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. 22 I Augsburg College 2010-2011 Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2009-2010 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg Aid form help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. How to Apply The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa. ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after January 1. Applications must be filed by March 1 for priority consideration. 3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and submit it to the Enrollment Center. Financing Your Education 4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2009 to be considered for financial aid for 2010-2011). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. What Happens Next? December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: Augsburg Legacy Award—These scholarships provide tuition • institutional financial aid programs and requirements for continued eligibility, • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. Kinds of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call Undergraduate Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within Augsburg College 2010-2011 I 23 Financing Your Education the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. This grant is also based on financial eligibility. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2009-10 is $5,350. Bureau of Indian Affairs/Tribal and State Indian Scholarship— Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. 24 I Augsburg College 2010-2011 Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2009, is a fixed rate of 5.6% and 6.8%, respectively. The following borrowing limits apply to the Stafford Loan program after July 1, 2009: • First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Student Life Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has 26 I Augsburg College 2010-2011 helped embed vocational themes into the curriculum and has sponsored a wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of Augsburg’s vision well into the future. This new center will continue many of the current initiatives and will carry on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Lilly Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren Gateway Center, room 106. Student Government The Augsburg Day Student Government and the Augsburg for Adults/Weekend and Evening College Student Senate organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) strives to create innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts instruction at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas. These include: Campus Activities—CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg community, as well as with the broader Twin Cities community. LBGTQIA Services—LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Student Life Student and Group Leadership Development— Emerging Leaders Program (ELP)—ELP is an initiative designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Student Group Development—CAO provides student groups with advising and skill-building workshops focusing on recruitment, event planning, meeting facilitation, conflict resolution, and other pertinent areas of development. Orientation Programs— SOAR—SOAR is a required two-day, overnight orientation experience for incoming first-year day students which is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR—Parent SOAR is an optional two-day orientation experience for the parents and guardians of first-year day students that runs concurrently with the students’ SOAR session. Parents will obtain important information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. TRANSFER-mation—TRANSFER-mation is a required halfday orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about college resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days—Auggie Days is a required on-campus orientation experience for incoming first-year day students that is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend College, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. The Christensen Center also houses several student services, such as Undergraduate and Graduate Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, Mail Services, the A-Club Grille, and Cooper’s Coffee Shop. The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student group office area and houses the Augsburg Day Student Government and Augsburg for Adults/Weekend and Evenings College office, the ECHO (campus newspaper) office, the Augsburgian (student yearbook) office, and the KAUG (campus radio) office. Cubicles, lockers, and additional work spaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a women’s studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities (including regular social times, Feminist Film Fridays, spa days at the end of each semester, and the Koryne Horbal Convocation Lecture), and provides a safe place on campus for discussions, explorations, and women’s advocacy. The resource center is located in Sverdrup Hall 207. Athletics and Sports Intercollegiate Athletics—Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals—Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Augsburg College 2010-2011 I 27 Student Life Sports and recreation—At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a space-available basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air-supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 32.) Gage Center for Academic Achievement The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising—Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entrylevel skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty adviser from their major area of study using the declaration form. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are encouraged to meet with their faculty adviser as often as is necessary. Center for Learning and Adaptive Student Services (CLASS)—The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory 28 I Augsburg College 2010-2011 • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO)— The Academic Skills Office provides comprehensive academic support (e.g. time management, note-taking, reading, testing, motivation/procrastination) for all Augsburg students through individual and group appointments. In addition, the academic skills coaches address affective needs and aid in the transition to college life. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental instruction in specific courses. • Conditional Admit Program (CAP): A limited number of students are admitted conditionally through the CAP program. Students must fulfill CAP requirements or they will be continued in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Probation Advising: Students placed or continued on probation are required to meet with an approved academic advocate. Registration is prevented until the student completes the probation requirements as specified by their academic advocate. Students who do not meet with their academic advocate and/or do not fulfill the probation requirements will be continued on probation or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Augsburg Advantage at St. Kates (AASK): The Augsburg College Admissions Committee selects students for the AASK program, based on their application for admission to Augsburg. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg to assist students in the transition from high school to Student Life college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have fulfilled many of the first-year Augsburg requirements. In order to complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P. • Satisfactory completion on Critical Competencies • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Completen the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. TRIO Programs—TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services—Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building • Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning • Preemptive tutoring during the first seven weeks of the semester. • Financial aid counseling and education, financial aid literacy education • Academic progress monitoring, weekly progress meetings for students on academic probation • Academic success workshops, group academic skill development • Graduate and professional school information and application assistance • Social and cultural activities and student-led events • Five-week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students • Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, contact TRIO/SSS program staff at 612330-1311, or Science 152. TRIO/McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresent
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Title: Augsburg Now Fall 2009: Making It Possible
Collection: Alumni Magazine Collection
Search Result: T V .a The Magazine of Augsburg College English 111 Bishop Marl< Hanson Annual report Velkommen Jul sweets Homecoming 2009 Professor Lisa Jacl< 'J !., þ Ir possrible Editor Betsey Norgard norga rd@a ugsbu rg.ed u Creative Director Kathy Rumpza '05 MAL ru mpza@augsburg.edu fro...
Show more T V .a The Magazine of Augsburg College English 111 Bishop Marl< Hanson Annual report Velkommen Jul sweets Homecoming 2009 Professor Lisa Jacl< 'J !., þ Ir possrible Editor Betsey Norgard norga rd@a ugsbu rg.ed u Creative Director Kathy Rumpza '05 MAL ru mpza@augsburg.edu from President Pribbenow Creative Associate-Editorial Wendi Wheeler'06 wheelerw@a ugsbu rg.ed u Creative Associate-Design Jen Nagorski'08 nagorski@augsburg.edu Photographer Stephen Geffre geff re@a ugsburg.edu . few years ago my good friend and predecessor as Augsburg's president, Bill Frame, introduced me to Burton Clark's work on the concept of saga as it relates to the distinctive character and identity of colleges and universities. A saga, according to Clark, is more than story-all of us a have stories. A saga is more of a mythology-a sense of history and purpose and direction that is told in vocabulary and narrative that accounts for a college's DNA, its essence even-and it abides in the people, programs, and values that define an institution. Clark contends that not every institution has a saga. Sometimes this is a function of not being true to founding values. At other times it can be occasioned by a change of location or core mission. Still other institutions have not found a way to link theìr pasts, presents, and futures in a coherent narrative. I believe firmly that Augsburg does have a saga, and it runs deep in the culture and meaning of our work here together. My exploration of Augsburg's rich history has surfaced several themes that are central to our saga. I think you will recognize them: founders who believed that education should be for all, no matter their circumstances, and that the quality of that education should be of the highest order because that is what God expects of those faithful servants who have been given the gift to teach. This is our distinctive gift for the world, an educational experience like no other available to those who might otherwise not have the opportunity. This is our distinctive gift for students from many different backgrounds and experiences. This is our distinctive gift to have a community in which access to education is celebrated and encouraged and, yes, even demanded. We dare not keep back any of the educational opportunity with which we have been entrusted because it is our distinctive gift from our You will read in the following rent students and alumni who have been welcomed at Augsburg and offered a demanding and relevant education that serves them for a lifetime. ln these stories I trust that you will find-as I have come to know in my experience here-that our saga, our DNA, our values, and character lead us to pursue the pursuit of freedom through a liberal arts approach to learning, by serving our neighbor and the world, and by the centrality of faith to our vision Augsburg experience available to all who will be formed by our college's rare and distinctive vision of education for lives of meaningful work and faithful of education. service. lt's a saga worth retelling and celebrating! Another central theme in our saga is powerfully illustrated in the articles in this issue of the Augsburg's high-quality education accessible to all learning, and service. Our commitment to an accessible education is a remarkable legacy from our Jeff Shelman shelman@a ugsbu rg.edu Sports lnformation Director Don Stoner stoner@augsburg.ed u l)irector of Alumni and Constituent Relations Kim Stone stonek@a ugsbu rg.ed u wwwaugsburg.edu I I Augsburg Nowis published by Augsburg College f I PAUL C. PRIBBENOW, PRESIDENT I i 221 1 Riverside Ave. Minneapolis, MN 55454 0pinions expressed in Augsburg Now do not necessarily reflect official College policy. lr I l ll I tssN 1058-1545 Send address corrections to Advancement Services cB t42 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 hea lyk@a ugsb We believe deeply in making those who seek to learn at the intersections of faith, Director of l{ews and Media Services pages about cur- ever more avidly a commitment to making an /Vor.,r¡. barnesb@a ugsburg.ed u ancestors and our gracious and loving God. Augsburg is shaped by an immigrant sensibility, by Augsburg Webmaster//far 0nline Bryan Barnes u rg.ed u E-mail: now@augsburg.edu Telephone: 612-330-1 181 Fax:612-330-1780 fall 2009 Features English 111 compiled by Wendi Wheeler '06 Velkommen Jul's sweet traditions compiled by Betsey Norgard Finding perspective by Jeff Shel man Iliscovering joy in the challenges of leadership by Jeff Shelman Making Augsburg possible by Wendi Wheeler '06 Annual report to donors, 2008-09 ct) +, É -(¡) +) -O (J Depa rtments 4 Around the Ouad 6 Spotlight-Trip to Egypt I Auggies on the field g It takes an Auggie 12 Auggie voices 't3 Homecoming 2009 47 Alumni news 52 Class notes 56 My Auggie experience 0n the cover Juventino Meza Rodriguez arrived in St. Paul from Mexico at age 15 Through determination, hard work, and a lot of support, he's one of the many students helped into college by Admission Possible. 6 ffi ¡iFiw All photos by Stephen Geffre unless otherwise indicated. 6 (*, fi Wg First-year day students began their semester with City Service Day, spending an afternoon working on I prolects in the neighborhoods around Augsburg. ffiH ì llFrtar*-.- .l.<^?* oY 4 't &^t around the Augsburg keeps going green Sustainability Awareness Month September on campus not only included the beginning of fall classes, but a month-long series of events and activities designed to raise awareness and change habits related to sustai nabi I ity. Sustainability Awareness Month (SAM) was the brainchild of Augsburg students, several of whom participated in faculty-led study abroad programs, including Sustainable Cities in North America with Professors Lars Christiansen and Nancy Fischer in the summer of 2008. After students in the course worked with A'viands to create a composting program in Augsburg's dining facilities last year, their next step toward a more environmentally friendly and sus- r r¡ I f =l JæI trE æ E ßE ffi Ll mE E fl fl G Augsburg was the afternoon location of the West Bank Farmers Market each week, bringing fresh, locally-grown vegetables to the Augsburg community. tainable campus was a month of events. "We want this to bring the campus together," said senior Kjerstin Hagen, a leader on the project. "lt takes all of us to e make this happen." Each week was centered around a different theme, with tabling, information, activities, and speakers, including nationally known author and activist, Bill McKibben. The themes for SAM were waste reduction and management, alternative trans- portation, alternative energy and consumption, and connecting communitìes through food. Community Garden and Farmers Market Augsburg's community garden increased this summer as an additional area was turned into garden plots. A total of 40 plots grew produce and flowers for the Augsburg community and neighborhood residents and organizations. didn't grow their own vegetables in the commugarden, nity fresh produce was available each week on campus at the West Bank Farmers Market, a project of the Brian Coyle Augsburg students joined 5,000 groups around the world that marked the lnternati0nal Day of Climate Action sponsored by 350.0rg. The number signifies the highest safe level of carbon emissions in parts per million. For those who Center and Augsburg Campus Kitchen. Three farm families sold their locally-grown and eco-friendly vegetables and herbs during the summer and into the early cold fall at Brian Coyle Center in bring about action to reduce atmospheric carbon emissions to 350 ppm, deemed the highest safe level by NASA scientists. Auggie students led bikers to the State Capitol for a rally on the Capitol lawn, sponsored by the Will Steger Foundation, Oxfam, 1Sky, and Augsburg in support of global climate change action. Rep. Betty the morning and at Augsburg by Foss Center in the afternoon. McOollum and Rep. Keith Ellison, among other legislators, told those gathered to "keep your voices loud." 350 lnternational l)ay of Climate Action Augsburg students planned a full day on October 24 as part of the lnternational Day of Climate Action, the project of Bill The bikers arrived back on campus in time to join a crowd at halftime on the footballfield for a photo that was posted online at McKibben and 350.0rg. Activities around the world aimed to and Day Student Body Government. 4 www.350.org. The halftime event was sponsored by Campus Ministry Augsburg Now I 7- Mayor meets with students After returning from New Zealand last summer, Richmond Appleton '09 was so enthusiastic that he wrote a letter t0 Minneapolis mayor R.T. Rybak. Applelon was in l{ew Zealand lor five weeks with 25 students led by biology professor Brian Corner and political science professor loe Underhill to study Biodiversity and Environmental Politics. "tveryone is aware of the environment, of sustainability, of food production, and energy use. From the north island to the south island, everything is consistent." Appleton, a senior environmental studies maior, Ever Cat Fuels in lsanti, Minn., opened its plant t0 produce biodiesel from the Mcgyan process, which has student, faculty, and alumni r00ts at Augsburg. Ever Cat Fuels opens in lsanti Minneapolis. He contacted Rybak, a strong sup- What began as a student research project in a Science Hall laboratory made another step toward changing how fuel will be produced in the future when Ever porter of sustainability efforts, who welcomed Cat Fuels held a grand opening for its biodiesel plant in late September. wanted to bring ideas from l{ew Zealand back to such a meeting. Kjerstin Hagen'10, an American lndian studies major who studied urban sustainability last summer in Portland, 0re., and Vancouver, 8.C., joined The plant, located about 40 miles north of campus in lsanti, Minn., is expected to produce about 3 million gallons of biodiesel per year when fully operational. lt represents the first large-scale application of the Mcgyan process of making biodiesel. The Mcgyan process came out of research by Augsburg undergraduate and Appleton at the meeting. She was one of the stu- Rhodes scholar Brian Krohn'08 and creates biodiesel from waste oils. The process dents involved in implementing Augsburg's com- doesn't require food stock to work and doesn't create any waste products. The Mcgyan process-named for Ever Cat Fuels founder and Augsburg alumnus posting program and planning Sustainability Awareness Month. Ihe students shared their travel experiences with Rybak and told him about ongoing sustainability efforts at Augsburg, many of which were initiated by students. "Augsburg is doing exactly what I believe in," Rybak said. The three agreed that informing and educating the community is an important factor in promoting urban sustainability. Rybak encouraged Appleton Clayton McNeff '91, Augsburg chemistry professor Arlin Gyberg, and Ever Cat scientist Ben Yan-has certainly attracted a lot of attention. "When I see something like this, it's everythingthat we talk about in Washington," said U.S. Sen. Amy Klobuchar, who spoke at the grand opening. McNeff said Ever Cat Fuels is already planning to expand its facility in lsanti. ln addition, the company is licensing the Mcgyan process, and it is expected that other biodiesel facilities will be built across the country and the world. McNeff also said that a donation to Augsburg's planned Center for Science, Business, and Religion will be made for each gallon of biodiesel sold. and Hagen to sign up for one of the city's committees so that they could continue lheir work outside of Augsburg. 22nd Annual Nobel Peace Prize Forum Striving for Peace: A Question 0f Will March 5-6, 2010 at Augsburg College Honoring 2008 Nobel Peace Prize Laureate Martti Ahtisaari lnternational peace negotialor and former president of Finland www.peaceprizeforum.org Sponsored by Augsburg College, Augustana College (Sioux Falls), Concordia College (Moorhead), luther College, and St. 0laf College Fall 2009 5 around the Augsburg's first travel to Egypt As a child, I spent most of my summers in Egypt. When I became language and culture. After learning about the history of Nubia and director of the Pan-Afrikan Center, I proposed taking students to Egypt so they could study in a country with both a rich history and current events of interest. After a year-and-a-half of planning and its relationship to Egypt, the students spent the day with a Nubian community located in Aswan. We later ventured to Hurghada, a city on the Red Sea located in the Eastern Desert. We drove over an hour to visit a Bedouin community with only 30 members. Due to the harsh nature of the desert, all of their water comes from a local well, and they raise the animals needed to survive. We shared a meal with this community, which allowed the students to experience the vast expanse and isolation of the desert. lt was eye-opening to see what it takes to survive there. 0ur trip to Egypt evoked a lot of thoughts and feelings within our students. They had to interact with people who speak different languages, practice different religions, and come from a very differ- collaborating with Professor Phil Adamo, who teaches ancient history at Augsburg, we arrived last May in Cairo wilh 22 students. We began our journey in Africa's largest city, a 1,OOO-year-old metropolis that is home to more than 20 million people. Beyond Cairo, our three-week excursion took us through Alexandria, Luxor, Aswan, and Hurghada. 0ur two courses covered Ethnicity and ldentity in Ancient and Modern Egypt, focusing on Egypt's ancient past and exploring its modern identity, including a discussion of religion. Although Egypt has an overwhelming Muslim majority there is also a significant Orthodox Christian community. As such, students visited some of the oldest lslamic mosques and Christian churches and monasteries in the world. 0ne stop was Al-Azhar University and mosque, which is one of the oldest higher education institutions in the world. We later went to the Hanging Church, one of the sites said to have been visited by Jesus, Mary, and Joseph. Outside of Cairo, we visited St. Makarios Monastery, another monastery on the Holy Family's travels through Egypt. ln discussing Egypt's place in the ancient world, we acknowledged that ancìent Egyptian society is often over-romanti- cized, Ieading to a diff iculty in reconciling the past with the current state of affairs. To give context and help students understand the many changes Egypt has undergone, we explored Egypt's relations with its neighbors, both past and present. Our f irst stop, Abu Simbel, is an ancient temple built by the Egyptians, in an area then known as Nubia, to show Egypt's dominance in the region. Although Nubia is no longer a separate kingdom, the Nubian people have a distinct 6 Augsburg Now È ent worldview. We challenged stereotypes, explored history, and dug deep into what it means to be an American traveling overseas. cities, resorts, mountains, and deserts on our quest to learn more about Egypt. lt was a wonderful experience to take students to the place where my family originated, and I look forward to possibly going back. We traveled through MOHAMED SALLAM Director of the Pan-Afrikan Center and instructor in the Departments of Sociology and History a7- Two new regents elected to board The Augsburg Corporation, at its annual meeting in September, elected two new members to the Board of NEW Bt00MlNGIf)l{ CEI{TER-Augsburg students can now study toward an MBA or a Master of Arts in Leadership degree in Bloomingon at St. Stephen Regents and re-elected six lutheran Church, conveniently located near l-494 others. and France Ave. For graduates of nearby Elected to a four-year term on the Augsburg Board of Regents: Ann Ashton-Piper (above left) Ann Ashton-Piper is a graduate of the University of Minnesota and has worked extensively in the information technology field and is president of The Bridgie Group, a small lT consulting firm. She is active in her church, Peace Lutheran Church in Bloomington, where she recently chaired the Call Committee. She and her husband, Ken, who is an architect, are also active in theìr community, supporting local nonprofit and charitable organizations such as Lake Country School, Groves Academy, and the Children's Theater Company. They have five children and live in Bloomington. Normandale Community Gollege, a bachelor's degree completion program (AA to BA) i¡ communi- cation studies or business administration is planned at the new Bloomington Center. NEW S()ClAl- W0R|íMBA DUAL DEGREE-A new MSWMBA dual degree is specifically designed for MSW alumni who completed the Program I)evelop- ment, Policy, and Administration (PDPA) c0ncentra- tion; it will offer the knowledge, experience, and values necessary for success in both business and human services systems. Lisa Novotny'80 (above right) URBAII DEBATE IEAûUE AT AUûSBURG-llow part Lisa Novotny'80 is vice president, Human Resources at General Mills, and Augsburg's Sabo Genter for Citizenship and Learn- has responsibility for human resource strategy and leadership across the sup- ing, the Minnesota Urban Debate league (MNUI)L) ply chain and iechnology organization. Prior to General Mills, she held similar positions for Dain Bosworth and First Bank System. Novotny received her sponsors six high school programs and three junior Bachelor of Science degree in social work and Spanish from Augsburg College St. Paul, serving several hundred students, teach- ol high school debate programs in Minneapolis and in 1980 and a Master of Arts in industrial relations from the University of Min- ers, and coaches. lt is one ol the college-readiness nesota. She and her husband, Rev. lVìark Flaten, are members of Edina Community Lutheran Church. They have two daughters; one of them is a current partnerships Augsburg supp0rts t0 provide access to underserved and low-income high school stu- Augsburg sophomore. dents in the Twin Cities. Elected to a second, six-year term was: '65, chairman, Swenson Anderson Financial Group "LlVE l-lFE . Dan Anderson AT THE STRETï LEVEI"-Day student body president Sam Smith welcomed first-year Elected to second, four-year terms were: Hagfors, founder and president (retired), Norsen, lnc. . Jodi Harpstead, chief operating officer, Lutheran Social Service of lVìinnesota . Dean Kennedy'75, president, TFI Securities . Marie McNeff, academic dean (retired) and professor emerita of education, . Norman . Augsburg College Paul Mueller'84, physician and chair of internal medìcine, Mayo Clinic students at the opening convocation with a mes- sa!e: "At Augsburg my life and my learning have been enriched by the constant reminder thal the city and the community are the largest classrooms you can find. ... Where I currently live, on the l3th floor of Mortensen Hall, the view of downtown Minneapolis is both beautiful and intimidating. Up that high, it's impossible to make out faces or street signs. At street level, though, life in the .,ì.;i; .:iii:¡ l1 ;i;i ;,; i,,'r!i i ¡ f\l¡;:.;! "\'J l i, ; i ¡ r:r i i i, :.,i t r,' r' i ¡I I r,,. i: ¡i t I ;!'.¡iiì;:ì : (i,;:lt!l:,¡lllt t'i:0ìli:rlr j ;:r::rìrriûli: j:r, ii ii;ltilr, r'.,i1Ìr Cedar-Riverside and Seward neighborhoods ¡!{¡ 1' doesn'l seem as complicated, foreign, or hectic as it appears from the bedroom. My hope [is that I youJ will evenlually learn to live life in the city at iiq¡i'r'jr: i ;r,,1, slreet level." Fall 2009 7 r: fl H IIütrNrcNER Þ ru 'j" I 1 tl Þ t¡ ¿t I ,,,i it takes an Campus Kitchen wins youth philanthropy award {ugsburg's Campus Kitchen program was honored by the Association of Fundraising Professionals with the Outstanding Youth Award for 2009 at National Philanthropy Day in Minneapolis in November. Augsburg students were recognized for the program they largely plan and run that serves more than 1,700 meals each month to low-income and homeless persons, and communities in need in the Cedar-Riverside and Phillips neighborhoods. The student leadership team of 8-12 Augsburg student volunteers provides the essential component for the program-people power. Under direction of the staff coordinator and two student interns, the team coordinates other volunteers for three cooking shifts and six food deliveries each week. Meals are prepared, stored overnight, and delivered the following day. The students also gìve of their heart, providing conversation and offering companionship to the individuals they serve. The Campus Kitchen at Augsburg College was established in October 2003 and is one of only 15 Campus Kitchen organizations around the country. The program brings together the college dining service, local community groups, and individuals to plan, prepare, The Campus K¡tchen at Augsburg received the y0uth philanthr0py award, recognizing lhe work ol the students and volunteers who serve 1,700 meals per month in the neighborhoods around Augsburg. deliver, and serve meals. ln the past two years, Campus Kitchen has expanded its activities: . A'viands food service-From their arrival at Augsburg ìn June 2008, A'viands, a local food service provider, has embraced Campus Kitchen and provides access to food that would otherwise be thrown away. Donations also come from community food- . . Summer Garden and Nutrition Education Project-Augsburg students teach neighborhood youth from the Brian Coyle Community Center and Somali Confederation about health, nutrition, garden- banks and other institutions. . Communìty Supported Agriculture (CSA)-Campus Kitchen is the site coordinator for all Augsburg CSA shares and receìves six shares through Ploughshare Farm's Food for Folk Project. Community garden-Over three years, Augsburg's community garden has provided space for neighborhood residents, Augsburg employees, and community organizations to grow their own food. ing skills, and cooking nutritious meals. . West Bank Farmers Market-ln partnership with the Coyle Center, local farmers selltheir produce once a week during the summer in the morning at Coyle Center and in the afternoon at Augsburg-and often donate unsold food to Campus Kitchen. . Service-learning-Augsburg history students get hands-on learning about how resources are collected, distrìbuted, and controlled in the "living text" of Augsburg's Campus Kitchen. ln its six years, Campus Kitchen has been the recipient of three awards recognizing the program's outstanding service and achievements: Student Organization of the Year, given by Augsburg College; Harry Chapin Self-Reliance Award, given by World Hunger Year in 2OO4; and the Great ldea Award, given by America's Promise. Read more about Campus Kitchen at www. a ugsbu rg. ed u/cam puskitchen. BTTSEY NORGARD flr v View more photos and learn more about why Campus Kitchen was nominated for the youth philanthropy award at www.augsburg.edu/now Fall 2009 I t tr3 /,) il d a Å il ru ã E u Ê m Éì ø ry ffi N ruG E ffi ¡E il ¡i Ë I æl ry = E_f re Grerc ú dE FG ¡E re @t ¡ E M E E E r f a a ù o C E ul.umtlIl ttÈrunrarñt^EREEI ffi ffi ffi I ffi tr il !a Z ET H E¡ r) I n I il l¡ E f r'l ¡ ffi ffi ffi Hffifl m E $ ffi fl t7 E age 77, Herb Chilstrom '54 got an offer he couldn't refuse. The retired ELCA presiding bishop was invited to serve as interim director of the Linnaeus Arboretum at Gustavus Adolphus College while its director is overseas for ayear. The transition from Chilstrom's 50-plus years as pastor and bishop to administrative gardener, he AI tells his friends, was easy: "l'm going from tending flocks to tending phlox." Chilstrom gained an appreciation and love for gardening from his mother, a gardener ahead of her time who, along with her husband, pul organically grown food on their table. He pursued that interest in retirement when he studied to become a .fu1 * .t master gardener. "lt turned out to be one of the most enjoyable educational experiences l've ever had," he says. When the Chilstroms moved to a townhome in St. Peter, Minn., Herb volunteered his services to the arboretum. For seven years he nurtured flowerbeds back to blooming beauty and created a vegetable garden behind the restored settlers' cabin-which was a necessity for every settler, as well as his own family, During this time the arboretum began to restore more than 80 acres back to its native prairie. Now as interim director, he has enjoyed launching "The Linnaeus Order of Nasturtiums," a cadre of volunteers who tend the arboretum's flora. lVlostly retirees, the order has "taken off like gangbusters," Chilstrom says. Despite the initiation, that is, which requires each volunteer to eat a nasturtium blossom laced with cream cheese. "People are almost begging to get into the order," says Chilstrom. He has recruited 20 volunteers in two months, and all have passed the initiation. For Chilstrom, this second "calling" also has theological roots. He says that while Lutherans consider Christ's life, death, and resurrection in the Second Article of the Creed as the heart of Christian faith, "we may have emphasized it to the point where we don't appreciate as much as we should the First Article, about creation as the gift of God." "Being involved in a place like the arboretum," Chilstrom continues, "gives me a chance to create some balance, to be committed to making this place as beautiful as it can be in a world that is quite broken, where we don't appreciate the gifts of nature, and where there's so much desecration of the environment." It's also a chance for some historical reflection. Chilstrom recounts how so many settlers, including his great-grandparents, arrived in lVìinnesota penniless and began breaking up the prairie, with disregard for Native peoples and their land. "Now when we recapture part of that into native prairie, we are helping people step back and think about what it was like for Native Americans to live here, how they survived in that setting, and the beauty of the prairie," he says. ln sum, Chilstrom says, "lfeel that in my retirement I've been uniquely blessed to be located in a place like this where I can think about some of these good ihings that are important to us." ,i lì i r{)lì{'/\,li) /\ Í,tlow E ¡ \ I \ti \l \ I HfIMECOMING 2OO9 September 28-0ctober 4 Despite the rains and chilly weather, spirits were high at the 2009 Auggie Adventure, as hundreds of alumni, students, faculty/staff, and friends celebrated Homecoming. 0ueen Jamie Krumenauer and King Kevin Khottavongsa presided at the football game halftime festivities and cheered the Auggies despite their loss to Hamline, 38-28. Alums sampled classes from Augsburg professors, met fellow alumni authors, enjoyed their reunions, and ended the weekend with a bang at the fireworks display. Fall 2009 13 'Ëff'{ itr'¿ i 1 2009 Augg¡e Adventure 14 Augsburg Now DISTINGUISHEIl ALUMNI FIRST ]lECA]lE AWARIl Tove Dahl'84 and Curt Rice'84 Tove Dah l-Associate Professor, Psychology, University of Tromsø, Norway Curt Rice-Director, Center for Advanced Study in Theoretical Linguistics, University Brenda Talarico, '99 PA Assistant Professor, Physician Assistant Program, Augsburg Col lege of TromsØ, Norway SPIRIT fIF AUGSBURG AWARD Phebe Hanson '50 Poet, teacher, founding member of The Loft Literary Center James E. Haglund, Augsburg Regent Emeritus and Parent President and Owner, Central Contai ner Corporation ; Co-owner of Spectrum Screen Printing Joyce (Anderson) Pfaff '65 Professor Emerita of Health and Physical Education, Augsburg College 2flO9 ATHLETIC HALL flF FAME Bob Arvold '82, Wrestlìng Joel Engel '87, lvlen's Basketball Matt Farley'88, Baseball Dallas Miller'88, lvìen's Hockey Ruth 0lson '60, Women's Basketball Sonja Slack Payne '91, Softbatt, Tennis Drew Privette '89, Football, Men's Hockey Richard Thorud '56 Daniel Roff '82, Football Retired engineer, Toro Company Stefanie Lodermeier Strusz '98, women's Basketball @ For more aboul Homecoming and the alumni award winners, go to www.augsburg.edu/now Fall 2009 15 THE DESTINATION IS THE SAME: EARNING A COLLEGE DEGREE. BUT THE PATHS TO THAT CAN BE AS DIFFERENT AS DAY AND WEEKEND/EVENING. For many, Augsburg College is a traditional liberal arts college with 18- to 22-year-olds ENGLISH living on or near campus. lt's the place where they went just a few months after graduating from high school and spent the next four years. There is another side to Augsburg as well. lt's one where classes are held on Fridays, Saturdays, Sundays, and some evenings. ln this evening and weekend program, students are older, they are more likely to have a full-time job, and they often juggle more family responsibilities than traditional day students. They study in both Rochester and lVinneapolis, at four locations. While the two groups are demographically different, the education they receive is as close to the same as possible. For example, business majors in the day program take the same courses as business majors in the evening and weekend program at all locations. Where the education differs has more to do with the life experiences students bring to the classroom. As one way to see this, we talked to students and faculty members in a day and weekend section of English 111. This class, Effective Writing, is one that nearly every Augsburg student takes. As seen in their favorite books and authors, the younger day students tend toward escape fantasy and horror fiction, exploring the dark and the macabre. The older weekend/evening students show more interest in philosophy, psychology, and spìrituality-perhaps seekìng more understanding, meaning, and comfort their lives. Enjoy "meeting" these Augsburg students. COMPILED BY WENDI WHEELER 16 Augsburg Now in by the numbers EVENINû/WËEKENI) UNI|ERGRADUATE PR0GRAM (Minneapolis Campus) DAY UNDERGRAI)UATE PR()GRAM Total students enrolled: 809 Total students enrolled: 2,01 3 Average age: 35 Average age: Male/female rat¡o: 37/63 21 Male/female ratio: 50/50 Students of color: l5% Students of color (total): 25% Students of color (first-year class): 42% Fall 2009 17 & H m M@m ffi isG Eil tr \\¡ 6 fl H *'å iÀ . r t J --J J ì I -¡ {Ulli lli E}l e.J J sweet trad¡t¡ons Velkommen Jul is one of Augsburg's most popular traditions, a Scandinavìan welcome to the holiday season. Augsburg alumni and friends look forward each year to the splendid banquet of sweets and treats provided by the Augsburg Associates. Enjoy these cookie recipes that come from the hands and hearts of the Associates. Some recipes date back generations to family members who attended Augsburg Seminary in the late 1800s. JOIN US AT VELKOMIVìEN JUL ON FRIDAY, DECEMBER 4, BEGINNING WITH CHAPEL AT 10:15 A.M. COMPILED BY BETSEY NORGARD Fall 2009 19 { { Grandma Rand's Krumkake 1 pt. whipping cream 1 c. sugar l tsp. vanilla 2 c. f|our Pinch of salt 1 c. milk Whip cream until stiff . Add sugar gradually. Mix vanilla and add flour and salt, which have been sifted together. Add milk slowly, beating constantly. Bake in krumkake iron, a teaspoon- ful at a time (no more). Remove from iron and roll immediately. Makes about 10 dozen. Fattigmann Berliner Kranser Þ 6 6 6 2 6 egg yolks, 3 egg whites Tbl. sugar Tbl. cream Tbl. melted butter 2 hard cooked egg yolks Il2 c. sugar 2 raw egg yolks 1 c. butter f 2-712 c. flour (use less) fat for frying cardamom seeds lour salt van Beat egg yolks and whites together until illa thick and lemon colored. Add sugar and Mash cooked egg yolks with fork. Add sugar and continue beating; add cream and beat again; blend in butter. Crush cardamom seeds to powder and add with enough flour to make a dough f irm enough to roll work into a wet and pasty mixture. Add raw egg yolks and mix well. Add butter and mix. Add flour, salt, and vanilla. Take dough about the size of a walnut and roll into pencil shape about seven inches long. Form a ring, overlap ends (like a pret- Roll thin as paper, cut into diamond shapes about 5 x sprinkle with powdered sugar. * Augsburg Now inches. Deep-fry brown. Drain on absorbent paper and e, 20 2-Il2 in hot fat 2-3 minutes or until golden zel). Dip in raw egg white, then into crushed loaf sugar. Bake a|325 degrees until light brown. Mom's Rosettes 4,t I 1 1 I 2 eggs 1/4 tsp. salt 2 Tbl. sugar 3/4 c. milk (can use whole or skim) .# dü Il4 c. waler 1 tsp. vanilla 1 c. f lour canola or vegetable oil for deep frying Heat oil in a deepfryer to 375 degrees. (Be sure to have a thermometer in the oil as you fry the rosettes and maintain an average of 375.) Put the rosette iron in the oil as it heats-a hot iron and oil temperature are most important for crisp rosettes. Jule Spritz { 1 c. butter 1 tsp. almond extract 2-tl2 c. flour Batter: ln a deep bowl, lightly whip the eggs, salt, and sugar with a fork, just to mix. Don't overbeat it. Combine the milk, water, and vanilla. Alternately add 1/3 of the liquid and 1/3 of the flour to the egg mixture and repeat until all are mixed. lf the batter isn't smooth, put through a sieve to remove the lumps. 4 small egg yolks (or 3 large) 2/3 c. sugar 1/4 tsp. salt Cream sugar and butter, add almond extract and egg yolks and beat well. Add flour and salt. Put cookie dough in cookie press and press out cookies on cookie sheet. Decorate Lay out paper toweling on cookie sheets to cool the rosettes after frying. Have a bowl of sugar for dipping the hot rosette into after it comes off the iron. with red and green sugar. Bake about 12 minutes at 400 degrees. A couple of forks will be useful to remove the rosette from the iron. With hot oil and hot iron a|375 degrees, and absorbent cloth or several paper towels ready, quickly remove the rosette iron from the oil, quickly shake off any excess oil over the deepfryer, dab the iron on the paper towel, and quickly immerse the iron into the rosette batter-not going over the top edge of the rosette iron-and quickly return the iron to the deepfryer. After about 15-20 seconds in the oil for a light brown color, gently remove the rosette from the iron using a fork. Be sure to keep the iron in the oil heating as the rosette continues to brown; turn it with the forks to get uniform browning; and remove from the oil with the forks and place on paper toweling with the hollow side down to drain off any excess oil While warm, dip in sugar. Cool completely and store in large cookie tin in a cool place. Makes approximately 36 rosettes. Fall 2009 21 Ð perspective BY JEFF SHTLMAN I 22 Augsb s' Lisa Jack It was a summer of mood swings and wide-ranging emotions. ln May, Lisa Jack found herself on the cover of the los Angeles Times'Calendar section. The Augsburg psychology professor had a camera around her neck as is talk of a Paris showing of the photos "The majority of students, they enjoy being engaged and challenged," Jack said. "l love challenging them and to be that until two years ago were housed in a chal lenged. " basement box, Jack is far less interested than she was even this summer. That's because real life suddenly While Jack's photos have been seen across the globe and she has been inter- While the 36 photos of 0bama are now on display at Occidental, and there reappeared. 0n July 25, doctors told Jack's viewed by outlets ranging from The New York Times to the television show Exfra, Jack has never heard a word from mother that she has ovarian cancer. ln examining her family history, Jack and Obama or anyone at the White House. her sister were then told that they are ings with Obama in recent years, is all right with that. She understands the job he has to do and that the photos are from a long time ago. And she also has display at a hip West Hollywood art genetically predisposed for the disease. And because there isn't a way to screen for ovarian cancer, the only way for Jack to protect herself would be to have sur- gallery. gery herself. she sat cross-legged and dressed in black in the California sun. Her 1980 photographs of now-President Barack Obama-which were originally published in Time magazine-were about to go on She had become the photographer she wanted to be at the time she took those photos when they were both under- graduates at Occidental College. There was now enough buzz about her work for singer-songwriter Seal to check out the photos. Her photographs captured what she has described as Obama's youth and playfulness. And she knew she wanted some sort of platform." With Jack needing to help provide care for her mother in New York and planning for a significant medical procedure of her own, Jack was pictures. forced to adjust her teaching load at the last minute. Jack was not years. New camera in tow, she spent part of her summer in North Dakota shooting photos of professional rodeo cowboys and the livestock they ride. She began conversations about some photography projects. She was excited about rediscovering what she had once thought would be a career. "Once I purchased the camera, I went to practice at the IUniversity of able to teach an AugSem first-year seminar and is llmited to one psychology internship course for upperclass students. "l was adamant that I teach this semester," she said. "l have to have a life. I can't be all cancer all the time. And I love to teach. I have a class of seniors and I know them all. lt'll be fun." Because while Jack's love of photography was rekindled Minnesota'sl Raptor Center," Jack said. "When I put everything in my computer, I said, '0h my God.' I didn't lose any when she unearthed the nearly 3O-year-old photos of vision. " Obama, she still wants to All was great, right? Not so fast. Because that part of the summer seems so long ago. some new-fou nd perspective. "lt's an ugly, horrible, heinous disease," Jack said. "They call it the silent killer. I've done a U-turn into a cancer activist. But maybe it was the point in finding those photos, to have to continue telling stories through That's why Jack began taking photographs again for the first time in many Jack, who has had two chance meet- teach. With an extremely outgoing personality and non-stop professor energy, Jack loves the classroom setting. Fall 2009 23 Mafk HanSOn calls it a "kicking and screaming" calling. The son of a parìsh pastor, Hanson had no interest in follow- difficult times, ELCA presiding bishop Mark Hanson '68 finds great joy in his calling and seeks to stay focused 0n Ggd's w3rk in the world. Even through ing his father into mìnistrY. Sure, Hanson went to Union Theologi- cal Seminary after graduating in 1968 from Augsburg with his wife, lone (Agrimson) '68, but ihat was onlY because he received a scholarship to try it for a year. Even when he f inished up at Union, Hanson went as far as to stand in line to regìster to begin graduate school classes in psychology before he realized that wasn't what he wanted to do with his life. "l ended up going to therapy for six months to f igure out what was going on ìn my lìfe," Hanson says. "And it was only after sìx months of therapy that realized I was f ighting, for all the wrong I reasons, the call to ministrY." Now, nearly 40 years later, Hanson f inds himself as the presìding bishop of the Evangelical Lutheran Church in America at one of the most challenging times since the Lutheran Church in America, the American Lutheran Church, and the Association of Evangelical Lutheran Churches merged to form the ELCA in the late 1980s. The nation's financial instability has led to a downturn in contributions to the church. The nation's changing demographics have left the ELCA as a graying organization with ìts strength in parts of the natìon that aren't growing. And, in the wake of votes taken at August's Churchwide Assembly on topics of human sexuality and homosexual clergy in committed relationships, there are many individuals and congregations pondering whether the ELCA is the place for them. And despite the current challenges "I think that ìn anxious times that have dimensions of conf lict in them, the temptation ìs to go into enclaves of likeminded people to both reinforce the convictions one holds with those likeminded people, and often to articulate that those whom you are not in agreement with are so wrong," Hanson says. "l have worked to be very connected relationally. "ln a culture that is so polarized, facing the ELCA, Hanson loves his job. "l f ind great joy in what I do," especially around issues of personal Hanson says, while sitting in his 11th- morality, and tends to be increasingly f loor off ice that overlooks Chicago's 0'Hare lnternational Airport. "I use joy very intentionally. Joy, for me, has its source in my faith. I literally f ind great joy in this call. I told a group of pastors that I have the best call in the church and what was fun was that a bunch of them lìned up to argue with me about why theirs is better. I liked that." But Hanson acknowledges that these times are challenging. And that's why Hanson has spent-and will be spend- ing-a signif icant amount of time engag- fractious, contentìous, and too often mean-spirited, can we exemplify in our witness another way to live-together and honoring our dìfferences, but in the context of our unity?" J im Arends, a I97 4 Augsburg gradu- ate and current bishop of the LaCrosse lWisc.l Area Synod, saYS one of Han- son's biggest strengths as presiding bishop is his ability to communicate in general and to listen in particular. "lt is going to help, it can't but help," Arends says. "He respects you. I don't ing in conversation, even if the actions think I've ever seen anything even close at the Minneapolis Convention Center to disrespectful. With his authority and height, he's still able to make people be make things a little awkward and u ncomf ortable. comfortable and relax around hìm. That's tough with the height of his collar and the big cross he needs to wear." How does he do it? Hanson saYS some of it is because of what he learned at Augsburg. Because while there are challenges within the church, there are far Discovering in the Challenges of leadership BY JEFF SHELMAN Fall 't 2009 25 1l more sign if icant issues-poverty, dis- ease in third-world countries, and health concerns among them-that the ELCA is trying to tackle. "The call for us as Christians is not to be turned inward in conf lict with each schools of higher education. We have great colleges and universities in the church, but I think Augsburg has really positioned itself where I would want to see a college of this church to be." for work about 80% of the time. "There are some days when I've gone to the airport where I've given the United desk my driver's license and said, 'l forgot to look, where am I going again?"' Hanson other and miss this moment to be engaged in God's work in the world; And as Hanson progressed from parish pastor to bishop of the Saint Paul Area Synod to, now, presiding bishop, Augsburg gave me that perspective," he Hanson sees a thread that goes back to says. "Augsburg always reminded me that whatever is going on with you, Augsburg. will have a lot to do with continuing com- "My whole life has been shaped by the intersection of intellectual curiosity, faith, and how faith and intellect shape one for a life in leadership," Hanson says. "The phrase I use for what I got from Augsburg and Union is an unquenchable curiosity of faith and life. I've never stopped being curious. I think Augsburg fostered that. I'm going to be free to ask questions and to serve my neighbor, particularly the one who is struggling with issues of justice and munications, building relationships, and leading a church that has members asking serious questions about the future. While the conversations and e-mails aren't always positive from individuals concerned about the ELCA's actions, Hanson remains within your family, within the church, there is a world that calls you." That was true in the mid-to-late 1960s when Hanson studied sociology, and it is true now as Hanson also watches Augsburg as a parent. Four of his six children have or currently are attending Augsburg. His daughter Alyssa, an alumna of the College, is also teaching math in the Weekend College program. "When lone and I were at Augsburg, we were invited, encouraged, challenged to immerse ourselves in the city, CedarRiverside, North Minneapolis, and that has not stopped," he says. "0ur daughter who is a senior there now has been to Central America twice. The immersion and context have grown from the immediate Cedar-Riverside neighborhood to now the world. "l'm all 26 over the world looking at Augsburg Now says with a laugh. "That's pretty bad. I'm prepared for where I'm going, but there's a lot of travel." That travel, in the upcoming months, upbeat. "l am proud to serve in leadership right "l lead 70 million Luther- now," he says. ans in the world and lead the largest Lutheran Church in the United States; around Lake Harriet for Chicago's Edge- that's just an amazing thing that I am called into that sort of leadership. lf the criticism begins to take a personal toll, then I can no longer be an effective leader. I think that the gospel is too good news for me to get so discouraged that I can't, with brook neighborhood, he's rarely there. It's tough to be at home when you travel great passion, proclaim the good news of Jesus. " poverty." And Hanson has plenty of opportunities to be curious as presiding bishop. While he and lone have traded the area "We have great colleges and universities in the church, but I think Augsburg has really pos¡t¡gned itself where I would want t0 see a college of this church t0 be." rl I ï H ffi \t'/ith more than 4,000 students in its undergraduate and graduate programs, Augsburg College strives to create an intentionally diverse and vibrant community by welcoming students of varied backgrounds and experiences. For many of the students who come to Augsburg, being an Auggie is a dream come true because at one time in their lives, the idea of going to college was nearly impossible to imagine. That's where Admission Possible comes in. This program, which was founded in Minnesota in 1999 to help low-income high school students get into college, has brought more than 100 students to Augsburg since its found- H ing. Ihis fall, 63 Admission Possible alumni joined the Augsburg community as first-year students-more than any other private college in the country. E tr Admission Possible made Augsburg possible for these students. Not only has this program enriched the lives of students and their families, it has also benefited the Augsburg community. Finding Admission Possible Juventino "Juve" Meza Rodriguez'11 came to the U.S. from Mexico when he was 15 years old. Unlike his parents or siblings, Meza Rodriguez had been fortunate to attend school beyond the sixth grade and, though he did not speak English, he was excited m H m about continuing his education in a Minnesota high school. "l come from a low-income working family; my parents and their parents didn't go to school. My mom made a big push for education for her children because she wanted us to do something she wasn't able to do," he says. Meza Rodriguez tested into the ninth grade and began classes at Arlington High School in St. Paul. ln his neighborhood and in his family, no one had gone to college. "As kids we always said we want to be this or that," he says, "but realistically I wasn't thinking that college would be a possibility for me. And my parents of course didn't think it was an option either." ln his sophomore year, he dropped out of school, following his friends who had started working and were making money. "l was out of school for one week, and I did not enjoy life," he says. He asked his parents to help him get back into school, and after that week he appreciated his education more than he had before "l knew I wanted something more, but I wasn't sure what that was and I didn't have people around me who had done it either." With a renewed enthusiasm for high school, Meza Rodriguez asked a guidance counselor about college. "She told me I couldn't go," he says, but she eventually found a program for him and suggested he apply. That program was Admission Possible. From the moment he was accepted into the program, Meza Rodriguez was on his way to college, but he was in unfamiliar 28 Augsburg Now q F n Ð territory. "When I told my parents that I wanted to go to college, theyasked how I wasgoingtodo it. I said,'l have no idea."' Because his parents were unable to support him f inancially and because they had no experience with higher education, lVleza Rodriguez says they left many of the decisions about school up to him. "They would always say, 'Tu sabes lo que haces,'(You know what you're doing). But I didn't know what I was doing." Getting to Augsburg l-lis Admission Possible coach did know what to do to navigate the complicated and sometimes intimidating landscape of college application. Twice weekly in his junìor and senior years, lVIeza Rodriguez met with his coach and other students. He prepared for the ACT and learned how to select a college that matched his interests, complete the admissions applications, and apply for financìal aid including scholarships. Admission Possible also encouraged lVeza Rodriguez to make connections at schools by going on campus visits and attending education fairs. At one such fair for Latino students, he met Carrìe Carroll, Augsburg's assistant vice president of admissions. "When I got to Carrie's booth, I told her I had heard about Augsburg and she started asking me questions. We talked for two hours," he recalls. "She was very welcoming and showed an interest in me that other schools didn't bother to show." After their meeting, Carroll e-mailed lVleza Rodriguez and encouraged him to apply to Augsburg. "I applied, and Carrie called my AP coach within six days and said I had been admitted. I was the flrst student in my AP class to apply and the first to get accepted." il I I Carroll says Admission Possible students are attracted to Augsburg because of the f inancial aid that helps make college possible for more than 90% of traditional day college students. Two programs-Augsburg College Access Program (ACAP) and the Augsburg Promise are aimed at assisting f irst-generation and low-income students. ACAP provides a four-year grant for students who have participaled in a college readiness program. The grant covers the cost of luition not met with federal or state grants for students who are Minnesota residents, have an ACT score of 20 or belter, and have cunrulative grade point average of at least 3.25. lVlore a importantly, Carroll says studenls come because ALrgsburg has made an institutional commitrnent to providing access for nrany different types of studenls, to creating an intenlionally diverse cam pus, and to engaging students in service to the conrmunity. All of these commitments connect closely to Admission Possible values. "At Augsburg, we are aware of the obstacles some students have faced and will continue to face. We value our students." As Fall 2009 in 29 Meza Rodriguez's case, Carroll says often a student will make the choice to come to Augsburg, even though they have been accepted elsewhere, simply because the Augsburg staff takes the time to get to know them personally. accessible to anyone, regardless of his or her background or circumstances. Beyond admission onto their campuses." lt has also helped colleges and universities address much of the stigma that is attached to low-income stu_ Meza Rodriguez says that Admission possible has also changed campus atmospheres by introducing students who might not have considered college in the past. ',Ap helps colleges get out of their comfort zone," he says, "by welcoming more and more diversity Once students are accepted and begin their college studies, they still encounter d many challenges that can make staying jn school iffic u lt. dents, challenging the notion that they are low-achieving or unpre_ pared. ln fact, while the fall 2009 first-year class includes 40% ln the past, a team of Admission posstble staffers did some tracking and outreach to their alumni after they had started college. Most of their assistance had been reactionary, however, and they were often brought in when a student was in the midst students of color, the average ACT score and class rank have of a crisis. pared for success and dedicated to making the most of their college This year, Admission Possible has developed a structured col_ remained consistent among Augsburg's incoming classes over the past four years. Carroll agrees, adding that Admission possible students are pre_ on their individual campuses. experience. "These are smart, capable students who work very hard to succeed. They just need to be taught how to do this.', Meza Rodriguez is just one example of the motivated and tal_ Ben Pierson is the college coach at Augsburg this year. Having an office on campus is important because for Admissjon possible ented students who find a fit at Augsburg through coilege readiness programs. He received a president,s Scholarship, which recognizes alumni, "AP" means "help." Students know they will find a caring adult in Pierson as well as a reliable source of information academic achievement and leadership potential, and he is an Honors program student. ln his three years at the College, he has and support. also been a senator in student government, helped found a Latino lege program with coaches who work one-on-one with students Pierson works with Augsburg's director of retention, the Enrollment and Financial Services staff, admission counselors, and with the other student support programs. His objective is to maintain contact with students and help them find the resources they need before they want or need to drop out. student organization, and conducted summer research with President Pribbenow as his mentor and adviser. This fall Meza Rodriguez is studying poverty, inequality, and social change in the Metro Urban Studies Term (MUST) through HECUA, the Higher Education Consortium for Urban Affairs, and is doing an internship with the Citizens League in St. paul. He Making dreams poss¡ble has also organized a group at Augsburgto help connect the more than 100 Admission Possible alumni who are now enrolled at the College readiness programs like Admission possible are just one of College. When he participates in Commencement, Meza Rodriguez knows the many ways students find Augsburg and realize their dreams. But this program benefits more than the students who enroll and graduate. Meza Rodriguez and the other Admission possible alumni fea_ tured here set examples for their peers, siblings, and their commu_ nities. Their experiences demonstrate that a college education is @ 30 will be an inspiration not only to members of his community but to his younger siblings, ages 4 and g, whom he hopes will one day follow in his footsteps. "My siblings can see that college is pos_ sible. So many people around me can now see that it is possible.,, he also Learn about Adm ission possi ble at www.adm ission possi ble.org. Read more about the other Augsburg Admission possible students pictured here at wwuaugsburg.edu/now Augsburg Now lucky Dirie'13 Houa lor '13 Farrington Starnes'12 È! b¡ Fall 2009 31 DEAR FRIEI{tlS, As I write to report to you on the successful completion to a most extraordinary year of economic challenges, I remain filled with gratitude for your steadfast support to Augsburg College. While each week last fall brought more bitter news than the previous regarding our financial institutions, we maintained a watchful and cautious eye over our students, our revenues, and our gifts. I was so pleased and humbled that through these difficult months our enrollments remained high, our programs strong, and your giving constant. During this difficult year, your gifts made an Augsburg education possible for many students who would not have otherwise been able to continue theìr studies. At Augsburg, we are committed to providing the access for these students of differing faiths, cultures, and ethnicities to thrive and to become the next leaders in creating safe and sustainable communities. Together, we continue to learn how "We are called to serve our neìghbor. " Durìng this past year, as a teaching and learning community, WE ARE CALLEI} TO SERVE (lUR NEIGHB(lR we also explored in many ways what it means to live more sustainably in the city. I was so proud of our students, who pushed the College for changes that made us better stewards of our gifts and of God's creation. Augsburg is now a leader among educational institutions in the use of renewable energy, in support of alternative transportation practices, and in the adoption of a food composting program. As we move forward, I ask for your abiding and increased participation and support in the next years as we continue to work together for a stronger and more vibrant future for our college, and for our students. S incere ly, * L- ? PAUL C. PRIBBENOW PRTSIDENT 32 Augsburg Now \ Your annual fund gift helps to 1 .., retain talented faculty, like chemistry professor maintain Augsburg's low 2 ... l4:l Vivien Feng, and 4 ... keep Augsburg affordable by providing a portion of the academic scholarships and financial aid received by 90% of day students. studenUfaculty rati0. make it possible for curious and talented students to stay on campus 5 during the summer to engage in full{ime research with a faculty mentor. 3 ... provide up{o-date computers and technology services critical to ... fund student programs and co-curricular activities, like campus ministry, athletics, internships, and ethnic student services. 6 ... provide the special equipment, safety equipment, and supplies for our science laboratories. teaching and learning. È1. r,' ,ç $¡ "$,ft.., t{Ol\¡b^ GIVING IN ACTI(¡NWhat Students and Alumni Say Nate Johnson '11 Rossing Physics Scholar, StepUP program Ali Rapp '11 Honors student, "Homemade" blogger ln Augsburg's unique Honors program, Ali and her fellow students participate in deep discussions about controversial questions. "There's a degree of openness in Honors that you don't find in other classes," she says. Another way Ali expresses her- self is through her blog on Homemade, the site that gives current and future Auggies a sense of what life is really like for students at Augsburg. "We really get to the heart of issues, and I'm glad we have that kind of freedom to be ourselves and to be Junior Nate Johnson has an interest in how things work and was drawn to the problem-solving part of physics. This year he was named one of four Rossing Physics Scholars in the nation by the Evangelical Lutheran Church in America. Johnson grew up in St. Croix Falls before entering substance abuse treatment in high school. At Augsburg, Johnson is in the StepUp pro, gram, a program that is much of the reason why he chose the College and where he f inds community, support, faith, and discipline. "When I was looking at colleges, every time I went to genuine." Augsburg, I felt excited about it," Johnson says, "... other college settings felt daunting." Your giving supp0rts personal growth in Augsburg's Your giving supp0rts paths to healthy lives in Augsburg's Honors program StepUP program re [vftÌÞfçIÌtillln iffi ffi u EÐ K ru@w E F H l ll I I I llll[l il I I¡l il fIrlI¡Eñ] Shonna Fulford'09 Myles Stenshoel Scholarship The Augsburg faculty did more than just teach Shonna Fulford, a 2OO9 graduate from Perham, Minn. "They are truly there to teach you what they know, to let you discover things you may never Annika Gunderson '11 have otherwise, and to help you President's Scholar, world traveler ln her three years as an Auggie, Annika Gunderson '1 t succeed in everything you want to do," she says. As the recipient of the endowed scholarship for students pursuing careers in political science, she also had the opportunity to get to know has almost spent more time away from Augsburg than on campus. This international relations and Spanish major from Winona, Minn., has studied abroad three times, spending five weeks in is named. This student orientation leader and Homecoming queen hopes to return to Augsburg some day, perhaps as a Cuernavaca, Mexico; a semester in Central America; and member of the administration. another semester in Brazil. Gunderson suggests that all students take advantage of the many study abroad opportunities Your giving supp0rts scholarships endowed to honor Professor Emeritus Myles Stenshoel, for whom the scholarship available to Augsburg students. "lt's important to be able to challenge yourself to go beyond, to experience something unfa- faculty careers and commitment miliar." Your giving supports life-changing experiences thr0ugh Augsburg's Genter for Global Education Michele Roulet '10 WEC Student Senate Michele Roulet found Augsburg at the State Fair. Returning to college after a two-year degree and full-time work, she enjoys working at her own pace for "a chance to figure out who I am." The studio art major has studied abroad in Central America and Europe. She has also found a niche in the Weekend Student Senate and has served as its president, making sure that Augsburg's weekend and graduate student voices are represented on campus. Your giving supports leadership in Student Government Fall 2009 35 GIVING IN ACTIflNSupporting Augsburg Chemistry Students: John and Marvel Yager John Yager '7 4 was not a typical Augsburg f reshman. Although born in Minnesota, he grew up traveling in a military family. He picked Augsburg because his parents were expected to retire in the Twin Cities; his uncle, Dr. 0. Lewis Zahrendt, was an Augsburg graduate; and Augsburg's admissions materials were the most appeal i ng. It was a good choice. Yager says he considers Augsburg "one of the most fortunate events of my life as far as my education was concerned." His goal was medical school and he majored in chemistry and biology. Yager credits his academic success to what he believes are still the hallmarks of Augsburg's chemistry department-high levels of integrity, dedication, and a commitment to achievement-as well as the dedication of the chemistry faculty-Courtland Agre, John Holum, Earl Alton, and Arlin Gyberg. Yager also credits his classmates, the "phenomenal group of very bright and hard-working students, who helped me work all the harder." But even more crucial to his college success was the support Yager received when his older brother, with whom he was living, was tragically killed in an accident. ln coping with grief and trying to decide whether to stay at Augsburg, Yager contacted Rick Thoni, the director of student advisers, who arranged for housing options that Yager needed to stay in school and supported him through the While his first job involved hands-on chemistry, his subsequent work has taken him into related fields and aspects of immuno- chemìstry-q ual ity assurance, regu latory affairs, cl in ical trials, and literature research and publications. He is a patent-holder on a medical device used in endoscopy. "l've had great opportunity to really apply chemistry," Yager says, "to apply the discipline of what I've learned over the years to a career that has been extremely rewarding personally." He notes that while he didn't pursue a medical career, his work has contìnually helped people through development of better medical products. Yager currently'works for a new company, Acist Medical Systems, which manufactures products that help physicians ing them reach out to me was something l've never forgotten," administer the contrast agent used in angiography. Yager has continually remained connected to the Chemistry Department and Augsburg. He has lectured in senior seminars, Yager says. served as a mentor to chemistry students, and coached students After graduation Yager took additional chemistry courses and worked as a pathology assistant at St. Mary's Hospital. While medical school did not become part of his future, in the pathology lab through the hurdles of f inding their first jobs. He enjoys maintain- crisis. "Feeling that connection and that bond to the College, and feel- he met Marvel, who also worked in the lab and later became his wife. Yager turned to industry and took a position with an immunodi- agnostics company, researching and manufacturing products that improve medical diagnostic testing. Thirty-f ive years later he has worked at all of the major immunochemistry companies in the Twin Cities and has been on the cutting edge of medical research in number of start-up companies. 36 Augsburg Now a ing this connection and being on campus once in a while. "l just feel at home," he says. John and Marvel Yager value education and have supported Augsburg chemistry students through the Augsburg College Chemistry Alumni Scholarship. At times, Yager has also been able to provide an employer match to their funds. "As my career has advanced and we've looked at our values as a family," Yager says, "the idea of giving back has been fundamental." Yager says that for them Augsburg is the natural place to give, and with the scholarship endowment, the gift keeps giving. T 2OO8.2OO9 FINAI{CIAt H¡ûHLIGHTS Where the Money Comes From Where the Money Goes 7o/o 3o/" Government grants 3o/o Equipment and capital improvement 2o/" Other sources Student salary 5% \ 3o/o Debt service \ Private gifts and grants .3o/o /utititi"t t2/" Room and board ffi m ffi $34.5 $33.7 $30.5 $26.6 $26.2 $24.8 2009 Endowment Market Value $23.2 Ï22.7 $23.3 May 31, 2009 $20.0 $26,211,136 As $r 6.4 of May 31, 2009, we have annual realized and unrealized losses of 2I.7% on our endowment. $r 4.2 $11.5 Our five-year average annual return on the endowment is .18%, and the lO-year average annual return is I.42%. We are committed to maintaining the value of the principal gifts and to provide support to the College in perpetuity. 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2ît7 2008 2009 Endowment Assets (in millions) June l, 1 995 - May 31, 2009 Fall 2009 31 llEAR FRIEI{llS, It is my distinct pleasure to share with you news about the many gifts and contributions made to Augsburg College between June 1, 2008, and May 31, 2009. I am filled with gratitude at the generosity of our thousands of alumni, parents, and friends who wholeheariedly supported the College during this past year of unprecedented economic challenges and uncertainty. Together, for the benefit of our students and community, we were able to witness many successes and end our year with an operating surplus. I'd like to highlight just a few examples. . We increased the number of donors who made gifts during the year to a total 4,75L This support went to The Augsburg Fund, student scholarships, capital projects, and fine arts, athletics, signature programs, and other important i n itiatives. of ¡ Perhaps most exciting, especially in a challenging economy, was the success of The Augsburg Fund, our fund for unrestricted gifts for the College. For the second year in a row, it reached its $1 million goal, surpassing last year's mark for a total of $1,003,210 from 3,400 donors. ¡ Also for the second year in a row, I am proud to tell you that we received 100% participation in The Augsburg Fund from the Augsburg Board of Regents, the Alumni Board of Directors, the President's Cabinet, and-for the first time-the staff of the lnstitutional Advancement Division. This was a gratifying sign of commitment from WE Lfl(lK BACK WITH GRATITUDE ANIl F(lRWARD WITH EXPECTATION F()R A YEAR OF CflNTINUED SUPPflRT FflR flUR STUDENTS these key groups of leaders. . Augsburg also received 619 gifts totaling $387,000 to new or existing scholarship funds. Scholarships are a primary source of financial aid for many students at Augsburg, and we are again grateful for the 334 generous individuals who chose to establish or con- tribute to these funds, this new academic year with the largest enrollment and greatest diversity of any incoming first-year class, we look back with gratitude and forward with expectation for a year of continued support for our students. I thank you for your continued, unfailing support. As we enter Sincerely, JIRTMY R. WELLS VICT PRESIDENT FOR INSTITUTIONAL ADVANCEMENT 38 Augsburg Now t¡FEÏIME ûIVI}IG The following list recognizes alumni and friends of Augsburg College who have generously given a minimum 0f $100,000, including planned gifts, over a lifetime. We are immensely grateful for their examples of loyalty and commitment to the College. '68 and Tamra Nelson Ernest+ and Helen Alne Phillip+'55 and Lynne Gronseth George Donald '60 and Violet Anderson Carolyn and Franklin Groves Barbara Tjornhom Daniel '65 and Alice Anderson Norman and Evangeline Hagfors Robert'51+ and Carolyn Odegard R. Luther Olson '56 '54 Nelson and Richard Nelson Brian Anderson '82 and Leeann Rock'81 James and Kathleen Haglund Charles and Catherine Anderson Hearst Foundation Beverly Halling '55 0ren and Donald '53 Oren Earl and Doris Bakken Loren Henderson John and Norma Paulson Loren and Mary Quanbeck'77 Barber Elizabeth '82 and Warren Bartz Donald Hennings Grace Forss Robert '50 and Ruth Paulson Glen Person '47 Paul '63 and LaVonne Olson '63 Batalden '57 Herr and Douglas Herr Donald '39 and Phyllis Holm Harvey Sidney '57 and Lola Lidstrom '50 Berg Allen and Jean Housh Addison and Cynthia Piper Barbara and Tane Birky Garfield Hoversten '50 David Piper Roy'50 and Ardis Bogen Huss Foundation Harry and lVlary Piper John+ and Joyce Boss Sandra and Richard Jacobson Philip '50 and Dora Frojen'49 Quanbeck Donald Bottemiller and Shellie Reed Kinney Johnson '65 Mark'53 and Jean Raabe Rodney and Barbara Burwell James Johnson and Maxine lsaacs Alan Bush Foundation Dean '75 and Terry Kennedy Curtis and lVlarian Sampson Carlson Companies Bruce and Maren Kleven Ward C. Schendel The Curtis L. Carlson Family Foundation David and Barbara Kleven Ruth Schmidt '52 Richard '74 and Nancy Colvin E. Milton Kleven '46 James and Eva Seed David and lVìary Brandt '79 Croft Dean and Susan Kopperud Rodney Theodore and Pamala Deikel Kraus-Anderson Construction Company John and Martha Singleton Corporation Foundation Darrell '55 and Helga Egertson Rhonda Tracy L. Elftmann '81 Diane and Philip Larson Fuad and Nancy El-Hibri George Leland and Louise Sundet Philip and Laverne Fandrei Winifred Helland '37 Formo+ and Jerome Formo'37+ James Lindell '46 Dean '81 and Amy Sundquist Gary'80 and Deanna Tangwall Jeny and Jean Foss Jennifer and Richard Martin P. Dawn Heil William and Anne Frame Barbara and Edwin Gage General Mills Foundatìon Marie and Larry McNeff Teagle Foundation Gerard and Anne lVeistrell Hoyt '39+ and Lucille lVlesserer Thrivent Financial for Lutherans Robert '63 and Marie Tufford Michael '71 and Ann Good Robert '70 and Sue lVidness Emily Anne and Gedney Tuttle '84 and Jean Taylor '85 H. Theodore '76 and lVlichele Grindal Raymond '57 and Janice Grinde Paul '84 and Nancy Mackey '85 Mueller Robert Wagner '02 William and Stephanie Naegele Ronald '68 and lvlary Kay Nelson Scott Weber '79 Del uxe Roger Griffith Spitzer'85 Kwiecien and Paul Kwiecien '86 ice '74 and Catherine L. B. Schendel Sill '82 Glen and Anna Skovholt Gladys Boxrud Strommen '46 and Clair David Lankinen'88 Strommen'46+ '61 and lVary Larson Harris '57 and Maryon Lee Arne '49 and Jean Swanson R '52 and Joanne Varner '52 Peterson '52 lVarkland Glen A. Taylor Foundation laylor'78 Robert Wick '81 Every effort has been made t0 ensure that all nanes are included and spelled correctly. lfyou notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu. * Deceased Fall 2009 39 PRESItlENT'S CIRCTE GIFTS RECEIVTD JUNE 1, 2OO8 TO MAY 31, 2OO9 The following list recognizes alumni and friends of Augsburg College who have generously made leadership gifts to the College 0f $1,000 or more in the 2008-09 fiscal year. Ruth Aaskov'53 Margaret Clyde Andra Adolfson Joseph Cook'89 William '51 and Marolyn Sortland '51 Halverson Elling and Barbara Halvorson Peter '70 and lVìary Agre Walter and Janet Cooper Jill Hanau Lois Richter '60 Agrimson and Russell Agrimson Brent Crego '84 Clarence Hansen'53 Edward '50 and Margaret Alberg George Craig Alexander and Roberta Kagin Sally Hough Daniels '79 '72 and Janet Dahlman Mark '68 and lone Agrimson '68 Hanson Jodi and Stanley Harpstead Bartley Davidson '76 Hunt and Diane Harris Julie Edstrom'90 Richard and Dail Hartnack Leif Anderson Judy Thompson Eiler '65 Christopher Haug'79 and Karl Starr Deloris Anderson '56 Dantel'77 and Patricia Eitrheim David '67 and Karen Jacobson Daniel '65 and Alice Anderson Richard '72 and Tamara Ekstrand Helen Haukeness'49 and James Ranck Robert'77 and Katherine Anderson Brian Anderson '82 and Leeann Rock '81 Fuad and Nancy EI-Hibri Lisa Svac Hawks '85 Avis Ellingrod Mark Hebert '74 Catherine and Charles Anderson Rona Quanbeck'48 Emerson and Victor Emerson Philip'42 and Ruth Helland Scott'76 and Lisa Anderson Ronald Engebretsen Leo Henkemeyer Steven and Stephanie Anderson Susan Engeleiter Garry Hesser and Nancy Homans Frank'50 and Georgette Lanes'50 Ario Christine Pieri '88 Arnold and James Arnold '88 Stephen '68 and lVìarilyn lVcKnight '67 Erickson Donald '39 and Phyllis Holm Dean '68 and Diana Olson '69 Ersfeld L. Craig'79 and Theresa Serbus '79 Estrem Linda Baìley '74 Holmen and Kenneth Holmen '74 Paul Holmquist '79 Richard '87 and Carla Bahr lVlark and Margie Eustis Joeì and Alice Houlton Dorothy Bailey John '82 and Joan Moline'83 Evans Kermit '50 and Ruth Hoversten Robert Barber'56 Allison Everett'78 and Kenneth Svendsen '78 Clarence '41 and lVarguerite Hoversten Elizabeth '82 and Warren Bartz Paul '63 and LaVonne Olson '63 Batalden Barbara Farley Jane and Patrick Fischer Allen '64 and Lenice Hoversten Philip '71 and Patricia Hoversten Duncan Flann '55 Jerelyn Hovland '63 and Clyde Cobb Paul '59 and Pearl Almquist .James '58 and Beverly Almquist Jean Hemstreet'68 Bachman and Harold Bachman Vera Thorson Benzel '45 '67 Haugen Dawn Formo fom'72 Jerome Formo'37+ Joseph Hsieh'61 and E. Mei Shen Hsieh Birgit Birkeland '58 William and Anne Frame Andrew Fried '93 Glenda and Richard Huston Nancy Paulson '70 Bjornson and JoAnne Digree '68 Fritz and Barry Fritz Brandon Hutchinson'99 J. Ragnar Bjornson Buffie Blesi '90 and John Burns David '68 and Lynn Boe Leola Dyrud Furman '61 Barbara and Richard Hutson Karon Garen Duane'68 and Diane llstrup John '47 and lrene Jensen Sidney'57 and Lola Lidstrom '50 Berg Norman '59 and Delores Berg John Berg'59 Ann Garvey and Karen Howe lVlichael and Barbara Hubbard Anthony'85 and Traci Genia Glen'52 and lrvyn Gilbertson Carol Oversvee Johnson '61 Bruce Brekke Orval and Cleta Gingerich Michael Brock Andrew and Carolyn Goddard Ruth E. Johnson '74 and Philip Quanbeck ll lVerton '59 and Jo An Bjornson '58 Johnson Adam Buhr'98 and Laura Pejsa '98 Alexander '90 and Simone Gonzalez Danìel Johnson'75 Robert and Brenda Bukowski lVichael '71 and Ann Good Gary'74 and lVelody Johnson Carolyn Burfield '60 Shirley Larson '51 Goplerud and Dean Goplerud Thomas Gormley and Mary Lesch-Gormìey Craig Jones Marilyn Saure '61 Breckenridge and Tom Breckenridge Charles Bush Bruce '68 and Lois Hallcock '68 Johnson Eric Jolly Paul and Judy Grauer Cynthia Landowski '81 Jones and Rick Jones Carrìe and Peter Carroll Charles and Barbara Green H. Theodore '76 and lVichele Grindal Jennifer Abeln John and Peggy Cenito lVabeth Saure '58 Gyllstrom and Richard Gyllstrom Janet L. Karvonen-Montgomery and Alan Keith '65 and Lynn Chilgren Herbert'54 and E Corrine Chilstrom David and Kathy Haaland Norman and Evangeline Hagfors Patricia and Paul Kaufman C. Lee Clarke James and Kathleen Haglund Dean '75 and Terry Kennedy Marion Buska '46 Christine Coury '91 Campbell and Craig Campbell 40 Augsburg Now Carol Jones '78 Kahlow and Larry Kahlow lVontgomery lVichael Kivley '89 Jellrey'77 and Becky Bjella '79 Nodland Charles and Ritchie Markoe Scribner Linda Klas '92 Norma Noonan James and Eva Seed E. lVlilton Kleven '46 Roselyn Nordaune'77 Adam '01 and Allison Seed Elsie Ronholm Koivula '49 Lisa Novotny '80 and lVark Flaten Phyllis '58 and Harold Seim Joanne Stiles '58 Laird and David Laird Richard '70 and Linda Seime Kalhryn'72 Lange and Dennis Sonifer Teny'7O and Vicki Nygaard Leroy Nyhus '52 Ruth Ringstad '53 Larson and lVarvin Larson Robert Odegard '51+ Frankie and Jole Shackelford Earl '68 and Lisbeth Jorgensen '70 Sethre Norman '85 and Kim Asleson '84 Okerstrom Stephen and Kay Sheppard Harris '57 and Maryon Lee Sandra Larson '69 Olmsted and Richard Olmsted '69 Chad '93 and lVìargaret Shilson Thomas and Gratra Lee R, Luther 0lson '56 David Soli '81 Andre Lewis '73 and Kathleen McCartin Orville '52 and Yvonne Bagley '52 0lson Earle '69 and Kathleen Kupka '69 Solomonson Debora and John Liddell William and Mary 0'lVìeara Donald '53 and Beverly Halling '55 Oren Allan '53 and Eunice Nystuen '50 Sortland Alice Lindell '58 and Gordon '59 Lindgren Mary Sue Zelle Lindsay and Hugh Lindsay Beverly Ottum Arne and Ellen Sovik Patricia and John Parker Carolyn Johnson Dana Lonn John and Norma Paulson Robert and Joyce Engstrom '70 Spector Kathy Lowrie Robert'50 and Ruth Paulson Richard '74 and Karen Pearson Alan Petersen '58+ Harvey '52 and Joanne Varner '52 Peterson Todd '89 and Amy Steenson Karin Peterson Gladys Boxrud Strommen '46 Eugene'59 and Paula Peterson Corwin and Doris Peterson Philip '79 and Julia Davis '79 Styrlund Arne'49 and Jean Swanson '52 Markland Ron '69 and Jane Petrich Terry Marquardt'98 and Gary Donahue Carol Pfleiderer Jennifer and Richard lVartin Sandra Phaup'64 Dean '81 and Amy Sundquist Jeffrey'79 and Melissa Swenson Nicole Swords '01 and April Leger '02 Jo Anne Sylvester '68 and Larry Dieckman Gary '80 and Deanna Tangwall Jean Taylor '85 and Roger Griff ith '84 Paul '60 and Nancy Thompsen Dick '61 and Jane Thompson lVlartin Larson '80 James Lindell '46 Wenona '55 and Norman Lund Thomas'68 and Carol Batalden '68 Luukkonen Pamela and Robert lVlacDonald Philip '79 and Diane Madsen Kay Malchow'82 and Stephen Cook Lyle '68 and Susanne Starn '68 Robert '71 and Cheryl Lindroos lVìalotky '72 Marlin Paul C. Pribbenow and Abigail Crampton Pribbenow Donald '66 and Margaret fVattison Karl D. Puterbaugh'52 Donna McLean Philip '50 and Dora Frojen '49 Quanbeck lVlark'53 and Jean Raabe Tara Cesaretti '97 lVcleod and Chrìstopher McLeod '00 Lori Lassi '80 Rathje and Tim Rathje'86 IVarie and Larry lVìcNeff Clayton '91 and Denise Sideen Beverly Ranum '78 '94 McNeff Meyer and Dennis Meyer'78 John '62 and Ruth Sather '63 Sorenson '80 Spargo and Lawrence Spargo Donald and Annelies Steinmetz lVìyles and Eunice Stenshoel Beverly and Thomas Stratton Ralph and Grace Kemmer '58 Sulerud Bruce and Sharon Reichenbach Harold and Maureen Thompson Eunìce Kyllo '62 Roberts and Warren Roberts Gordon '52 and Gloria Parizek'53 Thorpe E. Palmer Rockswold David and Martha Tiede Deidre Durand 'BB and Bruce lViddleton John '68 and Linda Roebke Frances Torstenson Robert '70 and Sue Midness Laura and Martin Roller Lawrence '69 and Susan Turner Frances Roller Peter Turner Timothy '74 and Deborah Anderson '73 Miller John'77 and Gail Ronning Emily Anne and Gedney Tuttle Joyce Schroepfer lVliller '02 Philip Rowberg'41 Gerald '48 and Judith Betty and Paul Tveite Julie Lien '82 and Steve Vanderboom Paul '70 and Barbara Durkee Gay Johnson '71 lVikelson '66 Minear and Spencer lVlinear '66 Ryan '59 and Sylvia Sabo Robert Minicucci Thomas'59 and Ruth Carlsen '60 Moen Mark'79 and Pamela Hanson '79 Moksnes Curtis and lVìarian Sampson '70 and Dennis Veiseth Norman '76 and Kathryn Anderson '76 Wahl Judith and William Scheide David and Sarah Warch Thelma lVlonson '41 Carolyn Hanson '68 Schildgen and Loìs Thomas and Lorraine Morgan William Schildgen Ruth Schmidt '52 Jeremy and Tracy Wells LaWayne '51 and D. LaRhea Johnson '51 IVlorseth lVlartin Alne'65 Schroeder and William Schroeder lVìary '76 Wattman and Douglas Shaw John '49 and Arnhild Werket Wheelock Whitney and Kathleen Blatz James lVloulsoff lVlarilee Paul '84 and Nancy Mackey '85 Mueller Suzanne Ziemann Schulz '87 Robert Wick '81 Donald Murphy '43+ Ruth lVurphy John Schwartz'67 Diane Pike and Stephen Willett Ronald '68 and lvlary Kay Nelson lnez'59 and Lyall Schwarzkopf David and Catherine Woìd Mildred Nelson '52 Erik and Leigh Schwarzkopf Todd Yeiter Beverly Omdahl Nelson '55 Douglas Scott and Grace Schroeder Scott Estate of E. lrene Lasseson Neseth '38+ Michael '08 '71and Bonnie Scott Every effort has been made to ensure that all names are included and spelled correctly. lf you notice an errot please clntact Kev¡n Healy at l-800-273-0617 or healyk@augsburg.edu. * Deceased Fall 2009 41 flRGANIZATIflNS GIFTS RECTIVED JUNE 1, 2OOB TO MAY 31, 2OO9 The following list recognizes organizations that provided generous gifts to Augsburg College 0f $1000 0r more in the 2008-2009 fiscal year Peace Lutheran Church of Plymouth Carl & Eloise Pohlad Family Foundatjon 3M Foundation Halleland Lewis Nilan Sipkins & Johnson PA. Accenture Foundation Hazelden Foundation Al Franken for Senate Charles and Ellora Alliss Educational Foundation Hennepin County Charles N. and Florence S. Hensel Education Fund American Lutheran Church Huss Foundation Robins, Kaplan, Miller and Ciresi L.L.P Foundation Ameriprise Financial IBM Corporation The Summit Group Ameriprise Financial Employee Gift Matching lnstitute of American Physics TCF Foundation Kresge Foundation A'viands Lockheed Martin Corporation Thrivent Financial For Lutherans Thrivent Financial For Lutherans Foundatìon Bassford Remele lVìacalester College UBS Foundation Beckman Coulter, Inc. lVarble Lutheran Church Bonner Foundation lVat Bandits Wrestling Club US Bancorp Foundation Vista De La Montaña United Methodist Church Campus Kitchens Project, lnc. The McGee Group Wabash College Collegiate lVìarketing IVlDTA Data Recogn ition Corporation Merck Partnership For Giving Wells Fargo Educational Matching Gift Program Wells Fargo Foundation Community Support Deloitte Foundatron Minneapol is Public Schools Winthrop & Weinstine, PA. Evangelical Lutheran Church in America M Program FPL Group Foundation, Inc. nnesota Legislative Society Minnesota Private College Foundation i The New York Academy Gethsemane Professional & Benevolent Fund Edwin and Edith Norberg Charitable Trust GI\4AC.RFC Normandale Lutheran Church Foundation E N 0 FTE D At The following Research Corporation National Trust For Historical Preservation 0f Medicine Bill& Melinda Gates Foundation General Mills Foundation SV Presser Foundation S0G IETY, SupportingAugsburg's mission intothefuture list recognizes those members wh0 have documented planned gifts to Augsburg College during 2008-09, becoming charter members of the Sven Oftedal Society. Daniel '65 and Alice Anderson Anna J. Hanson L. Beth Buesing Opgrand '45 E. William Anderson'56 Rodney E. and Arlene B. (Selander) Hill John Peterson+ Keith and Beverly Anderson Lorna Hoversten Elìzabeth Anne and Warren Bartz Sherry Jennings-King Quentin '50 and E. Lucille Quanbeck Nancy M. (Joubert) Raymond Oliver Dahl '45 Clair Johannsen '62 Dean and Susan Kopperud Gladys Boxrud Strommen Sally Hough Danìels '79 Laura Kompelien Delavie '92 Paul Kwiecien and Rhonda Kwiecien Robert '65 and Kay Tyson Avis Ellìngrod David W. Lankinen '88 fVìary Loken Veiseth Duane M. Esterly Luther and Janice Larson Beverly Gryth Al lVlarvin and Ruth Larson ice Evenson Allison M. Everett and Kenneth Svendsen H I '52 Villwock+ and H. Robert Villwock Julie (Gudmestad) and Joe Laudicina Robert Wagner '02 Rev. John and Grace (Nydahl) Luoma Dr. Scott J.M. Weber '79 Rev. Terry Frovik Lyle and Susanne lVìalotky Ann Garvey Orval and Bernell Moren James and Corrìne Hamre Roger lVì. Nelson 42 Gary Tangwal Augsburg Now ,-t c0r{sEcuTtvE ûtvtNG The following list recognizes alumni and friends of Augsburg College who have generously given for 10 or more consecutive fiscal years. lVlarcellus '54 and Thelma Johnson Rachel Hendrickson '71 Julian and Bruce Julian George'46 and Jean Christenson '49 Sverdrup Jennings '51 and lVìary Schindler '48 Thompson Roberta Kagin and Craig Alexander Allan Tonn '75 Sharon Dittbenner'65 Klabunde and Sheldon '49 and Margery Manger'47 Torgerson Consecutive Giving, 25 !€âts 0r nì0t0: Ruth Aaskov'53 Harold'47 and Lors Black '47 Ahlbom Kenneth '61 and lVìarilyn Ellingson '62 Akerman Charles and Ellora Alliss Educational Foundation Raymond and lVlargaret Anderson Jerome Kleven '58 Frances Torstenson Catherine and Charles Anderson Lowell '54 and Janice Kleven Daniel '65 and Alice Anderson Elsre Ronholm Koivula '49 Margaret Sateren Trautwein '37 Rebecca Helgesen '67 Von Fischer and Kristin Anderson Joan Johnson l. Shelby Gimse Andress '56 Frank'50 and Georgette Lanes'50 Ario Stanley'57 and Mary Esther Baker Archie Lalim '5O George '61 and lVary Larson Linda Larson '70 and C. jerry Sells Harris '57 and lVìaryon Lee lrene Ppedahl Lovaas'45 Roger'57 and Fern lVlackey lVlarie and Larry McNeff Paul'70 and Barbara Durkee '71 Mikelson Spencer'66 and Gay Johnson '66 Minear Andrew'50 and Barbara Kolden '50 Balerud Paul '63 and LaVonne Olson '63 Batalden John Benson'55 Vera Thorson Benzei '45 Jack'49 and LeVerne Berry Doris Frojen Bretheim '51 Beth Torstenson '66 Richard Klabunde '53 Kuder and Calvin Kuder '60 Thomas Von Fischer Thomas '63 and Gloria Joyce Wadsworth David and Catherine Wold 20 -24 year s consecutive Lois Richter '60 Agrimson and Russell Agrimson Charles'63 and Lois Luthard '65 Anderson Julie Teigland '69 Anderson and Gary Anderson Ray Anderson '49 Hamar'34 and Wanda Severson '40 Benson Theodore '51+ and Carolyn Berkland James'49 and Barbara Ekse'48 Carlson Jeroy'48 and Lorraine Carlson Thomas '59 and Ruth Carlsen Thomas and Lonaine Morgan Birgit Birkeland '58 Linda Carlstedt '63 Mildred Nelson '52 Mary Twiton Gloria Burntvedt Nelson '43 John and Carolyn Cain Carl '59 and Kathleen Aaker'62 Casperson Paige Nelson '74 David '72 and lVlichelle Karkhoff '72 Christianson Roselyn Nordaune'77 Wayne '69 and Pamela Bjorklund '69 Carlson Addell Halverson Dahlen '43 Richard '74 and Nancy Colvin Laverne lVoe '48 Olson and Paul 0lson Orville '52 and Yvonne Bagley '52 Olson Joyce Catlin '73 Casey and Paul Casey Lester Dahlen '39 Moen '59 Bosben and Robert LeVon Paulson Bosben Dinter'52 Evangelical Lutheran Church in America (ELCA) lVlarsha Fred '60 and Janet Engelmann Roger Reynold '41 and lVarian Erickson Ruth Ann Gjerde Fitzke '67 '68 and Dean 0lson-Strommen '56 and Janet Ose Patricia Strecker'64 Pederson and Dean Pederson John '82 and Joan Moline'83 Evans Marilyn Pearson '76 Florian and Kenneth Florian Glen Person '47 Edward Evenson'41 Jerome Formo '37+ Robert'68 and Alice Draheim '68 Peters Harvey '52 and Joanne Varner '52 Peterson Rachel Rohde '76 Gilchrist and Chris Gilchrist Leonard '52 and Anabelle Hanson '51 Dalberg James Ericksen '69 Alan'67 and lVarilyn Albaugh '67 Gierke Shirley Larson '51 Goplerud and Dean Goplerud Janet Evenson Paul and Judy Grauer David Proctor'63 Raymond '57 and Janice Grinde Philip '50 and Dora Frojen '49 Quanbeck James'61 and BettyAnn Redeske James '68 and Linda Gilbertson '71 Romslo Olive Ronholm '47 '63 Potratz and Edward Potratz Leland '53 and Eunice Fairbanks Paul '62 and Susan Grover Sonia Overmoen'62 Gullicks and lVlilton Gullicks Kenneth '58 and Aldemar Johnson '57 Hagen Evelyn Amundson Sonnack '43 Arvin '55 and Twila Halvorson Herbert '51 and M. Joyce Tallman '52 Hanson Philip '42 and Ruth Helland Thomas'57 and Arlene Hofflander Norman and llene Holen Allen '64 and Lenice Hoversten Florence Retrum Hovland'40 Ruth E. Johnson'74 and Philip Quanbeck ll Donald and Annelies Steinmetz Wayne Johnson Garry Hesser and Nancy Homans lVyles and Eunice Stenshoel Duane and Ruth Johnson Howard'51 and Nouaneta Hjelm Gladys Boxrud Strommen '46 James '61 and Caroline Holden Merton '42 and lrene Huglen '42 Strommen Marvin'49 and Dorothy Quanbeck '48 Johnson Daniel '70 and lngrid Kloster þ9 Koch Bradley '63 and Linda Holt Luther'39 and Helen Strommen James Kottom '52 Gloria Johnson'51 Grace Kemmer '58 Sulerud and Ralph Sulerud Joanne lVìarlys Ringdahl '53 Gunderson and Charles Gunderson Arlin Gyberg lVabeth Saure '58 Gyllstrom and Richard Gyllstrom Edward+ and Shirley Hansen Sylvia Kleven Hanson '50 Betty Johnson '58 Haas and Charles Hass Marjorie Wilberg Hauge '50 Marilyn Peterson '63 Haus and George Haus lVartín '59 and Sylvia Sabo Ruth Schmidt '52 James'54 and Ethel Nordstrom '55 Shiell Arnold '48 and Carol Skaar '58 Stiles'58 Laird and David Laird Every effort has been made to ensure that all names are included and spelled correcily. lf you notice an enot please clntact Kevin Healy at 1-800-2/3-06J7 or healyk@augsburg.edu. * Deceased Fall 2009 43 l\4artin Larson '80 Robert '56 and lVary Erickson '58 Lockwood David '53 and Janice Anderson '54 Rykken Scott Daniels '82 and lVlarcia Pape-Daniels Ann Erkkila Dudero '86 Audrey Nagel '51 Sander '68 and Janice Bell '70 Schmidt Brent Lofgren'88 Dann Forsberg'80 Gary Susan Lageson '77 Lundholm and lVlark Lundholm Joann Koelln Frankena'72 Kevin '78 and Catherine Rosik '00 Shea Lynn '50 and lVliriam Hoplín '50 Lundin '66 Luoma Ronald '56 and Christine Munson '56 IVlain Kristin Settergren '86 l\4cGinness and Gary and Barbara Glasscock Glen and Anna Skovholt John '65 and Gracia Nydahl Alexander'90 and Simone Gonzalez Allan '53 and Eunice Nystuen '50 Sortland Robert and Nancy Granrud Paulette Nelson '67 Speed and John Speed Lloyd Grinde'56 David '63 and Karen Henry'64 Steenson Tito Guerrero Steve McGinness Donna lVlcLean Bonnie Johnson '67 Nelson and Bryce Nelson lll Beverly and Thomas Stratton Suzanne Overholt'67 Hampe and John Hampe Dorothy Joy Swanson '51 Jacquelyn Bagley'51 Hanson and Kenneth Hanson Jelfrey'79 and Melissa Swenson Karla lVorken '81 Thompson and Shirley Christensen '75 Nickel and Daniel Nickel Christopher Haug'79 and Karl Starr lVìargaret Nelson Foss Nokleberg '48 Carolyn Hawkins Edwin and Edith Norberg Charitable Trust Rodney'62 and Jane Helgeson Robert '55 and Karin Herman Rodney'59 and Arlene Selander'59 Hill Robert Nordin '64 Jonathan Nye Thomas Thompson Kenneth '83 Ogdie and Al Ogdie Norman '85 and Kim Asleson '84 Okerstrom W. Donald '34 and Glenda Olsen Edith Hovey Glenda and Richard Huston Rosemary Jacobson '69 IVìary 0lson Lawrence'69 and Susan Turner Jeanne lvl Kyllo '69 Wendschuh and '74 and Linda Bailey '74 Holmen Leroy Nyhus'52 lVìaren Lecy Mark'79 and Janelle Tonsager Ronald Wendschuh Donald '89 and Melinda Mattox '91 Wichmann Janet Cooke '59 Tilzewilz and Donald Zilzewilz Robyn Arnold Zollner '80 Kinney Johnson '65 James'64 and Rose Parks Janet Batalden'61 Johnson and 10-14 years consecutive Eugene'59 and Paula Peterson Eileen Quanbeck '46 Dennìs'61 Johnson Morris '52 and Marjorie Danielson '52 Johnson Ordelle Aaker '46 Norman '59 and Ardelle Skovholt '54 Quanbeck Luther'68 and Joanne Kendrick The American Foundation Paul '59 and Pearl Almquist Bruce and Sharon Reichenbach E. fVilton Kleven '46 Scott'76 and Lisa Anderson Stephen '76 and Karen Reinarz Carrie Kosek'85 Knott and Gerald Knott Dean'74 and Janet Nelson '76 Anderson Judith Sandeen'72 Janet Griffith '83 Sandford and David Sandford Joyce Opseth Schwartz'45 Ronnie'62 and Karen Scott Kari Beckman '81 Sorenson and Neil Sorensen La Vone Studlien '58 lVlillard '52 and Dorothy Knudson Leif Anderson Duane and lVìary Alyce Krohnke Scott Anderson '96 Lois Knutson '62 Larsen and Paul Larsen lVargaret Anderson Elizabeth Mortensen '56 Swanson and Annette and Col. Henry C. Lucksinger, Jr. LeRoy'52 and Carole Anenson Bill and Anne McSweeney Daniel '65 and Mary Tildahl '65 Meyers Charles '63 and IVlary Jo Arndt Robert '70 and Sue Midness Mary Arneson and Dale Hammerschmidt James '88 and Christine Pieri '88 Arnold Viclor'42 and Rhoda Miller Susan Hanson '82 Asmus and Kevin Asmus Ruth Weltzin '45 Swanson and Edwin Swanson Andrew Moen '87 Dorothy Bai ley Norman H. Tallakson Charitable Trust Alan Montgomery and Lawrence'52 and Jayne Balzer James Swanson Jacqueline'80 and John Teísberg Janis Thoreson '78 Dennis'58 and Doris Barnaal Janet Karvonen-lVontgomery Lawayne '5i and D. LaRhea .Johnson '51 lvìorseth Arlin Becker '88 '73 Becker and Charles Becker '50 Berg Adrian Tinderholt '38 Karl Nestvold'54 Catherine Berglund Wells Fargo Educational IVatching Gift Program Norma Noonan Sidney '57 and Lola Lidstrom Gunnar+ and Mary Wick Betsey and Alan Norgard Robert Wick '81 Robert Odegard '51+ Gertrude Ness Berg'51 Andrew '64 and Jean Amland Pamela Zagaria Ruth Pousi Ollila'54 Carolyn Berkland Gary '65 and Jean Pfeifer '64 0lson '65 Berg Anthony and Kathy Bibus '65 and Jean Blosberg 15-19 years consecut¡ve Brian Anderson '82 and Leeann Rock'81 Robert'77 and Katherine Anderson R. Luther 0lson '56 Jack'62 and Nìna Osberg John '79 and Rebecca Lundeen '79 Aune -iohn and Norma Paulson Dennes'57 and Florence Helland '54 Borman Richard and Nancy Borstad Willard Botko Rosemarie Pace Gary Ronald and Anna Marie Austin Daniel '51 and Lois Pearson Bruce '64 and Nancy Braaten The Batalden Advised Fund Donald Peterson'49 Daniel and lrene Brink Christine Wacker'87 Bjork and Steven Bjork Rebecca '63 and lVavis Bjurlin Davìd '68 and Lynn Boe Elizabeth Pushing'93 Quentin '50 and E. Lucille Quanbeck l\4ichael Burden '85 Barbara Hanson David Christensen'52 Joyce and Walker Romano lVlorris 44 Augsburg Now '88 Pfabe and lVìaurice Higgins '68 Raymond and David Raymond Roxanne Raunschnot'82 Buchanan and Jim Buchanan Eìnar Cannelin '38 William Capman Gregory Carlson '74 '65 MacNally and Thomas MacNally John and Peggy Cerrito lrene Shelstad Henjum '52 Marie Haf ie Herbert'54 and E Corrine Chilstrom Gregory'61 and Kay Hanenburg'62 Madson Judith Christensen Jeff Christenson '82 Rand'82 and Kay Kennedy'82 Henjum Peter'92 and Becky Hespen Kristen Hirsch '91 Montag and Paul Montag Janet Niederloh '58 Christeson and Sylvia Hjelmeland Carlos Mariani Rosa John '70 and Lynn Benson '69 Hjelmeland Julie Magnuson '61 Marineau and Richard John Christeson Raymond lVlakeever Patrick'72 and Nancy lvlarcy C. Lee Clarke iohn'81 and Karen Hofflander Joseph '53 and Connre Cleary Dean '57 and Jane Holmes Donald '60 and Ruth Thorsgard '59 Homme John '59 and De Anne lVartinsen James'59 and Joanne Horn Jon '58 and Judith lVlatala Elizabeth Horton Phillip '62 and Karen Tangen '63 lVattison Lillian and Vernon Maunu Dana Holmes '81 lVclntyre and Vernon Mclntyre '79 Tara Cesaretti '97 lVlcLeod and Christopher'00 Judith Norman '66 Coppersmith and Norman Coppersmith Cheryl Solomonson '89 Crockett and Marineau Donald '65 and Delores Hoseth Larry Crockett 0liver Dahl '45 Kermit '50 and Ruth Hoversten Tom'72 and Karen Howe Sally Hough Daniels '79 Rhoda lVonseth Lois Mackey Davis '58 Mark '88 and lVìarya lVlattson Laura Bower '91 Cunliffe and Wayne Cunliffe '59 Huglen and Erling Huglen '83 Hultgren Suzanne Doree Bruce and Jean lnglis Julie Edstrom '90 Darrell '55 and Helga Egertson Judy Thompson Eiler '65 Carolyn Ross Robert '71 and Cheryl Lindroos '72 Mar|in lVlcLeod Meca Sportswear lnc. Robert '59 and Mary Lundquist '60 Meffert '89 lsaak and James lsaak Joan and Richard lVleierotto Jeffrey '80 and Jacqui Jarnes David '68 and Elaine Melby Thomas '86 and Susan Miller David '79 and Amy Eitrheim '63 Johnson and Charles Johnson Laurel Jones '69 Johnson and Larry Johnson Bruce '68 and Lois Hallcock '68 Johnson Daniel'77 and Patricia Eitrheim Carolyn Johnson '63 Mark 'BB and Tamie lVlorken Avis Ellingrod Douglas'66 and Kathryn Wall '66 Johnson Kari Elsila and lVlichael Buescher Glen and Marlys Johnson Rona Quanbeck'48 Emerson and Victor Emerson Margaret Johnson Paul '84 and Nancy Mackey '85 lVìueller Scott '81 and Debra Musselman Michael Navane and Lynette Engebretson Ellen Stenberg Erickson '51 Joan '94 and Mark Johnson Doris Wilkins Curtis '84 and Jody Eischens Dean '68 and Diana Olson '69 Ersfeld Martha Johnson Theodore '68 and lVlichelle Johnson Duane Esterly'75 L. Cratg'79 and Theresa Serbus '79 Estrem '78 Kahlow and Larry Kahlow Jennifer Abeln '78 Moren Edor'38 and Dorathy Nelson Lany '65 and lVarilyn Nelson Ronald '68 and Mary Kay Nelson David '64+ and Johnson lVlark Ronald '59 and Elizabeth Miskowiec Jonathan '78 and Bonnie Lamon E. lrene Lasseson Neseth '38+ Steven '64 and Rebecca '64 Nielsen John '68 and Martha Fahlberg Suzanne Kelley'69 Robert '73 and Linda Nilsen Karen Faulkner Benjamin and Christine Kent James '57 and Shirley Norman William and Anne Frame James Kerr Donald '65 and Carolyn Francis Richard '69 and Cheryl Nelson lerry'67 and Pauline North Dakota Community Foundation '70 King Linda King '78 Terry'7O and Vicki Nygaard Edward '54 and Winifred Nystuen '54 Nyhus Ann Garvey Marie Gjenvick Knaphus '45+ Richard '69 and Sandra Larson '69 Olmsted Barbara Gilbert'81 LaRhae Grindal Knatterud '70 Howard and Bettye Olson Lorraine Vash '67 Gosewisch and David Gosewisch Dean and Susan Kopperud Cedric '61 and Marlys Olson John '66 and Mary Jo Greenfield Carmela Brown Cindy Greenwood '05 Joan Kunz Beverly Halling '55 Oren and Donald '53 Oren ith '84 and Jean Taylor '85 H. Theodore '76 and Michele Grindal Steven '81 and Kathy Grinde Julia Ose'62 Grose and Christopher Grose Jean Venske '87 Guenther and Stephen Guenther Richard '72 and Carol Habstritt Robert'80 and Lori LaFleur George '50 and Vivian Lanes Steven 0'Tool '74 Andrea Langeland Ervin '56 and Sylvia Moe '59 Overlund Marvin and Ruth Ringstad'53 Larson Patricia Solum Park'02 Julie Gudmestad '65 and Joseph Laudicina John '52 and lvlary Peterson '54 Leak Roger'50 and Donna Wang'52 Leak Jacqueline Kniefel Lind'69 Patricia and John Parker James'67 and Laurie Lindell Dwight '60 and Marion Pederson Rosemary and Andrew Link Dale Pederson'70 Arlene and Gene Lopas Linda Christensen'68 Phillips and Gerald Phillips Frovik Roger Griff Lucille and Roger Hackbart Shirley and Hansen John '69 and Barbara Harden Robert'83 and Lynne Harris Burton '72 and Rollie Haugen Lisa Svac Hawks '85 Dawn Hendricks '80 Gerald '59 and lVaxine Hendricks Olivia Gordon '84 Kranz and David Kranz '62 Lorents and A
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Title: Augsburg Now Summer 2009
Collection: Alumni Magazine Collection
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Title: Augsburg Now Spring 2009
Collection: Alumni Magazine Collection
Search Result: AUGSBURG NOW SPRING 2009 VOL. 71, NO. 2 inside auggies Augsburg Now The Magazine of Augsburg College 25Photo Years of Life-Changing contest winners Augsburg Choir, 75 years Twin sisters, twin dreams Core to compost Travel How green is Augsburg? Studying sustainability page 20 the neig...
Show more AUGSBURG NOW SPRING 2009 VOL. 71, NO. 2 inside auggies Augsburg Now The Magazine of Augsburg College 25Photo Years of Life-Changing contest winners Augsburg Choir, 75 years Twin sisters, twin dreams Core to compost Travel How green is Augsburg? Studying sustainability page 20 the neighborhood youth Green planning Feeding go green Editor Betsey Norgard norgard@augsburg.edu notes from President Pribbenow Generosity and Sustainability t his issue of the Augsburg Now offers many inspiring stories of ways in which our community is learning about and practicing what it means to live sustainable lives in the city. I’ve been thinking a good bit lately about why the Augsburg community has made such great progress in living out its commitment to urban sustainability, and I’ve found myself exploring the meaning of the original motto for Augsburg Theological Seminary and College, the bold claim found in John 1:14: “And the Word became flesh.” I’m struck by how this scriptural promise is both a statement of generosity and of sustainability. Augsburg College practices generosity most authentically when it lives as the Word made flesh—sustainable, present, rooted, of service, and faithful. My teacher, Martin Marty, taught me that colleges are indigenous communities—that is, they are native to a particular place, a particular environment, a particular set of values, and practices that define the institution—and that means something for the way they live their lives. What does it mean to think about Augsburg College as an indigenous community? What does it mean that the Word has become flesh and lived among us here? I lift up for our attention three simple aspects of Augsburg’s identity—ways in which the Word becomes flesh here and the values we seek to sustain: • The central focus of our identity is that wherever Augsburg College is found—here in this neighborhood, in the city, in Rochester, or around the world—our most authentic work is learning and teaching. And the wonder of learning is that it involves acts of generosity and sustainability in its every detail—from teachers who teach what they love; to students who seek to learn out of curiosity and passion; to texts that bear the wisdom of the ages for our reflection; to conversations that help us pay attention to the Word, to each other, and to the world; to practices and commitments that help sustain our environment. Creative Director Kathy Rumpza ’05 MAL rumpza@augsburg.edu Creative Associate-Editorial Wendi Wheeler ’06 wheelerw@augsburg.edu Creative Associate-Design Jen Nagorski ’08 nagorski@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Webmaster/Now Online Bryan Barnes barnesb@augsburg.edu Director of News and Media Services • A second aspect of our identity is the way in which this city, a particular place—much different now than in 1869—is still a place that demands our attention and respect and concern. Democracy still is practiced in this place with our neighbors. Education still happens in this place with learners and teachers all around us. Engagement and service still are at the center of our lives with each other in this place. Sustaining this urban place, this urban environment, is an act of generosity—for our diverse neighbors, for our diverse selves, for the whole of creation, now and into the future. Jeff Shelman shelman@augsburg.edu • The final aspect of our identity is our firm grounding in the Christian faith—a confident faith that frees us to learn, to live, to practice hospitality with all of our neighbors, to be a force for good in the world, to affirm our calling as people of faith and a college of the church, to be God’s people in this place, and to know that grace and truth abound where the Word becomes flesh. www.augsburg.edu I celebrate the generosity that is Augsburg’s faithful work in the world—the Word made flesh here, each and every day. I celebrate the sustainability of our indigenous character, our indigenous work, and our indigenous place. And I recall the concluding words of John 1:14 that remind us that the Word made flesh is “full of grace and truth.” Oh, how the world needs a Word of grace and truth. And here it is! PAUL C. PRIBBENOW, PRESIDENT Sports Information Director Don Stoner stoner@augsburg.edu Assistant Vice President of Marketing and Communication David Warch warch@augsburg.edu Director of Alumni and Constituent Relations Kim Stone stonek@augsburg.edu Augsburg Now is published by Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 spring 2009 Features 6 10 12 Augsburg Choir - celebrating 75 years by Betsey Norgard 16 30 Twin sisters, twin dreams by Jean Spielman Housh International Programs Photo Contest 14 20 23 auggies go green 16 Toward a more sustainable Augsburg by Betsey Norgard contents 19 How green is Augsburg? 26 augsburg now 20 Environmental connections: Green starts here by Jeff Shelman 23 Studying sustainability by Wendi Wheeler ’06 26 Green Planning 28 Core to compost Photos and text by Stephen Geffre 30 Feeding the neighborhood youth by Wendi Wheeler ’06 32 How green is our magazine? Departments 2 4 5 8 33 36 40 Around the Quad Auggies on the ice Auggie voices It takes an Auggie Alumni news Class notes My Auggie experience On the cover We celebrate in this issue all the commitments, changes, and progress that Augsburg has embraced in learning how to be a more sustainable college in the city. All photos by Stephen Geffre unless otherwise indicated. around the quad Augsburg receives Carnegie classification Augsburg was recently selected by the Carnegie Foundation as one of 119 colleges and universities in the nation to receive the classification for Community Engagement. This affirms that the school has institutionalized community engagement in its identity, culture, and commitments. It also affirms that the practices of community engagement are aligned with the institution’s identity and form an integral component of the institutional culture. The classification has three categories—curricular engagement, outreach and partnerships, and a category for both engagement and outreach—and Augsburg received the latter, comprehensive classification. In a letter to Augsburg President Paul C. Pribbenow, Jim Scheibel, executive director of the Minnesota Campus Compact, congratulated the College on this recognition. Scheibel wrote, “As a country that faces an economic crisis, and as a community that witnesses division and strife across the globe, we need students, faculty, and campuses that are fully engaged. This recognition says you are doing your part and acknowledges that you are serious about fulfilling the mission of the College.” Augsburg has included “student engagement” as one of nine specific academic goals for the institution. The Augsburg Experience signature curriculum requirement encourages direct involvement with people and organizations external to the College, All first-year students spend an afternoon during September Auggie Days working on community projects—painting, gardening, cleaning up, or whatever needs doing in the neighborhood with Augsburg’s community partners. first-hand discovery and application of knowledge, self-awareness through reflective and critical thinking, and exploration of what one is called to do in the world. Augsburg is a committed partner to particular nonprofit and educational groups within the nearby urban neighborhoods, including Cedar-Riverside, Seward, and Phillips. In addition, the College has instituted programs and policies that support community engagement for the campus community. All staff members receive two days of paid leave time for community service. A note to the editor “I found the ‘Lights, camera, and action’ feature in the fall 2008 Augsburg Now very interesting. This photograph was taken in the Augsburg Art Studio in the early 1970s during a session of a hands-on class teaching 16mm filmmaking with synchronized sound. As a student from 1965-1970, I had a work-study job showing films and doing photography working for Robert Zeller, who at that time was director of instructional services. He is the first person whom I recall to have taught a course in film studies at Augsburg. Warren Hanson, John Mitchell, and Larry Glenn (left to right in the photo) were all students in the course taught by local filmmaker Paul Rusten. Warren was a registered student. As John was a faculty member and I was director of the audio-visual center, we were invited to participate in the class without receiving credit.” LARRY GLENN ’70 2 Augsburg Now Brian Krohn—Augsburg’s first Rhodes Scholar Brian Krohn ’08 arrived at Augsburg with plans of being a film major and eventually became a chemistry student. In November he was selected as a Rhodes Scholar—Augsburg’s first. Krohn, a native of Cloquet, Minn., was one of 769 initial U.S. applicants from 207 colleges and universities for this year’s Rhodes Scholars. After making it through an interview process and being selected, Krohn became one of 32 Americans who will study at Oxford University beginning in fall 2009. There, Krohn will focus on environmental change and management in order to combine public policy expertise with the scientific knowledge he has gained at Augsburg. In the summer of 2006, Krohn began research into new ways to produce biodiesel fuel. He acknowledges that he didn’t really expect to break any new ground, but he wanted to give it a shot. The combination of Krohn’s research, the teaching of chemistry professor Arlin Gyberg, and Augsburg alum Clayton McNeff led to the discovery of the Mcgyan Process to produce biodiesel in a cleaner and more environmentally friendly way. “For me, Brian’s work on the biodiesel project is a great liberal arts story,” President Paul C. Pribbenow said. “There’s a connection between a student with a question, a faculty member, and an alum. They work on a problem and come out with a response that, in this case, is pretty groundbreaking. “Brian stands for the well-rounded education that we provide for all of our students. We’re proud of him and proud that his Augsburg education prepared him,” Pribbenow continued. In addition to his work with biodiesel, Krohn is a Goldwater Scholar who was a founder of the Honors Review, a new journal for student scholarship at Augsburg. He organized the inaugural Agre Challenge, an event in which teams were challenged to build a catapult to fling a 20-pound sandbag various distances. Diane Pike receives the Stewart Bellman Award Diane Pike, director of the Center for Teaching and Learning (CTL) and professor of sociology, is the 2008 recipient of the Stewart Bellman Award for Exemplary Leadership from The Collaboration for the Advancement of College Teaching and Learning. She was honored in November at The Collaboration’s annual conference. For more than 25 years at Augsburg, Pike has been recognized for her excellence as a classroom teacher and as a role model for other faculty members, in large part due to her ongoing leadership in faculty development workshops, consulting, and summer institutes, and her avid attention to the research literature on the scholarship of teaching and learning. Pike’s accomplishments at Augsburg have included re-envisioning the work of the Committee on Faculty Development, integrating activities for faculty and professional staff members, and creating dedicated space for student learning and CTL in Lindell Library. Most notably, however, has been her leadership in the creation of the new AugCore general education program—guiding the design team work and faculty collaboratives on specific issues, as well as securing a Bush Foundation grant for implementation and work on the course evaluation project. She is the incoming president of the Midwest Sociological Society. Spring 2009 3 Auggies on the ice Tiffany Magnuson— a star on ice and on the field If it weren’t for finding cheap hockey skates at a tent sale, Tiffany Magnuson’s athletic career might have been quite different than it is today. “My dad didn’t want me playing hockey. They bought me figure skates, because my dad didn’t want me messed up with the hockey guys,” said Magnuson, whose father is a hockey coach in their hometown of Green Bay, Wis. “They bought the figure skates for me, and I couldn’t skate in them because of the toe pick. But my dad always said that I had a natural hockey stride, and I kept telling him that I wanted black skates.” So Magnuson’s mom found her a pair of black skates— hockey skates. “My mom always said, ‘Wal-Mart started your career,’ because they had a tent sale at Wal-Mart on hockey skates,” Magnuson said. A senior, Magnuson has excelled at two sports during her Auggie career—hockey and softball—and will leave Augsburg as one of the top all-around female athletes in school history. Magnuson finished her hockey career as the school’s second leading goal-scorer and No. 3 point-producer. She was a four-time All-Minnesota Intercollegiate Athletic Conference selection. In softball, Magnuson played three positions—second base, first base, and pitcher—during last season’s run to the MIAC playoffs for the first time in program history. A threetime All-MIAC selection, she enters this season with a .379 career batting average as the Auggies leadoff hitter. Magnuson, a finance major and accounting minor, was recruited to play hockey at Augsburg and she said she chose Augsburg because it was a small school in a large city. Being active in back-to-back sports has helped her learn to manage her time. “Sports have taught me about leadership, being committed and competitive, about interacting with others, and having to all come together for a goal,” said Magnuson, who wants to work on the business side of a sports team. “It’s a family [atmosphere], and for me being away from my family, it helps me with my life. That’s what I like about Augsburg, the close-knit atmosphere.” DON STONER 4 Augsburg Now auggie voices Engaging in the big questions The Lilly Scholars seminar is a place where students can feel comfortable talking about the big questions in life. Questions like, Is Christianity the only true religion? What does it mean to forgive someone? What is God calling me to do? For Mark Tranvik, associate professor of religion and director of the Lilly grant program, the seminar is the heart of the year-long program designed for juniors and seniors who are considering seminary or graduate study in theology or sacred arts. Once a month they meet to discuss assigned texts, engage with guest speakers, and reflect on biblical passages or issues in the Christian tradition. Each year, 10 or 11 Lilly Scholars, who receive a $2,100 scholarship, are selected from more than twice that number. Among the current scholars, the average GPA is 3.75. In addition to the seminar, Lilly Scholars visit Luther Seminary and can take courses there. “There is an ongoing hunger in the intellectual community for genuine theological conversation among students that the Lilly Scholar program honors,” says Tranvik, who is also an ordained minister in the Evangelical Lutheran Church in America. Creating a comfortable place for these critical conversations is his goal. And, he adds, “doubters are welcomed.” Jenni Pickford, a philosophy and religion major, finds the seminar most valuable for “the openmindedness I’ve gained from hearing about views that differ from my own.” What she appreciates is that “there are other students out there who are interested in more than just a grade and do this for the love of learning.” “The greatest impact for me is the group friendship and discussions that carry throughout other classes,” says religion major Denise Shuck, a Weekend College senior who is planning to enter Luther Seminary. “I have a great appreciation for the diversity of opinions about the topics we’ve discussed.” Abby Ferjak, a senior, finds it easy to integrate what she does in the Lilly Scholars program to her youth and family ministry classes. “It’s important for youth to understand that vocation is not simply what one might do as a career; but rather, that everyone has many vocations, and [that] they don’t have to wait to fulfill their vocation.” And that’s exactly what the Lilly Endowment hopes to hear. Their goal for funding programs in church-related, liberal arts colleges that explore vocation is to nurture a new generation of voca- In their monthly seminar, Professor Mark Tranvik (above, in blue shirt) seeks to create a comfortable atmosphere for the Lilly Scholars to discuss and explore vocation. (L to R) Denise Shuck, Leah Jarvi, Tranvik, Cody Oaks, Allison Streed, Alexander Garver, Abigail Ferjak, Natalie Sasseville, and Ashley Weston. tionally-guided leaders—both pastoral and lay—for church congregations. Lilly Scholars are one part of Augsburg’s $2 million grant program, Exploring Our Gifts, that began in 2002 and is directed by Tranvik. Over its six years, Lilly Scholars have included a mix of younger and older students and have cut across disciplines, for example, among science and social work majors seeking ways to combine faith life with their fields. Last year four Lilly Scholars continued to Luther Seminary (all with full scholarships), two chose law school, one entered the Lutheran Volunteer Corps, one is in congregational youth ministry, and one began graduate study in social work. About half of all Lilly Scholars have entered seminary. During their year as Lilly Scholars, the students serve as role models within the larger community. They develop a portfolio, reflecting on vocation and what they carry with them from the year. Cody Oaks, a current Lilly Scholar, finds inspiration in Tranvik’s ability to merge the pastoral with the academic. “He provides the model of a pastor-scholar I would like to embody in my own work and call to teach,” Oaks says. He will enter Princeton Theological Seminary this summer and begin to seek ordination in the Presbyterian Church (U.S.A.). Kyle Zvejnicks, a 2006-07 Lilly Scholar, reflected on community. “The seminar has reminded me of the importance of community in vocation, namely that we need each other. … Just as much, we don’t come with the same vocation for everyone, but each with their own, and not for themselves but for others.” To learn more about Exploring Our Gifts, go to www.augsburg.edu/lilly. BETSEY NORGARD Spring Fall 2008 2009 5 The Augsburg Choir— celebrating 75 years This academic year, the Augsburg Choir celebrates 75 years—a choral tradition of distinction and excellence. The Augsburg Choir was founded in 1933, when the Men’s Glee Club and the Ladies’ Choral Society, who had sung together on various occasions, voted to unite, under the direction of music department chair Henry P. Opseth. The first student president of the choir was a third-year music major and future choir conductor Leland B. Sateren. The new choir lost no time in preparing for tours and performances. In 1935, their tour through the Midwest took them more than 2,000 miles for 20 concerts, including a coast-to-coast broadcast in Chicago with the National Broadcasting System. On their return, they sang a home concert at Central Lutheran Church. Choir business manager Orville C. Hognander ’36 planned the tour, plus arranged for a series of 18 Sunday evening radio broadcasts on WCCO radio, the “Hour Melodious.” This program also was accessible over open channel across the country and brought visibility to Augsburg, reconnecting many alumni to the College. In 1946, Leland B. Sateren ’35 returned to Augsburg to join the music faculty. Following Opseth’s death in 1950, Sateren was named conductor of the Augsburg Choir. For the next 29 years, the Augsburg Choir developed its own distinctive tone quality, musicality, and professionalism under Sateren. While the choir continued to share the Gospel through church music, Sateren evolved a more contemporary classical sound, especially in his own compositions. His passion for 1933 Scandinavian music brought attention to music and composers relatively unknown in the U.S. In 1975, the Augsburg Choir’s 40th anniversary tour took them to Scandinavia. They traveled by boat down the Norwegian coast, from above the Arctic Circle to Oslo, and sang in the Trondheim Cathedral. Leland Sateren retired in 1979, and the direction of the choir passed to Larry L. Fleming, a noted choral conductor and composer. In his first year, the choir was chosen as the official representative from the U.S. to sing in Augsburg, Germany, at the 450th commemoration of the Augsburg Confession. Fleming also established Advent Vespers, the College’s annual 1975 Augsburg Choir is founded 40th anniversary choir tour Leland B. Sateren ’35—choir director Peter Hendrickson ’76—student choir president and future choir director Henry P. Opseth—choir director Leland B. Sateren ’35—student choir president and future choir director 6 Augsburg Now The majestic Advent Vespers service each year at Central Lutheran Church presents Augsburg’s four choirs, with part of the service sung as a massed choir of over 200 voices. holiday program, as a service of music and liturgy, which now attracts up to 8,000 people at its four services and will celebrate its 30th anniversary in 2009. Fleming left Augsburg in 1986, and for the next several years the Augsburg Choir was under the direction of Thomas Rossin. In 1994, after serving a short time as interim director, Peter Hendrickson ’76 was appointed the choir’s new conductor. Over the past decade and a half, he has realized his vision for Augsburg’s choral program—one that offers distinct choral experiences for all students, including the extended Augsburg family, with different repertoires: • Augsburg Choir—a cappella touring choir • Riverside Singers—women’s chorus • Cedar Singers—men’s chorus • Masterworks Chorale—symphonic chorus All four choirs, as well as an orchestra and liturgical party, participate annually in Advent Vespers. In 2004, for the 25th anniversary, Twin Cities Public Television recorded the service and won a Regional Emmy award for the production. The program has been shown on public television during the holiday season since then. One of Hendrickson’s passions is language, and to date, his choirs have sung in more than 15 languages. “We owe it to our students in the choral program to educate them not only in Augsburg’s commitment to the Lutheran choral tradition, but also in creating, through music and language, a better understanding of other cultures and our responsibility to be world citizens,” Hendrickson says. The Augsburg Choir’s March tour this year took them south, traveling from Nebraska to Texas, and locations in between. Currently the choir is planning next year’s tour, a trip that will take them to China in 2010. 2009 The Masterworks Chorale marks 15 years Hendrickson founded the Masterworks Chorale in 1994 as a symphonic chorus of approximately 100 voices, made up of students, faculty and staff, alumni, and others connected to the Augsburg community. Unique to a college campus, Masterworks Chorale presents programs of great choral works and explores new masterworks. In 1996, the chorale performed for the first time the entire Visions from Hildegaard by Minnesota composer Stephen Paulus. In 1997, it presented the English-language premiere of Norwegian composer Egil Hovland’s opera, Captive and Free, and in 2001, the English-language version of Finnish composer and conductor Kari Tikka’s opera, Luther. The Masterworks Chorale performs three times per year—at fall and spring concerts, and for Advent Vespers. A number of chorale members are Augsburg alumni who sang as students in Leland Sateren’s choirs. “The Sateren choir alumni in Masterworks keep the legacy and spirit of the Sateren era alive,” Hendrickson says. “It’s a wonderful connection for our current students, a passing of the torch, so to speak, from then to now.” BETSEY NORGARD 75th anniversary year For a longer story about choir history with additional photos, go to www.augsburg.edu/now. Peter Hendrickson ’76—choir director 7 it takes an Auggie A legacy for promising students President’s Scholarships recognize students with exceptional academic ability and leadership potential and can provide financial support up to full tuition for four years. Donors who choose to endow a President’s Scholarship make special connections with these students, and those that follow them, one after another, as they see an Augsburg education made possible. E. Milton Kleven ’46 taught school in Minneapolis for 33 years and knows what this means to students from low-income families. He and his family have endowed three President’s Scholarships and enjoy being part of the lives of the students who receive them, helping them begin their work and careers free from college debt. Milt Kleven’s Augsburg story began in a home two blocks from the College, where his Norwegian immigrant mother and father raised nine children. Since Augsburg was the college in the neighborhood, six of the Kleven children attended, with three completing their degrees. In 1940, Milt followed his sister Agathe, who had just graduated from Augsburg. Like most students then, Milt’s studies were interrupted by World War II, and in 1946 he returned and finished. Their brother Luther graduated in 1950. Milt graduated with a major in mathematics and a minor in physical education. His strongest and longest friendships he formed in the Augsburg A-Club, even though his student job downtown at the Minneapolis Club kept him too busy to participate in most sports, except for lettering in golf. Kleven’s Augsburg story has a romantic twist on a broken leg. In late 1943 he left Augsburg to enter Navy pilot training. When he suffered a broken leg, he decided to spend the eight-week recovery period back at Augsburg, completing his math major with Professor George Soberg. 8 One evening in Augsburg’s library, in the basement of Old Main, he met Dorothy Lijsing, the daughter of a Swedish immigrant father and mother, and she became his wife and partner for 53 years. Dorothy transferred to Gustavus Adolphus College and graduated there. They were married in 1947. Soon after graduating, Kleven began teaching mathematics in the Minneapolis Public Schools. In addition to teaching, he also served as the teacher representative with Great West Financial on a voluntary investment fund created following a strike in 1970. From that experience, he learned a great deal about investments and wise financial planning that has served him well. In the 1950s, the Klevens were approached by Sig Hjelmeland ’41, Augsburg’s development director, and asked for the first time to consider giving back to Augsburg. “My parents always set aside their tithe,” Kleven says, “and taught us that giving is a part of our responsibility.” In 1958, he and Dorothy established a scholarship in honor of his parents, Magnus and Kristofa Kleven. In its 50 years, more than 200 Augsburg students have benefited from the financial support of this scholarship. During the 1960s, the Klevens continued their philanthropic support to Augsburg, and for many years worked closely with development officer Jeroy Carlson ’48. In 2001, when Dorothy passed away, Kleven established a scholarship in her name. With college costs skyrocketing, he knew from his large family what a difference a full tuition scholarship could make for students from low-income families, like those he had taught in Minneapolis. “That’s the main thing,” Kleven says. “I want to help kids who have a need, and I want it to be a full scholarship.” So, the Dorothy Lijsing Kleven Scholarship became the first endowed President’s Scholarship, and provides a full scholarship to a student interested in choral music, as Dorothy had been throughout her life. This endowment was created by Milt and their four children and families—Bruce and Maren Kleven, David and Barbara Kleven, Barbara and Zane Birky, and Diane and Philip Larson. In 2007, the family created two additional endowed President’s Scholarships. They added Dorothy’s parents, David and Florence Lijsing, to the original scholarship for Milt’s parents and raised it to the level of a full President’s Scholarship. The third was created in Milt’s name—the E. Milton Kleven Scholarship for public service, so he can enjoy supporting students with a real financial need who plan to enter public service. Kleven helped to facilitate two other scholarships. The Margaret Andrews Scholarship was established by Kleven and his fellow Trade and Industry coordinators in the Minneapolis public school system to honor their supervisor, Margaret Andrews. The Donald C. Carlson Scholarship, through the Normandale Lutheran Church Foundation, is named for founding pastor Donald Carlson ’42 to support a Normandale member attending Augsburg. The Kleven legacy also includes major support to capital projects. In 1995-96, the family worked with President Charles Anderson and gave $1 million toward the construction of Lindell Library. Milt founded Kleven Flooring Service, which installed hardwood flooring in houses in the Minneapolis-Saint Paul area. Over the years, he provided hardwood floors throughout the Augsburg campus, including the Augsburg Room in Christensen Center and Augsburg House. His most recent gift celebrates his over 60-year tie to Augsburg A-Club and close friendships with Glen Person ’47 and Dick “Pork Chop” Thompson ’61. Together, as part of the construction of the new press box on Edor Nelson Field, the three provided the funding to name the Jeroy C. Carlson Hospitality Room in Kennedy Center in honor of their longtime friend and colleague. For more information about endowing a President’s Scholarship honoring Augsburg’s most promising students, contact Doug Scott, assistant vice president for development, at 612-330-1575 or 1-800-273-0617. BETSEY NORGARD Becky Shaheen ’11 Becky Shaheen is a sophomore from Elk River, Minn., majoring in vocal music performance and composition, with a pre-engineering minor. She sings in the Augsburg Choir, Gospel Praise Jazz Ensemble, and other ensembles. This is her second year as the recipient of the Dorothy Lijsing Kleven President’s Scholarship in choral music, and she keeps in touch with the Kleven family. “Music is my life, and this semester I’ve been able to dedicate more time than ever before to music. I am finally realizing that being a musician is possible … “This scholarship has opened so many doors for me. I don’t have to worry so much about the financial issues, and it has provided me with confidence and such an ‘I can do anything!’ attitude. “When I first met the family, it was like meeting a huge part of my extended family that I didn’t know about. … A picture of the family and me taken at the scholarship brunch hangs by my desk, a reminder of the people who are making this journey possible. “ twin sisters Twin sisters Twin dreams “Our Augsburg professors were supportive and encouraged us to pursue our dream ...” BETTY BOWERS, MD Barbara and Betty Bowers knew they wanted to grow up to be doctors when they were six years old. The twin sisters were born in Mora, Minn., and graduated from Augsburg in 1972. They attended medical school at the University of Minnesota and graduated in 1976. “Our family doctor, Dr. Harry Berge, encouraged and supported us in our dream,” says Barbara Bowers, MD, “although we’d never even seen a woman doctor.” The Bowers twins were two of George and Opal Bowers’ four daughters. The family lived in Brook Park, Minn., when the twins were young. “Our parents raised us to believe that if we worked hard we could achieve anything.” Betty and Barbara studied diligently through grade school and graduated from Forest Lake High School. “We never took a test without thinking about our goal,” Barbara explains. “We would not be dissuaded by naysayers.” Today, Barbara Bowers is medical director of Fairview Southdale Breast Center and Fairview Southdale Hospital Medical Oncology Clinic. Betty Bowers, MD, is medical director and an anesthesiologist with the McGee Eye Surgery Center in Oklahoma City, Okla. 10 Augsburg Now How did two young women from small-town Minnesota make it through college in the big city? “We received incredible personal attention and felt cared for at Augsburg,” Barbara says. The twin sisters found the small class sizes and nurturing environment a perfect place to study the sciences. “Our Augsburg professors were supportive and encouraged us to pursue our dream,” Betty explains. Although, there was one science professor who did not give them full credit for their class work. “He had a special curve for us,” Barbara says. “His attitude really was indicative of society at the time. It was the late 1960s, and few women were pursuing careers in science, let alone medicine. But we didn’t lose heart.” At Augsburg, the Bowers sisters were exposed to different cultures and religions. “Our professors knew us as people, not just students in the classroom,” Barbara explains. “Rabbi Schwartz took us to his synagogue and invited us to his home for Seder.” While it took a lot of hard work to get through medical school, “We were encouraged by those who meant the most to us,” Betty says. “Sometimes naive belief serves you well.” Claus Pierach, MD, a professor at the University of Minnesota twin dreams Medical School, recognized right away that the Bowers sisters were unique. “Not only were they identical twins—they were equally enterprising.” Pierach serves on the admission committee for the University of Minnesota Medical School. “I see and study many applicants, but I see few students as determined as Betty and Barbara Bowers.” After completing medical school, Barbara Bowers did her residency at what was then Northwestern Hospital. Pierach worked closely with Barbara in her internal medicine rotation. “It was no surprise that she earned the title of chief resident.” It was during her internal medicine residency at Northwestern Hospital that Barbara became intrigued by the cancer patients she treated. “They were strong people, and it really sparked my interest in medical oncology,” she explains. Barbara decided to specialize in medical oncology. “At that time, I thought I’d work in cancer treatment and work myself out of a job in about 10 years.” While cancer has not been cured, Barbara has seen significant advances in cancer treatment and prevention. “We are seeing more cancer patients live longer. There has been progress in preventing certain cancers through increased patient understanding of the role diet and exercise play in our lives.” “As a physician, my role is to partner with patients. To do that, we need to educate patients, give them the information they need to make decisions regarding their care, and communicate on the same wave length—making sure that they know they are the most important person on our care team.” For Barbara, caring for cancer patients is where medical science and compassion meet. “I’m a scientist,” she explains. “I love studying the periodic table. Everything in the universe is up there except one thing—the heart, the human element.” Barbara is married to a physician and has two daughters and a son. While in medical school, Betty thought she’d become a surgeon. She was the first female surgery resident at Hennepin County Medical Center. In the fourth year of her general surgery rotation, Claude Hitchcock, MD, approached her about taking a six-month anesthesia rotation at the Mayo Clinic. “It’s been a good fit for me. I’ve been practicing anesthesiology since 1981.” She’s been with the McGee Eye Surgery Center since 2005. Betty is married to a physician and has two daughters. Looking back, Barbara and Betty remember many good times amid the grueling schedule of medical school. “But we got through it all by tucking our chins in and working hard,” Betty says. Both physicians say they have enjoyed tremendous job satisfaction from their careers in medicine. “I would encourage anyone dedicated to helping people to choose a career in medicine,” Barbara says. “The medical field is constantly changing and offers academic challenges, but most of all it is personally rewarding.” JEAN SPIELMAN HOUSH Housh is married to Allen Housh, a former Augsburg regent. She came to know Dr. Barbara Bowers when she was treated for breast cancer in 2004. Photos submitted by the families and Fairview Southdale Hospital. “As a physician, my role is to partner with patients. To do that, we need to ... make sure that they know they are the most important person on our care team.” BARBARA BOWERS, MD Betty Bowers, MD Barbara Bowers, MD Spring 2009 11 International Programs 3 Photo Contest Portraits 1st place: Bethany Thompson “Doi Suthep Girls” Chiang Mai, Thailand 2nd place: Katie MacAulay “Llamas and the Lost City of the Incas” Peru 3rd place: Sara Black “Another Walk of Life” Ibarra, Ecuador Landscape/cityscape 1st place and Best of Show: Emily Hanson “Holocaust Memorial” Berlin, Germany 2 2 2nd place: Katie Woolever “Looking Through Mada’s Dwelling” Northern Namibia 3rd place: Kayla Skarbakka “Boireann” County Clare, Ireland 2 Photojournalism 1st place: Emily Hanson “GDR Shopkeep” Wittenburg, Germany 2nd place: Tyla Pream “Festival of San Giovanni–Boy with Flag” Florence, Italy Augsburg Now 3 12 Augsburg Now 3 3rd place: Christine Tresselt “Coffee in the Cloud Forest” Miraflor, Nicaragua 1 1 2 0 0 8 1 s e i g g u a n e e r g go sustain. respond. recycle. 14 Augsburg Now “The Augsburg College community is deeply committed to what it means to build a sustainable urban environment.” —President Paul C. Pribbenow clean. reduce. build. Save. 15 e l b a n i a t s u s e r o Toward a m g r u b s aug BY BETSEY NORGARD Living sustainably is no longer merely an option. As a vast majority of the world’s people struggle for resources to sustain even simple lives, a small minority consume at rates that will quickly deplete Earth’s resources and imperil future generations. Environmental concerns are now front and center on our national agenda. But beyond these, the broader considerations of sustainable living—economic and social policies that determine how resources are shared—remain difficult to tackle. Augsburg’s history, mission, and vision call for the College to engage in these broad discussions of sustainability. The two vision documents of 1997 and 2005 spell out an institutional vocation for the College rooted in a blending of Lutheran heritage, immigrant history, and urban location that demands a caring stewardship of God’s creation. As the College explores how it lives out its institutional vision—We are called to serve our neighbor—it must look beyond the changes brought about by green practices and invite the deeper conversations in community that probe the meaning of living sustainably in the city. The greening of Augsburg The Environmental Stewardship Committee (ESC), made up of faculty, staff, and students, leads the environmental initiatives of the College. Created in 1990 as a task force, it was revitalized by President William Frame in 1999 and given both purpose and strength. Tom Ruffaner, longtime committee chair and custodial supervisor, believes that the comprehensive “Waste Wise” audit carried out in 1999 became the “driving force behind ‘greening’ at Augsburg.” The audit “not only identified areas of waste and inefficiencies across campus but also offered resources to make improvements.” The ESC Vision Statement in 2004 summarized its goals: “The stewardship of the urban and global environment can only be pursued if we take these steps toward using less, living more simply, and acting with the care and awareness of the impact of actions on the people and ecosystem within which we live and on which we all depend.” In 2006, Augsburg’s new president, Paul C. Pribbenow, quickly embraced the growing urgency to address issues of sustainability and gave voice to a deeper understanding of sustainability within Augsburg’s mission and vision. The changes across campus in the past three years have been significant. Sustainability is infused through Augsburg’s curriculum and grounded in its daily practices—on campus, in the community, and around the world. Augsburg participates in two important institutional collaborations: • Presidents Climate Commitment—President Pribbenow joined more than 600 American college and university presidents to sign an agreement to “neutralize greenhouse gas emissions and to accelerate the research and educational efforts of higher education to equip society to re-stabilize the earth’s climate.” One person’s difference if mr. green 16 Augsburg Now Augsburg had a “Mr. Green” contest, TOM RUFFANER ’98 might well be the best candidate. Over the past decade, he has led Augsburg toward greater commitments in sustainable living. Ruffaner has pushed Augsburg to bring about environmental improvements in energy use, safer cleaning products, and recycling and waste reduction (starting with a comprehensive Waste Wise audit). He also helped the College study its transportation habits and commuting alternatives. And, he has chaired the Environmental Stewardship Committee and supported community efforts. In fall 2007, Ruffaner received an Individual Achievement Commuter Choice Award, given by Metro Transit, that recognizes organizations and individuals for their creative solutions in promoting alternatives to driving alone. He also served on the advisory committee that helped design the light rail station nearest Augsburg. A 1998 graduate in metro-urban studies, Ruffaner is the custodial supervisor at Augsburg. A report has just been completed that measures the College’s carbon footprint. • Associated Colleges of the Twin Cities (ACTC)—Five colleges (Augsburg, Hamline, St. Thomas, St. Catherine, Macalester) are exploring ways to create a stronger academic identity that clearly expresses their shared identity as an urban institution and centers on the theme of sustainable urban development. Ideas may include curricular development, community outreach, research, service-learning, internships, study abroad, and faculty development. Students step forward green vehicles, and become engaged in the political process. Augsburg’s chapter of the Minnesota Public Interest Research Group (MPIRG) began the initial efforts to recycle in the 1970s. Recently, its Environmental Task Force, along with student groups, has led projects on campus, including: • Focus the Nation teach-in—Augsburg joined organizations across the country in setting aside a day to engage the entire campus in conversations on sustainability. “MY DAD TELLS ME, ‘DREAMS ARE FREE. DREAM BIG, IT WON’T COST MONEY.’” Some of the most exciting projects for sustainability have come from student-led initiatives. Students have researched alternative fuels, organized teach-ins, gained student backing to support wind energy, pushed the College to purchase —Alex Hoselton ’08 Focus leads to wind energy My dad tells me, “Dreams are free. Dream big, it won’t cost money.” I listened and dreamt and acted big by forming an ad hoc organization and, with other students, started organizing for the Focus the Nation teach-in in January 2008. The teach-in provided rich liberal arts perspectives to more than 500 attendees and launched momentum towards switching Augsburg’s energy consumption from fossil fuel to wind energy. The organizing students petitioned Day Student Government for a referendum to impose a fee of $14.75 per semester to purchase wind energy. The referendum passed, with 68% of the vote, and day students now contribute more than $54,000 annually. Contributions from Weekend College Government and the administration enable us to purchase enough wind power to make Augsburg’s Minneapolis campus 100% free of fossil fuel electricity. We have reduced the equivalent in carbon emissions of taking 26,000 cars off the road or planting 69 square miles of trees each year. 17 The case for a green vehicle • Wind energy purchase—Both day and weekend student governments held referendums in which students voted to add a new student fee to contribute to wind energy purchase. It enables Augsburg to offset 100% of its fossil-fuel electricity costs on the Minneapolis campus, making the College one of the largest purchasers of wind power in the state. • Hybrid security vehicle—When a security vehicle was due for replacement, a student group pushed for the College to buy a hybrid fuel vehicle. • Food services changes—Students initiated the practice of composting food, saving three-quarters of a ton of trash. • Environmental history of Augsburg— The 2007 Environmental Connections class researched and wrote “From Rural to Urban: The Environmental History of Augsburg College 1872-2005,” studying its relationship to nature, technology, and humans. • Trash audit—In order to call attention to lackadaisical attitudes toward recycling, a group of students went through twodays’ worth of garbage and showed how nearly 70% of it was either compostable or recyclable. Much work remains before Augsburg can be satisfied it is consuming only what Earth can renew. But now, that work is increasingly carried out with greater consciousness of the impact made by personal choices and practices, both on the self and on an interconnected and interdependent global community. 18 Augsburg Now The green vehicle initiative developed from the inspiration of Brian Krohn’s biofuel discoveries and my resources as a member of Augsburg Day Student Government in fall 2008. Almost immediately Reid Larson and Steve Eichten also committed themselves fully to the project. Collectively, the four of us found that our goal was to ensure that our next Department of Public Safety vehicle was both a fiscally and environmentally sound investment. After hearing estimates that the department puts nearly 150 miles daily on their vehicle, we realized that having either a biodiesel or hybrid would surely be cost effective. It turned out that a Ford Escape Hybrid would save the college $30,000 annually by our low-end estimates. Initially finding little support in the purchase of a hybrid, the group prepared for a meeting with President Paul Pribbenow. We presented him with graphs on two- and fouryear savings, a list of ways that he would be supporting the Presidents Climate Commitment he had signed earlier in the year, and a list of colleges, universities, and police departments that all had successfully integrated hybrid vehicles into their programs. By meeting’s end the president had given us an oral commitment to the Ford Escape, and said that John Pack, director of public safety, had also expressed his support earlier in the day. By September 2008 the College’s new hybrid vehicle was in use on campus. The Green Vehicle Coalition, as it has developed into, sees this particular project only as a first step toward many long-term goals. “THE GREEN VEHICLE INITIATIVE DEVELOPED FROM THE INSPIRATION OF BRIAN KROHN’S BIOFUEL DISCOVERIES.” —Jake Quarstad ’10 How GREEN is Augsburg? how College initiatives • American College and University Presidents Climate Commitment—completed the Greenhouse Gas Emissions Inventory for 2001-08 • Associated Colleges of the Twin Cities will collaborate on studying urban sustainability • HourCar hub on campus • Discounted transit passes • Reserved carpool parking • Fair trade items sold in bookstore • Purchasing enough wind energy to offset electricity Student-led initiatives • Led Focus the Nation teach-in—Jan. 2008 • Proposed and passed extra student fees for purchase of wind energy • Friends of the Mississippi River stewardship • Pushed for green vehicle initiative to purchase hybrid security vehicle • Environmental studies major and minor • Presented at Campus Compact conference • Fall 2009—Fate of the World i-term class • Created bike-share program • Campus Kitchen program and community garden • Launched composting in dining area green is Food service • Composting program ? • Gradual move toward trayless dining, starting with Trayless Tuesdays • Take-out materials—all corn-based and compostable • Purchase all produce from a five-state region • Fair trade coffee available in campus eateries Internal practices • Double-sided printing on all campus copiers • All copy paper on campus—30% post-consumer waste • Ongoing re-use center • Recycling of cans, glass bottles, plastic, paper, cardboard, and yard waste • Recycling for appliances, carpets, furniture, batteries, electronics, ink • Compostable paper towels in all public restrooms • Changed all faucets and showers on campus to water-saving fixtures • Energy-efficient fluorescent lamps in public areas, increasing use of CFL bulbs augsburg • Moving toward 100% “Green Seal” cleaning chemicals • Display board and fairs to facilitate public transportation Environmental studies program • Paddled the Mississippi River to study environmental and river politics • Built rain gardens to capture runoff • Researched and wrote an environmental history of Augsburg College • Studied, prepared, and served a healthy, local, sustainable lunch 19 l a t n e m n o r i Env s n o i t c e n n co GREEN STARTS HERE The topic of conversation on this early December afternoon was pumpkin ice cream, a dessert that summed up many of the conflicts that go along with making environmental change. In Environmental Connections, the gateway course for Augsburg’s new environmental studies major, history professor Michael Lansing and political science professor Joe Underhill take an issue and break it down over a semester. In fall 2007, the topic was water. This past fall, a dozen Augsburg students looked at food and just how it ends up on our plates. At the end of the semester, the Environmental Connections students had to take what they learned and plan a menu for a lunch that was served in the Christensen Center Commons. Nutrition and taste were important to the students. But so were environmentally friendly practices, the use of vegetables grown in the Augsburg greenhouse, and supporting local farmers and companies. And that led to the lengthy discussion about whether they should serve pumpkin ice cream from Kemps or buy it from Izzy’s, a St. Paul ice cream shop. The students knew they wanted the Izzy’s because the ice cream is made with organic products and the shop uses solar power. But there was the issue with price. Kemps wasn’t as environmentally friendly, but the students could get more ice cream at a lower price. Because while it’s easy for people to say that they want to take environmental concerns into consideration when making decisions, the tone sometimes changes when being green is more expensive. In the end, the class reached a compromise and would get ice cream from both. “That discussion was everything the class was about,” says Kathy DeKrey, a first-year student from Bemidji, Minn. “I thought we should have put up the cost and got just the Izzy’s ice cream. “A lot of people aren’t willing to put forth the initial costs to make good decisions and that is too bad.” It was the kind of broad, big-picture thinking that the professors hope comes out of this interdisciplinary class. Because things like food, water, and energy— a potential topic for next year—impact so many parts of society, Underhill and Lansing bring in guest lecturers from departments across campus. “WHATEVER YOU DO, IT IMPACTS SOMETHING.” —Peter Klink ’12 20 Augsburg Now BY JEFF SHELMAN Studying the urban environment Here’s what you won’t find in Augsburg’s new environmental studies major: a windmill suddenly being constructed in the middle of Cedar-Riverside, repeated trips to the Boundary Waters Canoe Area, and anything that could be considered rural. “That’s not what we want,” Lansing says. “That’s not who we are.” The term “environmental” is often equated with rural, with wetlands, and with ecosystems. But Lansing and Underhill are much more interested in making an impact on and around campus. After all, the Mississippi River is only a few blocks away. There is a Superfund site in Minneapolis’ Phillips neighborhood because of high amounts of pesticides and herbicides previously produced there. The local Sierra Club office is just across Interstate 94 in the Seward neighborhood. Students in both the water and the food classes took the light rail to downtown Minneapolis to learn about the impact of St. Anthony Falls. For the initial class, the falls demonstrated the importance of water in relation to the creation of energy. Last semester, the falls taught about the milling process and the history of Minneapolis. In addition to being a vehicle for teaching, studying environmental issues in an urban environment creates opportunity. “If you’re interested in the wilderness and studying ecosystem dynamics, this probably isn’t the right program,” Underhill says. “But if you want to do something on human impact, you have to be where the people are. Humans are having a huge impact so we have to spend time where the most people are.” In the water class, the students constructed rain gardens on the Augsburg campus. The gardens are positioned to collect water runoff from campus buildings. In addition to adding plant life to campus, the rain gardens keep runoff water from eventually reaching the Mississippi River. “We are uniquely situated in a city neighborhood and are privileged to have a variety of opportunities to explore the interconnectedness of urban life with both human and natural forces.” —President Paul C. Pribbenow 21 Getting students out of the classroom and getting their hands, quite literally, dirty very much fits into the experiential teaching Augsburg is known for. “We want students to be aware of their immediate surroundings,” Lansing says. “We don’t want to put them in a sealed classroom and learn about grand theories while ignoring what’s going on around them.” Changing attitudes Peter Klink is in his first year at Augsburg after taking classes a year ago at Minneapolis Community and Technical College. He always had an interest in the outdoors, but he didn’t really know just how complex food is. “Most cows are fed corn hay because it gets them fat quicker, but it’s not as good for people,” Klink says. “But if you stop feeding them corn hay and feed them grass, the corn industry is hurt. Whatever you do, it impacts something.” Klink, who grew up in Stillwater, Minn., found his habits as a consumer changing as the semester progressed. His biggest change—the result of learning about the environmental cost of transporting food across country—has been to make a greater effort to buy locallygrown food. “I want to know where it comes from,” Klink says. “Also, it’s a way to support local businesses. The way the economy is, I’m all about supporting local businesses rather than some big corporation.” Because the Environmental Connections class is a gateway course and largely for first-year students and sophomores, the students enter at different points. “Clearly the most satisfying thing is when they start with no clue and as the semester goes on, the light bulb starts to come on,” Underhill says. The environmental studies major—which will feature classes from a variety of departments on campus—is very much in its infancy at Augsburg. While the curriculum has been approved and the requirements laid out, simply offering a major doesn’t guarantee student interest. In addition to providing a base of knowledge, the gateway course also shows students with interest in the environment some of the possibilities that are out there, that an environmental studies major isn’t limited to a job in nature or working as some sort of scientist. “There’s a lot of green stuff that’s going to be used in the future,” says Klink, who is going to major in business and at least minor in environmental studies. “I think there is going to be a lot of opportunities for jobs in that area. There’s wind energy, solar energy, green architecture. To have a background where you understand that is a key thing.” And getting students on the path toward understanding is what the Environmental Connections class is all about. 22 Augsburg Now studying y t i l i b a sustain BY WENDI WHEELER ’06 If you want to study sustainability, you need to go where it’s done best. Students in the Sustainable Cities in North America summer course spent three weeks in Portland, Ore., and Vancouver, B.C., learning about the successes and challenges of two of North America’s most sustainable cities. What they discovered, amidst green buildings and miles of bike trails, is that being sustainable requires attention to many interconnected aspects of life. This interconnectedness, they learned, means that what is beneficial for some may be detrimental to others, so working together to build strong communities is crucial to the success of sustainability measures. In the end, the students not only learned more about their world; they were also empowered to bring their creativity and enthusiasm back to Minneapolis to implement a plan that would help Augsburg become a greener, more sustainable campus. “EDUCATION IS KEY. IF YOU DON’T KNOW WHY YOU ARE DOING IT OR WHY IT’S IMPORTANT, YOU WON’T CONTINUE.” —Kjerstin Hagen ’10 Studying sustainability Sustainability is a measure of the quality of life for citizens in an area. It involves water and air quality, access to transportation, ability to find work and make a living, local food systems, energy use, the creation and maintenance of green buildings, housing availability and affordability, land use, and waste management—for starters. To be ranked high on the sustainability scale, a city must do more than pave bike trails and purchase hybrid buses. Citizens must be educated about greenhouse gas emissions produced by their cars and about the effect of those emissions on the environment. The city must provide resources that citizens and businesses need to start and continue environmentally friendly efforts, such as incentives to use public transportation, access to buses or light rail, and routes that bring people easily from their homes to the places of work and back again. To be truly sustainable, these efforts must be culturally appropriate and make the best use of the resources available in the area. And finally, the practices of sustainability must not only continue over time, they must improve as the city changes and grows. The Sustainable Cities course was a short-term Augsburg Abroad program led by sociology and metro-urban studies professors Lars Christiansen and Nancy Fischer. The professors wanted not only to study sustainability in an urban context 23 While in Portland and Vancouver, the students and instructors: but also to travel sustainably and to minimize the impact of their program on the cities they visited. Rather than rent a van or bus, Christiansen and half of the class traveled by bicycle while Fischer and the remaining students used train, street car, and their own two feet to get around in each city. “You really get to learn a city when you’re ‘behind bars,’” says Jon Peterson ’10, a sociology major from Excelsior, Minn. “When I went to Portland with my family, we rented a car. I didn’t learn nearly as much about the city and didn’t have the appreciation.” Traveling by bicycle helped the class reduce its greenhouse gas emissions and also gave the students an opportunity to experience the cities more fully. • Stayed in Epler Hall at Portland State University, a green dormitory and Portland’s first LEED-certified building • Explored neighborhoods using the five-minute walk exercise • Met with city government officials and policymakers to learn about urban planning, waste management and recycling, and transportation • Met with community organizers to learn about grassroots movements and civic engagement • Visited several professors to learn about sustainable development research and sustainability efforts on university campuses • Toured farmers markets and community gardens and talked with the people who sell and grow in these spaces • Participated in Portland’s Night Ride and a Critical Mass bike ride in downtown Vancouver For a video interview with Christiansen and Fischer to learn more about what they and their students did, saw, and learned in the Sustainable Cities in North America class go to www.augsburg.edu/now. Sustainability is complicated As they studied and explored Portland and Vancouver, the students began to gain an appreciation for the complexity of creating and maintaining a sustainable city. “A lot of our experiences brought up the idea of equity,” says Ricky Oudekerk ’09, an international relations and peace and global studies major from St. Paul. “What might be a sustainable idea for the wealthy or for the government might not work for everyone.” The class went to Vancouver’s East Hastings neighborhood—a site of controversy centered on an effort to clean up an The students cool off in Jamison Square. 24 Augsburg Now area nestled between popular tourist destinations as the city prepares to host the 2010 Winter Olympics. There, many students said they witnessed poverty and desperation unlike anything they had ever seen. “Basically they’ve quarantined the homeless and addicts into a four-block area,” explains Oudekerk. “While it’s sad, the support resources for those people could be centralized. And they have activists from their community. That was the first time I’ve ever seen homeless and addict activists.” Though both cities offer a robust transit system, the students learned that if citizens don’t have access or aren’t able to afford the fares, the system is not truly sustainable. “The transit system in Vancouver severely marginalizes lower income people,” Peterson says. Bus fare in Vancouver ranges from $2.50 to $5, and the fare covers only 90 minutes. In a city with a median income of $62,600 (CDN) where the average home price is more than $410,000, many people have been pushed out of the city and away from their places of work. “We discovered that fare didn’t last very long once you are trying to get out to the suburbs, where many people have moved who are seeking cheaper residences,” Fischer says. “Before this course, I thought sustainable cities would be utopias where nothing bad ever happens,” says Meagen Swartzer ’08, a media writing major and urban studies minor. “With every good comes something bad. Once you reach perfection, not everybody can afford it.” Sustainability at Augsburg Once students learned about the many dimensions of urban sustainability and began to understand its intricacy, Christiansen and Fischer challenged them to turn their knowledge into action. The professors knew that in order for the class’ project to succeed, it had to be driven by the students so that they would educate and motivate each other. The class visited City Farmer, an organization that promotes sustainable urban farming in Vancouver. Through their site visits and conversations, the students had learned that their project had to be right for Augsburg. “The recipe for sustainability is different and unique in every place,” says Oudekerk. “The mix of what you’ve got to work with, including the people and the culture, needs to be taken into account in order to build a sustainable city.” In Portland, the class saw many of the one-block parks for which the city is known. As he explored the city, Peterson thought about the park in the center of Augsburg’s campus. “We saw a lot of urban spaces the size of Murphy Park where they had done great things,” Peterson says. “I thought we could really pay tribute to our heritage by rethinking and reforming that park and creating a more usable public space.” Several members of the class also discussed creating a mural with other community groups on the wall bordering I-94 at the southern edge of campus. “We wanted to transform that space and bring people together,” says Kjerstin Hagen ’10, an American Indian studies major. One idea that has been successfully implemented is a composting program in campus dining facilities. Working with Augsburg’s foodservice provider, a group of students formulated a plan to collect organics and compostable paper products and to reduce the amount of waste in the Commons cafeteria. Composting bins and signage were added to the cafeteria in the fall. Students from the class helped diners place their compostable items and trash into the appropriate containers and an- Leann Vice-Reshel ’10 (and Jon Peterson ’10 background) navigated the cities on bicycles. swered questions about the program. “Education is key,” says Hagen. “If you don’t know why you are doing it or why it’s important, you won’t continue.” According to Jay Cross, Augsburg Dining Services manager, the effort has resulted in a significant reduction of waste. “Now we have only one bag of garbage per day,” compared to 12 to 15 six-gallon bags that were collected daily prior to the implementation of the program. Currently, Swartzer and Hagen are working on a grant to purchase more composting bins for the campus’ retail foodservice operations and for offices and residence halls. Sustainable lessons For many of the students in Sustainable Cities in North America, studying in Portland and Vancouver gave them much more than a comfortable acquaintance with the two cities. They learned lessons that changed their habits, their choices, and their lives. Michael Wethington, with other Augsburg students, is organizing a bicycling tour back to Portland from Minneapolis. The group plans to contact policymakers and examine current legislative standing on alternative transportation with a focus on cycling in both Minneapolis/St. Paul and Portland. They’ll perform a cross analysis of the cities: future directions and applications from one city, that may work effectively in the other. Others who already had an interest in sustainability developed a deeper understanding of the issue. “This class trip really helped to broaden my view of the multi- Street musicians played at a Portland farmers market. faceted nature of sustainability,” Peterson says, “and helped to strengthen my personal values for all the dimensions of sustainability.” The experiential nature of the program helped Oudekerk make connections to past classes and his personal interests. “This class made it easy for me to connect the dots between what I have read and what I was doing in the cities.” Oudekerk, who plans to work in the area of sustainable urban development in the future, came to understand that change happens when people work together. “This class influenced my understanding of the importance of community. Things that bring people together create sustainable relationships and healthy community. There are profound and significant benefits when this happens.” Fischer and Christiansen have received a grant from the Canadian Studies Faculty Enrichment Program and plan to return to Portland and Vancouver with another group of students in 2010. The photos from Portland and Vancouver were taken by students in the Sustainable Cities in North America class. 25 n e e r G planning The Center for Science, Business, and Religion (CSBR) is Augsburg’s first new academic building in 60 years and will replace the 60-year-old, inefficient Science Hall. CSBR will have a story to tell—of excellence in the sciences, of intersections and connections among disciplines, of transforming city hardscape to more welcoming green space, of sustainability on display. Students like Andrew Nguyen and Reid Larson will benefit from the learning opportunities this state-of-the-art building will offer. The CSBR will be a LEED-certified building, created in collaboration with a prestigious, experienced, innovative team of consultants: Holabird & Root Architects have won awards for sustainability and design for college science centers they’ve created. Their design is based on Augsburg’s concept of intersections, offering a physical and intellectual framework for bringing disciplines into dialogue with each other. McGough Construction’s “Bright Green” pre-construction and planning consultation helps CSBR to take advantage of the most innovative green building techniques and goals. oslund.and.associates approaches landscape design as art, as simplicity, and, at Augsburg, as a laboratory for sustainable environmental practices in dialogue with themes of intersections. Key concepts of the CSBR The building—organized around a “necklace” of public spaces that encourages the community at large to cross paths Linking circle—serving as a gateway to the neighborhood and city, with connections to Lindell Library and Sverdrup Hall Expanded quadrangle—a landscape laboratory, creating green commons on campus from west to east, articulating with Murphy Square, the city’s first public park “THE NEW BUILDING WILL BE A FRAMEWORK FOR HIGH EXPECTATIONS, AND WILL EXEMPLIFY THE EXCELLENCE AND HIGH ACHIEVEMENTS AT AUGSBURG COLLEGE.” —Andrew Nguyen ’10 26 Augsburg Now Environmental task force What’s green about CSBR Specific planning for LEED certification carried out at the preplanning stage among architects, contractors, and landscape designers Sharing of interdepartmental resources in efficient academic “neighborhoods” throughout the building Building siting and design encouraging pedestrian traffic, moving auto traffic away from commons area, plus welcoming green space replacing city hardscape Rainwater cisterns collecting water to irrigate greenhouses and flush toilets Landscape laboratory—on-site stormwater containment, integrating native species, and interpreting features of urban sustainability Highly efficient HVAC and heat recovery systems, with optimal siting for solar exposure and for harvesting daylight deep into the building Air quality systems recycling gases and fumes Innovative, sustainable materials, preferably locally-sourced and expressing themes of intersections in panels, forms, surfaces Transportation hub—center for bicycle storage and conveniences; site for shuttle transfer to light rail MPIRG (the Minnesota Public Interest Research Group) is a student group at Augsburg that has been hard at work on environmental sustainability issues on campus. I’m the leader of the Environmental Task Force within MPIRG … [that] has been involved in many environmental sustainability projects over the past few semesters, including working with the current and past food services companies on introducing compostable cups to the dining locations, composting food wastes, and introducing another day of trayless dining in the cafeteria. We have also been an integral part of converting the College to buying 100% wind energy, made possible largely by the Focus the Nation event last year. In addition, the task force works on environmental education and awareness, one example being the Detox Forum. Most of our work last semester was centered around putting together a survey on the commuting habits of Augsburg’s students, faculty, and staff. This survey looked at the distance people commute from their homes to Augsburg and how they get here, the results of which were put into the larger Greenhouse Gas Inventory of the entire College for the Presidents Climate Commitment. As a student, I have been central in the discussions around the science building, especially around the “green” or sustainable features of the new building. I have done a lot of work, some of it through MPIRG, ensuring that the science building has a green roof. I hope to continue my work in environmental sustainability as I graduate from Augsburg and go on to graduate school in mechanical engineering, and then ultimately find a career in the renewable energy field. “AS A STUDENT, I HAVE BEEN CENTRAL IN THE DISCUSSIONS AROUND THE SCIENCE BUILDING, ESPECIALLY AROUND THE ‘GREEN’ OR SUSTAINABLE FEATURES.” —Reid Larson ’09 CSBR by the numbers 134,000 square feet, LEED certified, an addition to Sverdrup Hall, 75,000 square feet for eight academic departments (biology, chemistry, physics, mathematics, computer science, psychology, business, and religion) • • • • • • 8 classrooms 21 teaching labs 6,000 square feet of student-faculty research space 2,000 square feet of greenhouse space on the roof of the building Informal gathering spaces for learning and conversation Skyway linking circle to Lindell Library core TO t s o p m co BY STEPHEN GEFFRE THE JOURNEY OF AN APPLE A year ago, all food waste from Augsburg’s dining center was hauled away and dumped in a landfill with the trash of thousands of other Twin Cities businesses, homes, and schools. Last fall, however, the fate of Augsburg’s garbage changed when students from the Sustainable Cities in North America course (see story on p. 23) worked with A’viands, the College’s food services provider, to launch a campus composting program. Photojournalist and staff photographer Stephen Geffre followed an apple as it traveled more than 60 miles—from a Wisconsin nursery through Augsburg’s kitchen and dining center to a composting facility in Chaska, Minn., where it once again will travel to nurture spring plantings. In the autumn, workers at Nesbitt’s Nursery, near Prescott, Wis., harvested the apple and shipped it more than 60 miles to the Augsburg kitchen where it was served to diners. The remains of the apple were tossed into the composting bin with napkins, chicken bones, jello, pizza crusts, etc. The apple remnants and its compostable companions were transported to Chaska, in the regular twice-a-week pick-ups. There, the apple core was mixed with other biodegradable materials like tree clippings and yard waste. Over the course of 90 days the mixture was turned, separated, mixed again, and heated until it’s ready to emerge as compost. This nutrient-rich material will be sold this spring to landscapers, community gardeners, and to the nearby Minnesota Landscape Arboretum to provide nourishment, perhaps, to an apple seedling there. “We strive to use up no more clean air, water, energy, and raw materials in a year than the earth can provide for it.” —President Paul C. Pribbenow 28 Augsburg Now “ALL YOU NEED IS A BUCKET, AND EVERY LITTLE THING HELPS.” —Meagen Swartzer ’09 29 Feeding The Campus Kitchen program at Augsburg College not only feeds people’s bodies—it also feeds the minds of students. Last spring, the program moved a part of its operation from the kitchen to the garden, opening an outdoor classroom to children from the Cedar-Riverside neighborhood. The idea for Augsburg’s community garden blossomed last spring when students and staff prepared 40 plots on the west side of campus. The plots are available to Augsburg faculty, staff, and students as well as neighbors from Cedar-Riverside and Seward. Brian Noy, coordinator of the Campus Kitchen program, says, “The garden provides a beautiful entrance to our campus and a way to welcome the community. It’s a common space for people to work together to do something meaningful.” Through an internship program developed with the Center for Service, Work, and Learning, the garden has also become an extension of Campus Kitchen. Last summer, two Augsburg 30 Augsburg Now THE NEIGHBORHOOD youth BY WENDI WHEELER ’06 students worked with youth from day programs at the Brian Coyle Center and the Confederation of Somali Community. The interns worked in the garden and in the kitchen, teaching students how food is grown and how to prepare healthy meals. “This is a whole new program that feeds youth in a fuller way,” Noy says. Augsburg junior Ruth Senum was the “garden intern” last summer. She and approximately 50 elementary school children planted seeds, “I THOUGHT OF THE WATERING, WEEDING, AND HARVESTING AS OUR CLASSROOM CHORES.” —Ruth Senum ’10 tended plants, and harvested much of the produce from four garden plots. Senum says the children were surprised to learn where food comes from and that it can look different in the garden than in the grocery store or on their plates. “When I showed them the broccoli plant, they thought it was huge,” she says. “They only see it all chopped up.” She says students also were interested in the fact that some plants have flowers before they produce fruit or vegetables. “Just seeing the whole process from seed to produce was a very new experience for them,” she says. The children were disappointed about the limitations of a Minnesota growing season. “They asked where the banana tree was, and it was interesting for them to understand why we can’t grow a lot of fruit here.” The internship taught Senum, an education major, techniques for her future classroom. “I thought of the watering, weeding, and harvesting as our classroom chores,” she says, but she discovered the students liked being in the garden more than they liked doing garden chores. “You need to find a good system to keep them working,” she says. Senum also learned that students liked interactive learning activities much more than sit-down learning. “They wanted to talk to each other, run around, do arts and crafts,” she says. “Getting them out of their desks and walking around is important.” The garden also serves as a learning environment for Augsburg students, but Noy says opportunities were limited because the bulk of the work is needed when most students are away from campus. As a solution, a simple greenhouse was added to the garden area, extending the growing season by one month in the spring and in the fall. “It makes a huge impact because we can engage actual students and classes outside the garden and allow them to get involved with the growing space,” Noy says. The students in Environmental Connections, the introductory course in Augsburg’s environmental studies major, used the greenhouse in the fall to grow vegetables and herbs for their final project. The class studied how food fits into socio-economic and ecological systems and prepared and served a meal in the campus dining center (see story on page 20). 31 ? HOW GREEN IS our magazine How green is our printing? The paper used in the printing of this magazine is certified to the Forest Stewardship Council (FSC) Chain of Custody standard and contains 10 percent post-consumer waste. What does this mean? In the process of writing and designing a “green” issue of the Augsburg Now, we asked ourselves what we could do to make the magazine itself more environmentally friendly. Using recycled paper and safe inks is an easy way to accomplish this, but we wanted to do more. So, instead of adding more pages we’re utilizing one of the most valuable resources available to communicators and marketers—the World Wide Web. This issue of the Augsburg Now is the second in which we’ve added “Web Extras” at www.augsburg. edu/now. These online features allow us to add material to tell richer, more creative stories than we can using print alone. In this issue, we have added a story on sustainable study abroad, a growing trend in education. The story connects our readers to tools they can use to minimize their impact on the environment while traveling. We also have a video interview with the professors and some of the students involved in the Sustainable Cities in North America course (see page 23). On camera, they share their enthusiasm about the work they are doing to create a more sustainable Augsburg. In the future, we will continue to use the Internet to improve our communication with alumni and friends of Augsburg College. As we continue to expand Now online, we invite our readers to share ideas and feedback with us at now@augsburg.edu. 32 Augsburg Now FSC is an independent, non-governmental, nonprofit organization established to promote the responsible management of the world’s forests. Through its certification program, foresters, paper manufacturers and distributors, and printers all agree to abide by strict standards. These standards are designed to ensure social, economic, and ecological needs are met for current and future generations. This Chain of Custody ensures responsible handling of the paper product from forest to printed piece. The percentage of post-consumer content indicates that at least 10 percent of the paper in the magazine has been reclaimed from what would have otherwise ended up in a land fill. FSC Chain of Custody can trace a printed piece back through the production process to identify where the wood pulp came from. Find out where this magazine had its roots and how our corporate partners are committed to being green at www.augsburg.edu/now. Please recycle this magazine after you’re done reading. 10% PLEASE RECYCLE E R A s e i augMgENTALLY FRIENDLY ENVIRON We know many readers love to open their mailboxes to a new magazine, but we also know many are concerned about the use of our natural resources. Please let us know if you wish to read Augsburg Now online instead of receiving a copy by mail. E-mail now@augsburg.edu with the subject line “Read Now online.” Include your full name and current mailing address so we can identify and adjust your record. You’ll receive an e-mail message when the Now is posted online. auggie alumni news From the Alumni Board president … February 2009 Greetings, alumni and friends, d uring these interesting and turbulent times, I am certain that most of you are feeling the effects of this economic climate in your personal lives. As members of the Augsburg community, we are called to be fundamentally concerned about our neighbor, which means to be concerned and care about the household of all people. We are to work toward full inclusion of all of our neighbors assuring that everyone has access to the resources necessary for life, and that everyone is allowed to fully participate in the life of the community. This emphasis on community may come in direct conflict with our modern lives. We often live for ourselves and focus on our own family needs. But as members of a community, we are called to invest time and effort in responding to the needs of others. As a member of the Augsburg alumni community, we are reminded that we no longer live in a world of fixed boundaries. We need to maintain a sense of commitment to our neighbors around the globe. Keeping alumni who live in the city, state, and around the world engaged with the Augsburg community is important to the life of the College. The Office of Alumni and Constituent Relations has developed the following activities encouraging alumni engagement: • Project IGNITE (Involving Graduates Now In Thoughtful Engagement) is a new program to build stronger relationships with College alumni, many of whom are not currently connected to Augsburg. Read more about Project IGNITE on p. 34. • A corporate alumni plan will engage young professionals, midcareer professionals, and sole practitioners through networking events, continued education opportunities, and an alumni benefit that will help promote their businesses to other Augsburg graduates. Alumni will host receptions at their places of business for President Pribbenow to connect with alumni and update them about the College. • A program for recent graduates will focus on engaging alumni who have graduated within the past 10 years. An advisory board of recent grads will assist in planning events for their fellow alumni. • Outreach events will engage alumni who reside in the outer metro area and in Rochester; Duluth; Washington, D.C.; and Norway. Interesting events that infuse an Augsburg connection include a Lake Minnetonka eco-cruise tour led by an Augsburg faculty member, an alumni-directed theatre production in Anoka, and a “Down by the Riverside” event in Rochester. Being an Auggie is a gift and staying engaged is priceless. NOW@augsburg, a new monthly e-newsletter, has been initiated to update you on current happenings and events, continuing education opportunities, and Augsburg news. So, do your part by keeping connected and staying engaged with the Augsburg community. Sincerely, JOYCE P. MILLER ’02 (BSN-ROCHESTER), ’05 MAN ALUMNI BOARD PRESIDENT Spring 2009 33 auggie alumni news Project IGNITE set to launch Many Augsburg graduates stay connected with the College through the years. They come to events or games on campus, they volunteer, and they donate to The Augsburg Fund. But there are others who just don’t stay connected. That's something the College—thanks to a nearly $230,000 grant from the Thrivent Financial for Lutherans Foundation— hopes to change over the next three years. Project IGNITE (which stands for Involving Graduates Now In Thoughtful Engagement) will work very directly and personally with alumni. Over the next year, Augsburg students will conduct face-toface visits with more than 500 alumni to ask them about their views on Augsburg and their interest in volunteer opportunities with the College. The hope is that more than 1,600 alumni will receive visits in the next three years, mostly those alumni living in and around the Twin Cities metropolitan area. “For a college, our alumni are a strategic advantage and if you don’t use that, you’re missing an opportunity,” President Paul C. Pribbenow said. “This gives us an opportunity to link current students and recent grads with alumni of all ages. Your current students and recent graduates are often your best spokespeople for what’s really happening.” Student representatives have been hired and trained by the Office of Alumni and Constituent Relations, and visits to alumni are already underway. Alex Gonzalez ’90, a senior financial adviser for Thrivent Finan- (L to R) Denise Aasen, Manager of Lutheran Relationships for Thrivent Financial for Lutherans; Alex Gonzales ’90, Senior Financial Advisor, Thrivent Financial for Lutherans, and Augsburg regent; President Pribbenow; Megan Benrud ’10, Student Body President; and Kim Stone, Director of Alumni and Constituent Relations. cial for Lutherans and an Augsburg regent, said the grant is part of the mission for the not-for-profit organization. “Our goal is to help grow Lutheran communities and Lutheran institutions,” Gonzalez said. “It’s not just the money, these dollars will help grow engagement. It will help get alumni engaged into giving to the school.” The grant is part of the foundation’s Lutheran Grant Program, designed to help Lutheran institutions and organizations take advantage of unique growth and service opportunities. It also supports the interests and needs of the Lutheran community. In 2007, the program distributed approximately $5 million through 100 separate grants. Project IGNITE is designed to become a model program for alumni programs in other ELCA colleges. For additional information, contact Kim Stone in the Office of Alumni and Constituent Relations at 612-330-1173 or stonek@augsburg.edu. Discover Italy with fellow Auggies “WAS IT IN SHORT, EVER TO BE ELSEWHERE WHEN ONE COULD BE IN ITALY” —EDITH WHARTON You are invited to join the fellowship of other Augsburg alumni and friends on a journey of discovery to Italy in early November. Travel among the medieval hill towns of Tuscany, discovering history along with the beauty of the surrounding vineyards and olive groves. In Florence, the birthplace of the Renaissance, learn and understand how art pulled Europe out of the Dark Ages. In Umbria, where art is prayer, visit the town of Assisi that stands out for its inspiration and reflection. Find an education in history and a tapestry of art, architecture, and culture woven over thousands of years in the Eternal City of Rome, one of the founding cities of Western civilization and a significant place in the story of Christianity. All along the way enjoy the delights of the Italian people and cuisine. The details of this custom-created travel experience are being finalized. Contact the Office of Alumni and Constituent Relations at 612-330-1085 or alumni@augsburg.edu to learn more about this unique travel opportunity. 34 Augsburg Now Called to Lead Professionals Moving from Success to Significance Augsburg College admits a diverse group of established alumni and friends each year for the Called to Lead program. Six weekly seminars give you an opportunity to examine your life and work. The seminar is co-sponsored by the Center for Faith and Learning, and the Center for Leadership Studies at Augsburg. Called to Lead is designed to expand the skills and knowledge of individuals who have demonstrated leadership within their profession and the community. Through collaborative and interactive experiences, participants engage with each other and their facilitators as they explore their own call to lead. Augsburg College accepts applications and nominations for the Called to Lead program from a diverse group of alumni and friends, including business leaders, professionals and academics, directors and staff of community service organizations and civic associations, managers from government agencies and community activists. For more information contact Norma Noonan in the Center for Leadership Studies, at 612-330-1198 or noonan@augsburg.edu. @ w o n AUGSBURG More ways to keep in touch Do you receive NOW@augsburg? It’s the new Alumni and Constituent Relations e-newsletter that goes out the first week of each month to alumni and parents. Get quick updates on College and alumni news, and check the calendar for alumni events during the month. To receive NOW@augsburg, e-mail alumni@augsburg.edu. Thrivent rewards your volunteer time Your volunteer hours for Augsburg can count even more through the GivingPlus program at Thrivent Financial for Lutherans. Thrivent will give Augsburg $25 for your volunteered hours for Augsburg (25 or more per year) working on projects or activities, or participating on committees, boards, and task groups. Report your volunteer hours on the Thrivent matching form and make your time even more valuable. To find out about volunteer opportunities, e-mail volunteer@augsburg.edu. Have you “friended” Auggie Eagle on Facebook? Go to his profile and check out what Auggie is up to. Join your classmates to celebrate! 50th Reunion —1959 40th Reunion—1968, 1969, 1970 25th Reunion—1983, 1984, 1985 10th Reunion—1998, 1999, 2000 Recent Grad Reunion —2004-2009 Homecoming football game vs. Hamline University ’09 E T A D E H 4 SAVE T October 1- lege l o C g r u b s Aug 9 0 0 2 g n i Homecom ing u/homecom d .e g r u b s g www.au Spring 2009 35 alumni class notes 52Pines, Minn., was selected for Rev. Arvid “Bud” Dixon, Circle a 2008 Honorary Award of the Vincent L. Hawkinson Foundation for Peace and Justice, given for long and significant contribution to the causes of peace and social justice. 68professor of biology and direc- Ted Johnson, Northfield, Minn., tor of biomedical studies at St. Olaf College, gave an address, “Students, New Science Building, and the Liberal Arts,” at St. Olaf’s Opening Convocation, on Sept. 4. 69 Rev. Peter Strommen, Shakopee, Minn., accepted a call to Shepherd of the Lake Lutheran Church in Prior Lake, Minn., that began on Sept. 1. He has just completed a long tenure as the bishop of the Northeastern Minnesota Synod of the ELCA. tary children and conversational English with adults at the Bible School. Larry Turner and Robert Storeygard ’76, along with David Tiede, Bernhard Christensen Professor of Religion and Vocation, attended the 10th anniversary of the Bible School (Center for Christian Education) in Martin, Slovakia, a Lutheran school that educates adult students for serving in congregations and communities. The “Decade of Miracles” celebration, July 4-6, included performances from the St. Andrew’s Lutheran Church choir, Mahtomedi, Minn., who also performed elsewhere in Slovakia. Participants from 18 U.S. congregations taught Vacation Bible School with 330 elemen- Peter Agre, Baltimore, Md., was awarded the Annual Prize for Outstanding Contribution to Lung Research on Dec. 11 at the annual meeting for the Will Rogers Motion Picture Pioneers Foundation (WRMPPF), for his groundbreaking work in aquaporins and potential benefits to lung research. He is director of the Johns Hopkins Malaria Research Institute in the Bloomberg School of Public Health. 70 77Wash., began as director of Rev. Arne Bergland, Puyallup, church relations for California Lutheran University in September, acting as a liaison between the university and the church community. Rod Skoe, Clearbrook, Minn., was honored in November as a recipient of a 2008 Torch and Shield, the highest award presented by the University of Minnesota-Crookston. He represents District 2, northwestern Minnesota, in the Minnesota Senate and has been involved in farming in Clearbrook, Minn., since 1985. 78Lake, Minn., has been named Steven Hoffmeyer, White Bear commissioner of the Minnesota Bureau of Mediation Services by Minnesota Governor Tim Pawlenty. He served as deputy commissioner and has been with the bureau since 2002. In October, Augsburg religion professor Phil Quanbeck II and his wife, Augsburg regent Ruth Johnson ’74, led “An Aegean Odyssey to Turkey and Greece,” with a group of 23, including seven other Auggies. For 10 days, they traveled and studied the world of the Apostle Paul, Byzantium, and modern-day Greece and Turkey. (Back row, men, L to R): Jerry Kleven ’57, Art Rimmereid ’53, Paul Anderson, Jim Weninger ’92 MAL, Phil Quanbeck, Mike Bailey, Tom Stertz, Kirk Gill, Jim Martenson, David Larson, Larry Turner. (Middle row, women, L to R): Sylvia Hanson ’50, Char Rimmereid ’52, Karen Freeman, Liz Weninger ’92, Julie Larson, Carmen Clementson, Cindy Martenson, Nancy Anderson, Sally Tonsager. (Front row, women, L to R): Jennie Wilson, Ruth Johnson ’74, Kathy Bailey, Lynn Stertz, Sue Turner, Alice Peterson, Denise Shuck ’09. To read about their tour and see photos from their travels, go to www.augsburg.edu/now. 36 Augsburg Now 79Ill., serves as the practice Brian Carlsen, Buffalo Grove, 87 77 Neil Paulson ran in the Orlando (Fla.) Utilities Commission race in December. His photo appeared on the cover of Runner magazine because he runs without a shirt in all weather there, which is always tropical compared to Minnesota. Scott L. Anderson and his wife, Susan, Minneapolis, welcomed the birth of John Scott on Jan. 30, 2007. Scott is an insurance and financial service agent for Farmers Financial Solutions LLC. ScottLAnderson38@msn.com leader of organizational learning at St. Aubin, Haggerty & Associates, a strategic HR consulting firm. He recently co-authored a book on business and workforce leadership, Attract, Engage & Retain Top Talent, from Author House books. Leslie (Morland) and Jonathan Carlson moved from Bozeman, Mont., back to St. Paul where Leslie has taken a nurse practitioner job at HealthEast Clinics. 80St. Paul, Minn., has been apJulie (Petterson) Leslie, West pointed by Governor Tim Pawlenty as a parent member to a three-year term on the State Advisory Council on Early Childhood Education and Care. She is a licensed educator and the director of Augustana Preschool. 82began teaching 11th- and Karl Spring joined Fox 21 in Duluth, Minn., in September as chief meteorologist and travels to schools throughout northern Minnesota to teach students about meteorology. Previously, he was chief meteorologist at KBJR-TV in Duluth. 94Sarya, Charlevoix, Mich., reGwendolyn (Christiansen) ceived her Master of Arts degree in music education in December from the University of St. Thomas, with a concentration in Orff-Schulwerk. She and her husband, Dave, have a fiveyear-old son, Luke. She teaches K-4 music and movement and fifth-grade band at Concord Academy in Boyne, Mich. gwensarya@yahoo.com Sara Trumm, Chicago, began in October as program coordinator for the Center for Christian-Muslim Relations for Peace and Justice at the Lutheran School of Theology. She had just spent two years in India. Rick Bennett, Morgan, Minn., 91tag were married in Hoversten Kristen (Hirsch) and Paul Mon- 89 Sue Hakes began a two-year term as mayor of Grand Marais, Minn., to which she was elected in November. Chapel on Oct. 18, with Auggies in attendance: Velda (Stohr) Gabrielson ’90, Betty Christiansen ’91, Laura (Ferry) Lee ’92, Brenda Lunde Gilsrud ’91, Liz Pushing ’93, Jennifer Tome ’99, and Aaron Pelaccia ’07. Kristen is a marketing communication manager at Goodwill/Easter Seals Minnesota, and Paul is in sales and marketing. They live in St. Paul. 92 Sharol (Dascher) Tyra, received a Star Award 2008 from the Minnesota Organization of Leaders in Nursing (MOLN) in recognition of her commitment to volunteering and dedication to influencing health care by advancing professional nursing leadership, particularly with the Metro Alliance Education and Service Collaborative for Expanded Enrollment of Baccalaureate Nurses. 12th-grade students in chemistry and human anatomy in Cannon Falls, Minn. Wendy (Shields) and Bradley Falls, Minn., with big brother, Jackson, announce the birth of Lachlan Bradley, on March 9, 2008. Brad is a physician assistant at SMDC Health System-International Falls, and Wendy is a stay-at-home mom. wreiners@frontiernet.net Rachel Brist is a physician as- of Bigfork Valley Hospital clinics in Coleraine and Marcell, Minn. 84in Tromsø, Norway. Tove was 02artistic director for SOS Play- named a Knight of the First Class of the Royal Norwegian Order of Merit, by King Harald V, for the advancement of Norwegian language and culture in the United States. She is a peace studies educator at the University of Tromsø and has served for 26 years as dean of Skogfjorden, Concordia College Norwegian Language Village. Curt began on Jan. 1 as vice president for research and development at the University of Tromsø—the world’s northernmost university vice president. This is a new position resulting from the merger of the University of Tromsø and Tromsø College. ers, two troupes of pre-teen actors who perform for elementary and middle-school audiences, helping them cope with life. He often writes scripts based on requests from educators to deal with particular topics. 86Minn., joined UCare health Heather Schwartz joined the consumer marketing practice of Weber Shandwick in Minneapolis-St. Paul as an account supervisor. Previously she had been a brand public relations director. Tove Dahl and Curtis Rice live Frank Gilbertson, Maplewood, 98Reiners ’99, International 01sistant and has joined the staff plan in November as provider network management director. Previously, he spent 11 years at Blue Cross Blue Shield of Minnesota, most recently as senior director, provider relations planning. Andrew Bernstrom, St. Paul, is Katie Lindelfelser’s research as a master’s degree student at the University of Melbourne (Australia) was published in a co-authored article, “Bereaved Parents' Experiences of Music Therapy with Their Terminally Ill Child,” in the Journal of Music Therapy, fall 2008. She is teaching a music therapy course at Augsburg this spring semester. Spring 2009 37 alumni class notes Rev. Rachel (Oldfather) Stout, Wadena, Minn., was installed as associate pastor of Immanuel Lutheran Church in September in Wadena. Her husband, Ryan, is the new pastor at St. Peter’s Lutheran Church in New York Mills. They have a son, Soren. 04 Amanda Engesether is working with the current city planning director in Kinston, N.C., and will ta
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Title: Augsburg College Graduate Catalog, 2009-2010
Collection: Course Catalogs
Search Result: AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at th...
Show more AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Adult and Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page iv for correspondence or telephone inquiries. Published December 2008 www.augsburg.edu :1 / A Greeting from the President I am pleased to know of your interest in Augsburg College'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 College's several graduate-level programs-the Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN), Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the opportunities they provide students to expand decision-making and strategic skills. The programs do so in an environment that encourages students to transform theory into action and classroom experience into personal and professional achievement. Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. For our graduate programs, this mission helps to shape an innovative educational experience that features expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The 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, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today's global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to participate in an international learning experience-for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a diversity of cultures and faiths . Although each graduate program has its own "neighborhood" and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, ~C.~ Barbara A. Farley Vice President of Academic Affairs and Dean of the College ii Rosemary]. Link Associate Vice President of Academic Affairs and Dean of Graduate Studies Table of Contents Directory of Offices and Programs . . . ... . ... . , .iv Introducing Augsburg College ........ ... .. . . . History ........................... .. ... .. l Minneapolis and Rochester Locations .. ... ... . .2 Accreditation, Approvals, and Memberships . . . . .3 Facts and Figures .... . ................ . ... .4 Academic Programs and Policies Academic Calendars ........... . . _. ..... . .. . .5 Academic Policies . ... ....... . .. .. . . . . ..... .5 Evaluation of Transfer Credit ..... . , ... .... . . .6 Student Rights ................. . . . . ... . .. . .6 Graduate Admissions Admission to Augsburg College .... ... . .... . .. 9 Readmission to the College ....... . ........ . . .9 Admission of International Students .... . ..... .9 Financing Your Education . . .. . . . .. ... ...... . Costs of Study .......... . . .... ..... ... . .. . 11 Payment Options . . .. . .. . .. ... .... ... .. .. . 11 Sources of Financial Aid .. , . . ... , .... . . . ... . 11 Applying for Financial Aid ... . . . ...... .... .. 11 Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12 Graduate Programs Master of Arts in Education ................. 14 Master of Arts in Leadership ...... ...... ..... 26 Post-Master's Certificate in Leadership Studies ] oint degree in Accounting and Leadership Master of Arts in Nursing .................. .36 Master of Business Administration ........... .44 Master of Science in Physician Assistant Studies .52 Master of Social Work .. .... . ......... .. .... 60 Dual Degree with Luther Seminary College Information Maps (Minneapolis and Rochester campuses) . , .74 Augsburg Board of Regents ............ . . ... .75 iii Directory of Offices and Programs Academic Affairs: 612-330-1024 Adult and Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 manursing@augsburg.edu www.augsburg.edu/ma_nursing Bool<store: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Registrar's Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Worl< (MSW) Lois Bosch, Director: 612-330-1633 Holley Locher, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu.msw Master of Social Work, and Master of Arts in Theology or Master of Divinity Luther Seminary: 651-641-3521 iv Welcome/Information Desk: 612-330-1000 Introducing Augsburg College At Augsburg College, 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 think critically, solve problems, act ethically and communicate effectively in a global world. 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 with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. MISSION STATEMENT The mission of Augsburg College is to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. HISTORY A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. and city life. This early interest in professional life as well education is a celebrated theme in our history and has led to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911 , George Sverdrup Jr, became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. Students at Augsburg College benefit from the Lutheran tradition of service to your neighbor and faith in the city. A College in the City Paul C. Pribbenow became the 10th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages-in the midst of a great city-to be faithful citizens, in service to the world. AUGSBURG TODAY Augsburg continues to reflect the commitment and dedication of the 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; 1 • 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. Augsburg is a college of the liberal and professional arts and sciences, with its main campus set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master's degree programs in education, leadership, nursing, business, physician assistant studies, and social work, plus a dual degree MSW/MA or MSW/MDiv with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. 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 men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their 2 teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions Office at 612-330-1101, or the Rochester program office at 507-288-2886. Augsburg's small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Augsburg's Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to "educate for service," by preparing and equipping women and men to make a difference in the world. MINNEAPOLIS AND ROCHESTER LOCATIONS Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-the University of Minnesota Medical Center, Fairview-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. Convenient bus routes run by the campus and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Augsburg established its branch campus in Rochester, Minnesota, in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained at ON THE MINNEAPOLIS CAMPUS Admissions Offices The Adult and Graduate Admissions Office (for Weekend College, Rochester, and Graduate Studies) is located at 624 21st Avenue South. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adultcentered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new first-floor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper's Coffee Shop, the Commons dining areas , Christensen Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate Admissions for Day College is located on the first floor. Murphy Place Murphy Place is home to three of the four components of the Office of International Programs-Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color - American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center's lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Old Main Home for the Languages and CrossCultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the "gateway" to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the Step UP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Cafe, classrooms , and thejohnson Conference Center. Science Hall Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker-room and fitness facilities, as well as hospitality and meeting rooms, classrooms, and office space. Melby Hall This complex provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College's general auditorium. Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. ACCREDITATION, APPROVALS, AND MEMBERSHIPS • National Council for the Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) • Council on Social Work Education ( CSWE) (bachelor's and master's degrees) Augsburg's programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. • American Association of Higher Education (AAHE) Sverdrup Hall • Campus Compact The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. • Council of Independent Colleges Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president's office, Human Resources, and other administrative and faculty offices. • Physician Assistant Education Association (PAEA) (CIC) • Lutheran Education Council in North America (LECNA) • National American Music Therapy Association, Inc. • National Association of Schools of Music (NASM) 3 • National Society for Experiential Education (NSEE) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61to136A.71. Credits earned at the institution may not transfer to all other institutions. • Calendar year-Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors-More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master's degree programs. • Off-campus programs-The Office of International Programs offers programs through Augsburg's Center for Global Education and International Partners programs for short- and longer-term study abroad, for both undergraduate and graduate students. • Athletic affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division Ill. CLERY ACT INFORMATION AUGSBURG COLLEGE FACTS AND FIGURES • Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 15 percent are Roman Catholic, and 1 7 percent represent other denominations and religions. • Enrollment (fall 2008)-3,948 students from 40 countries. Graduate student enrollment is 842. • Alumni-Appox. 25,000 alumni from 1870 through August 2008, including over 1,200 graduate program alumni. • Student/Faculty ratio-14 to 1 • Campus-17 major buildings. Major renovations to classrooms in 2007. • Accessibility-Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. • Degrees granted-BA, BS, BM, MA, MBA, MS, MSW • Library-Over 180,000 items, direct access to over 2.5 million through CUC, the Twin Cities private college library consortium. 4 The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/ security/report.html. For a printed copy, contact Augsburg's Department of Public Safety at 612-330-1717. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. Academic Programs and Policies ACADEMIC CALENDARS Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. ACADEMIC POLICIES The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College's academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg's Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Withdrawn Status W-Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor gran ts 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 Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation 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 Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project Students enrolled in a thesis or final project are subject to a continuation fee schedule after the term in which tuition was paid for the project. These continuation fees maintain a student's library, AugNet, and parking privileges while work on the final project is ongoing. During this time of research and writing, students pay either a $10 campus access fee or a $200 continuation fee each term until the project is completed, or until the time limit for project completion is reached. The schedule for when each fee is applied varies among programs. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. 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 College. Dismissal for Academic Performance 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. 5 Dismissal for Non-Professional Behavior Students may be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar's office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. 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. 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 independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. 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 adviser 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 6 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 3.0/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 course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Master of Arts in Nursing (3.0) Master of Business Administration ( 6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively Courses and credits that are accepted in transfer are recorded on the student's transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student's cumulative grade point average. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I-Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M-F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student's program.) Part II-Informal Process It is always the student's responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part Ill of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III- Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days . (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College . A grievant or respondent must submit a written In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. 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 as you requested. For a complete copy of the procedures, contact the dean's office, Academic Affairs. 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. FER PA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. (See One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health stafD; person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance . It is the responsibility of the student to establish the reasonableness of such non-awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. Physician Assistant Studies for details of its program policy) 7 Right to withhold disclosure of "directory information" FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes the following: • The student's name; • The student's address; • The student's telephone number; • The student's e-mail address; • The student's date and place of birth; • The student's major and minor field of study; • The student's academic class level; • The student's enrollment status (FT/HT/LHT); • The student's participation in officially recognized activities and sports; • The student's degrees and awards received; • The weight and height of members of athletic teams; • The student's dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar 8 must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. GRADUATE ADMISSIONS Admission to Augsburg College All graduate programs require students to have a bachelor's degree from a regionally-accredited four-year institution. All graduate students must submit completed application forms that can be downloaded from each individual program's web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education-p. 24 www.augsburg.edu/mae MA, Leadership-p. 33 www.augsburg.edu/mal MA, Nursing,-p. 42 www.augsburg.edu/ma_nursing MBA-p. 49 www.augsburg.edu/mba MS , PA Studies-p. 57 www.augsburg.edu/pa MSW-p. 69 www.augsburg.edu/msw READMISSION TO THE COLLEGE tion 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 1-20, issued by a DBS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S . consulate (although citizens of some countries are exempt from the visa requirement); or 2) if the student is already in the United States and not currently in F-1 status, by sending the 1-20 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 DHSapproved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. Simply transferring academically from another school to Augsburg does not transfer a student's F-1 status unless the student and a Designated School Official (DSO) from Augsburg follow these procedures. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: ADMISSION OF INTERNATIONAL STUDENTS To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). Augsburg College 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 institu- U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses) . B. 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 U.S. bachelor's degree. Course-by-course evaluation-to show your complete course listing with credit values and grades received for each course. • Calculation of grade point averageto demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=l.0, F=O.O. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg's Adult and Graduate Admissions Office. Augsburg accepts foreign credential evaluations only from the following organization: World Education Services, Inc. www.wes.org A. Proof of English Competency C. Proof of Financial Support In order to receive an F-1 visa, the U.S. Department of State (DOS) regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. 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). The TOEFL is waived for applicants who have a four-year degree from a 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 9 Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. FINANCIAL POLICIES Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined . Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. 12 CONTAICTTMiE ENROLLMENT C:ENTE'R For info·rm:atlon on eost~ pa~tne11\ts1 flnamli'al aid, tuition disc·ounts, and rr-e~f.uad:s : 13 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from classroom decision-maker to educational leader-suggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively." Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, PhD Director, Master of Arts in Education PROGRAMS ELEMENTARY EDUCATION The Education Department offers initial licenses as well as endorsements for already-licensed teachers that also lead to a master's degree. The range of licenses available is described below. The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. As an alternative to the middle school specialty, MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at both the undergraduate and graduate level. That means classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. Elementary education specialty areas in math, communication arts, and social studies are available through weekend and weekday evening courses. The science specialty area is available through a combination of weekday, weekday evening, and weekend courses. Secondary education licensure is available through weekend and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other majors, including biology, chemistry, health education, mathematics, music education, physical education, and physics can be completed through a combination of weekend, weekday evening, and weekday courses. All of the following courses must be taken for licensure, and four to six of them may be taken at the graduate (500) level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* Teachers who are already licensed can work towards the MAE degree through the following four licensure options: EDC 410/544 Learners with Special Needs (1.0)* Pre-K specialty area endorsement EED 320/520 K-6 Methods: Reading (1.0)* EDC 490/580 School and Society (1.0) K-12 special education: emotional and behavioral disabilities K-12 special education: learning disabilities K-12 reading endorsement Education Department Mission To complete the license, you will also need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by building relationships, embracing diversity, reflecting critically, and collaborating effectively. EED 311 K-6 Methods: Health (.25) Master of Arts in Education Conceptual Framework EED 350 K-6 Methods: Math (1.0) * Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. EED 360 K-6 Methods: Science (l.O)* The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include at least two graduate-level courses from our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as part of their degree program. Third, the final project-be it an action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it. EED 312 K-6 Methods: Physical Education (.25) EED 330 K-6 Methods: Children's Lit/Language Arts (1.0) EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 481,483 Student Teaching (2.0) *Field experience hours are required in these courses. A minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. These experiences occur in K-8 classrooms during the weekday. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor's degree and/or other coursework Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards in a specialty area for middle school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The pre-K specialty is also available. Specific requirements are on file in the Education Department. Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than seven years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. EOC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 312 K~6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) Elementary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EOC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Methods: Communication Arts/Literature - Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 34 2 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Specialty for Elementary Licensure ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents) SECONDARY EDUCATION K-12 and 5-12 licensures in several content areas are offered weekends and weekday evenings through a combination of graduate and undergraduate coursework. Additional content areas are available through the weekday program. K-12 licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to people who already hold a bachelor's degree and meet MAE admissions criteria. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity I Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience and students experience working with current teachers in site based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545) ECE 347154 7 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner's skills are developed through self-evaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the Preprimary endorsement must take SPE 540.) ESE 300/500 Reading and Writing in Content Area (1.0) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481, 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is generally required, even with a completed academic major. The following majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. The following majors are offered primarily or entirely through the weekday program: biology, chemistry; physics, health, physical education, music, and mathematics. Students seek- ing licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5-8 general science to the 9-12 license. Students also can obtain the 5-8 general science license without the 9-12 license. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than seven years is judged on a case-by-case basis. Education Department policy requires that a minimum of two content area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDC 480/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Communication Arts/Literature licensure do not take this course). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 330 K-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 K-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 K-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.) ESE 351 K-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (LO)* ESE 352 K-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 320/520 K-6 Methods: Reading (1.0)* SPE 315 Special Education Critical Issues Seminar (.5) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three courses. Student teaching occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION The MAE program with licensure in special education is based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and learning disabilities (LD). Both programs qualify you to teach in special education programs and positions; many students get licensure in both. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities (LO)** SPE 410/510 Implementing Assessment Strategies (1.0)** SPE 420/520 Planning, Design, and Delivery (1.0) ** SPE 430/530 Instructional and Behavioral Practices (1.0)** SPE 490/540 Parent and Professional Planning (l.O) ** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 330 Children's Lit./Language Arts and Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face; partly online) cohort program. The licensure courses can be applied towards the MAE degree . See the Education Department and www.augsburg!edu/ mae/academics/ais_focus.html for more information. EED 350 K-6 Methods: Math* EED 360 K-6 Methods: Science* (see course descriptions under Elementary Education). *Ten to 20 hours of field experience required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. (Minimum 10 hours/week). EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admission to department) Eligibility: To be eligible to apply to the special education program at the graduate level, students must have a degree and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. EED 330 K-6 Methods: Language Arts/Children's Literature See course description on page 17. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Special Education Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) See course description on page 17. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 350 K-6 Methods: Mathematics See course description on page 17. EED 360 K-6 Methods: Science See course description on page 17. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/ Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the epartment) SPE 420/520 Planning, Desigu, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department). SPE 4 30/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) ESE 300/500 Reading/Writing in the Content Areas* The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Should be taken at the graduate level for the reading endorsement. Field experience required for K-12 reading endorsement. (Prereq.: PPST and admission to the department) SPE 4 34/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: PPST and admission to the department). EDC 505 Literature in the Classroom (.5 course) The study and use of literature in the K-12 classroom. SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). EDC 510 Clinical and Reading Program Leadership The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with EDC 508) EDC 508 K-12 Reading Assessment and Evaluation The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. Field experience required. (Taken concurrently with EDC 510) SPE 481, 483, 485, 487 Student Teaching (1.0-2.0) READING ENDORSEMENT PROGRAM Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* *The courses EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students: EED 320/520 is part of the elementary and special education initial licensure programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the graduate level. Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College within the past seven years will not be required to retake the entire version of EED 320/520 or ESE 300/500. However, they will be expected to complete the requirements for the graduate portion of the course they have already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial licensure (EED 520 or ESE 500) students do not need to repeat the course; however, if ESE 500 was taken without a field experience, 20 hours in a high school or middle school reading setting must be completed. EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* Reading license candidates who already have received their initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be required to take EED 520 or ESE 500 at the graduate level. *Field experience required Reading Endorsement Course Descriptions EED 320/520 K-6 Methods: Reading* The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Should be taken at the graduate level for the reading endorsement. (Prereq.: PPST and admission to the department) Reading license candidates who have already received their initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500. STUDENT TEACHING Education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point. Student teaching for elementary and secondary initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the student teaching experience in the metro area and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is completed as part of the internship year if students are working in a licensure appropriate setting. If not, student teaching is carried out after completing the special education coursework. A supervised practicum for the reading endorsement is completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required for this endorsement. GRADUATE DEGREE COMPLETION Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements. To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses: • a research methods course, typically ML 514 • an elective course chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as in line with our program theme and department mission statement. Graduate Degree Completion Course Descriptions Research Methods Course All students seeking the Master of Arts in Education degree must complete a graduate-level research requirement. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. MAE Final Project Options Students have two options for fulfilling their Master of Arts in Education final project: a leadership application project (LAP) or action research. This project serves as the capstone of the master's program. EDC 585 Leadership Application Project The leadership application project (LAP) is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. • a research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. A minimum of four graduate-level licensure courses are required for the MAE degree. The research methods course will help prepare students to evaluate and document research for use in their final project or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses allow students to examine issues of leadership at a personal or ins ti tu tional level. Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a leadership application project (LAP) or action research course sequence and project. EDC 587 Action Research (.5 course) The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. ML 510 Visions of Leadership: A Historical and Literary Journey ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership Credit Evaluation: An official transfer credit evaluation of your previous academic work will be completed as part of the admissions process. ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective Advising and Registration: You are able to participate in ML 565 Women and Leadership academic advising and the registration process after you have been accepted. ML 599 Special Topics (as appropriate) ADMISSION REQUIREMENTS Students admitted into the MAE program must have completed: • a bachelor's degree from a regionally-accredited four-year institution, and can obtain licensure at the graduate level • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-3.0 may be admitted conditionally into the graduate licensure program. They can apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Minimum Grade Policy and Academic Probation Students who fail to maintain a cumulative 3.0 GPA in a given term in graduate course work are notified that they are on academic probation and have one term to raise their GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0 in any course required for licensure-undergraduate or graduate-are notified that they are on academic probation and must repeat that course as soon as possible and raise it to the appropriate level. Failure to do so could mean dismissal from the pr
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Title: Augsburg Now Fall 2008
Collection: Alumni Magazine Collection
Search Result: AUGSBURG NOW FALL 2008 VOL. 71, NO. 1 inside auggies 1 Augsburg Now The Magazine of Augsburg College 25Nursing Years of Life-Changing at the grassroots level Travel that transforms Clever student + wise professor + Travel expert alum = awesome discovery Ready, action, page film20 suc...
Show more AUGSBURG NOW FALL 2008 VOL. 71, NO. 1 inside auggies 1 Augsburg Now The Magazine of Augsburg College 25Nursing Years of Life-Changing at the grassroots level Travel that transforms Clever student + wise professor + Travel expert alum = awesome discovery Ready, action, page film20 success! Street pastoring in Wales get political Editor notes from President Pribbenow Our neighbors o ne of the most compelling moments in the Christian scriptures is the question asked of Jesus by one of his disciples: “And who is my neighbor?” His answer, of course, is the parable of the Good Samaritan. For me, the disciple’s question is at the heart of the mission and vision of Augsburg College—a question that is at once theological, reflecting our understanding of what God intends for us to be and do, and also educational and practical, helping us to link our learning with service. So, let’s do some theology! Ask yourself— who is my neighbor? Is it the Somali woman I met this morning on Riverside Avenue struggling to carry her groceries home from the bus stop? Or is it the family in the ravines of Cuernavaca, Mexico, who will offer me both refreshments and life lessons when I meet them on a Center for Global Education trip? Or is it my classmate, who is struggling with balancing school with life at work and home, and who needs my time and comfort? Once the question is asked, we are compelled, as was Jesus himself, to answer with stories and parables—stories of how being educated at Augsburg prepares us to serve our neighbors no matter when or where we encounter them. In that way, the question leads us to think about the links between learning and service. A central aspect of an Augsburg education is to nurture and sustain the work of civic engagement—the practices of citizenship, negotiating our lives together, navigating what political philosopher and Roman Catholic theologian John Courtney Murray once called the “intersection of conspiracies,” his definition of democracy. Betsey Norgard norgard@augsburg.edu Creative Director Kathy Rumpza rumpza@augsburg.edu Creative Associate-Editorial Wendi Wheeler wheelerw@augsburg.edu Creative Associate-Design Jen Nagorski nagorski@augsburg.edu Here at Augsburg, we believe we are called to serve our neighbor. I am so proud of our Augsburg community for its abiding commitment to civic engagement, to meeting the needs of our neighbors—there are abundant examples of ways in which students, staff, faculty, regents, parents, and alumni are modeling for all of us and the rest of the community what it means to be reflective, productive, and responsible citizens of our campus, our neighborhood, and our world. At the same time, I want to challenge all of us to think at an even deeper level about the work of civic engagement, to see it not simply as acts of service and compassion, but also as the abiding and messy business—the lifelong business—of being educated, of building communities of trust and accountability, and of helping to create a more just and humane world. The stories in this issue of Augsburg Now about the Center for Global Education (CGE) offer fine examples of how the Augsburg community has answered the question of “Who is my neighbor?” time and again in parts of the world where our neighbors are partners in the work of teaching and learning. We celebrate CGE’s remarkable legacy and promise in Augsburg’s continuing and common work to serve our neighbors. Yours, PAUL C. PRIBBENOW, PRESIDENT Photographer Stephen Geffre geffre@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Assistant Vice President of Marketing and Communication David Warch warch@augsburg.edu Director of Alumni and Constituent Relations Kim Stone stonek@augsburg.edu www.augsburg.edu Augsburg Now is published by Augsburg College 2211 Riverside Ave. Minneapolis, Minn., 55454 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 a fall 2008 Features 14 Lights, camera, and action by Bethany Bierman A new film major has come of age and now attracts students from around the world. augsburg now 19 Get Political! by Wendi Wheeler ’06 Augsburg students got up front and backstage as interns for The Washington Center at the Republican National Convention. 24 Travel that transforms by Betsey Norgard contents Augsburg’s Center for Global Education reached the quarter decade mark last year and continues to transform the way students and participants view global issues and challenges. 29 Annual report to donors, 2007-08 Departments 2 4 6 13 45 56 Around the Quad It takes an Auggie Auggies on the Field Augsburg Voices Alumni News and Class Notes My Auggie Experience On the cover (L to R) Erik Franzen, Mai Lee, and Ben Krouse-Gagne—three of Augsburg’s interns for The Washington Center at the Republican National Convention—each found unexpected discoveries in the experience. Editor’s note: Welcome to Augsburg Now’s new look! If you visited us at the State Fair last summer or at our Web site lately, you’ve noticed more vibrancy and energy— with just a touch of edginess. We’re in the city and we’re all about learning by doing—whether it’s in the classroom, on the playing field, around the world, or on the floor of the Republican National Convention. Please let us know what you think, or what you’d like to see in the Now. Auggies are everywhere, and we want to connect with you. E-mail us at now@augsburg.edu or call 612-330-1181. — Betsey Norgard, editor All photos by Stephen Geffre unless otherwise indicated. around the quad Regents elected and honored Five new members were elected to four-year terms on the Augsburg Board of Regents at the annual meeting of the Augsburg Corporation Governing Board in September. In addition, Anthony L. Genia Jr., MD ’85, was re-elected to a second fouryear term. Mark A. Eustis, president and CEO of Fairview Health Services. At the board’s fall meeting, outgoing regents were honored for their commitment, loyalty, and service. Those leaving the board after serving several years are Michael Freeman and Beverly (Halling) Oren ’55. Regents who retired after two six-year terms are Rev. Gary Benson ’70, Ron Nelson ’68, and former board chair Ted Grindal ’76. In addition, two ELCA bishops completed ex officio terms: Rev. Harold Usgaard, Southeastern Minnesota Synod, and Rev. Peter Rogness, Saint Paul Area Synod. Three retirees worked closely with students Darrell Wiese ’59 has always had a knack Alexander J. Gonzalez ’90, senior financial advisor at Thrivent Financial for Lutherans Eric J. Jolly, president of the Science Museum of Minnesota Gloria C. Lewis, president and CEO of Big Brothers Big Sisters of the Greater Twin Cities Marshall S. Stanton, MD, vice president for clinical research and general manager of the cardiac rhythm disease management business of Medtronic, Inc. Appointed to three-year terms on the board, ex officio, are Bishop Craig E. Johnson, Minneapolis Area Synod of the ELCA, and Bishop Duane C. Pederson, Northwest Synod of Wisconsin, ELCA. To read more, go to www.augsburg.edu/regents for finding “diamonds in the rough,” baseball and football players who may not have put up the big numbers in high school, but had the potential to shine. It’s estimated that Wiese, a 1959 Augsburg alumnus, helped to bring literally hundreds of students to Augsburg over the last several decades as a recruiter and assistant coach. For his lifetime of service to Auggie athletics, Wiese was honored with the Distinguished Athletic Service Award this fall. “I always had a genuine concern for youth and athletics, and something always kept drawing me back to Augsburg over the years,” Wiese said. “I would talk about Augsburg and say it was a great school with friendly people; they’ll give you a chance to succeed and get your degree.” After Wiese had been scouting for talent as a volunteer for more than 20 years while still owning and operating his family farm in rural Northfield, Minn., he spent more than a decade as an assistant coach for both the football and baseball teams. Several of his football recruits provided the backbone of the Auggies’ 1997 Minnesota Intercollegiate Athletic Conference title team, the school’s first since 1928. Many of his players were key members of the 2005 MIAC baseball playoff team. “One of the things that strikes me so much about Darrell is his ability to identify potential talent,” said former football coach Jack Osberg, now a football coach and A-Club advancement manager. … “When he recruits, he doesn’t just recruit the athlete, he recruits the family and gets great connections with the families and siblings of the athletes he recruits.” Wiese officially retired from coaching after the 2008 baseball season. A baseball team trophy has been named in his honor—the Darrell Wiese Most Respected Player Award. DON STONER 2 Augsburg Now Retiring faculty and staff, continued Karen Sutherland, professor of computer science, came to Augsburg in 1999 and retired at the end of the academic year in May. Often her students would find her in the small lab in Sverdrup surrounded by computer robots roaming the floor— AIBO dog robots used for their ease in teaching basic programming, and search and rescue robots designed to stay in communication with each other during emergency situations. They were all part of National Science Foundation grant research in which Sutherland collaborated. These projects were at the core of Sutherland’s passion for improving how computer science is taught to non-traditional students, including weekend students, immigrants, women, and first-generation college students. “These students didn’t relate well to computer science and how we were teaching it,” Sutherland said. With the grant funding she could do a better job of both attracting and retaining non-traditional students. The National Science Foundation CSEMS (Computer Science, Engineering, and Mathematics Scholarship) program enabled her to offer scholarships to non-traditional students. She had upper-class students serve as peer mentors to CSEMS students, encouraging them toward career possibilities in computer science. “A number of our young people want to do something to make this world better,” Sutherland says. “They don’t see how computer science is going to help that. You have to show them ways it can, and they have to see how they could make a difference, a mark.” Via e-mail, she keeps in touch with many former students, some who have accepted jobs in industry directly after graduation and others going on to graduate programs. There is no shortage of plans for her retirement, which center around gardening and travel. Even her gardening will keep her near a computer, as she serves as the webmaster for the Garden Club of Ramsey County. At her lake home, she serves as a board member of the lake association, working to promote shoreline conservation and sustainability. Kenneth N. Erickson ’62, in his nearly 40-year tenure teaching physics, allowed students to see just how vast the world is and just what is possible. After one year at Augsburg in the 1960s, Erickson returned in 1970 and never left. For much of that time, he held a shared professorship between Augsburg and the University of Minnesota, cooperating with the University’s physics and astronomy faculty in grant-funded research. “As part of the shared appointment at the “U,” I was able to do a lot of research,” he said. In 1970, Erickson started an active undergrad research program at Augsburg. In 1991, he started the Minnesota Space Grant Consortium, part of a NASA-funded program that provides research and program development grants to students and faculty. “His satellite studies and rocket experiments in Alaska, often involving other scientists from around the globe, gave his students a window to a much wider and very exciting world,” said Mark Engebretsen, an Augsburg colleague. “He helped many of his students catch the excitement of trying to find out new things about our world.” The soft-spoken Erickson is reluctant to discuss his achievements, but colleagues and many former students appreciated Erickson’s teaching and mentoring. Stu Anderson ’78, a current member of Augsburg’s physics faculty and a former student, said, “He displayed the art of an excellent teacher—to invite students into the voyage of discovery, to develop an appetite and tolerance for mathematical complexity, and to give students like me the courage to be persistent.” Matt Broughton ’06, a physics and English major who was awarded a Fullbright grant called Erickson—who has a scholarship established in his name—“the best instructor he had in college.” Now Erickson is staying busy by growing corn and soybeans and raising cattle on his farm near Cambridge, Minn. “I haven’t done much physics lately,” he joked. WENDI WHEELER BETSEY NORGARD Fall 2008 3 it takes an Auggie New President’s Circle recognizes annual giving During Homecoming Week, President Pribbenow announced the creation of the President’s Circle, a new giving society that recognizes annual gifts of $1,000 or more, at several levels of support. By recognizing all current gifts, the President’s Circle shares the Augsburg story among greater numbers of alumni and donors and builds stronger connections with the College today. Within the President’s Circle, one of the top funding priorities of the College is the Augsburg Fund, which provides support across a range of critical needs of the College. Most important is the financial support made possible through the Augsburg Fund that helps the College fulfill its promise to a richly diverse student body. Financial support makes an Augsburg education possible for more than 85% of its students. The Augsburg Fund also provides needed support for current technology to improve teaching and learning, faculty recruitment and retention, facilities maintenance and renovation, and opportunities for community events and services. “There’s no other way to give to so many priorities—to touch the lives of so many students in so many different ways—than through the Augsburg Fund,” says Jeremy Wells, vice president for institutional advancement. “It’s giving that moves Augsburg forward just as it also honors its past.” The President’s Circle Challenge, through the generosity of an anonymous donor, will match all increases in gifts to the Augsburg Fund up to $1,000 for those who become charter members of the President’s Circle. President’s Circle members will receive a special pin and a new, members’ e-newsletter plus invitations to special events and other benefits offered for support at higher levels. Sven Oftedal Society honors Augsburg’s legacy Augsburg’s Heritage Society, which recognizes donors who have made a future gift commitment to the College, has a new name and identity—the Sven Oftedal Society, named for the second person appointed to Augsburg’s faculty, who became the College’s third president and chaired the Board of Regents for over three decades. During the 1870s, vast numThe recognition of donors who make future gifts to the College bers of immigrants flocked to has been named the Sven Oftedal western and northwestern MinSociety, in honor of Augsburg’s third president, who saved the Col- nesota. Augsburg’s move to Minlege from bankruptcy, ensuring an neapolis in 1872 placed it closer to Augsburg education for the center of Norwegian-American future generations. settlement, but by 1877, the College faced a financial crisis that threatened its very existence. Augsburg was heavily in debt; the region was in an economic depression. Sven Oftedal stepped forward to lead a heroic fundraising effort that saved Augsburg. Oftedal rallied and inspired farmers, merchants, businesses, and churches throughout the 4 Augsburg Now region to support Augsburg’s mission, an effort securing gifts from over 30,000 individuals. Augsburg was no longer a school of a select few—Augsburg truly became a school of the people. Exemplifying Augsburg’s commitment to civic involvement, Oftedal established a community newspaper, was elected to the Minneapolis Board of Education, appointed to the Minneapolis Library Board, and served as the president of Augsburg’s board for 36 years. His legacy of service is honored by Augsburg through the founding of the Oftedal Society to recognize the loyalty and vision of those who make a commitment of future support to the College. “By renaming the planned giving recognition society in honor of Sven Oftedal, we have a wonderful opportunity to reflect upon the nature of Augsburg’s foundation—its roots,” noted Jeremy Wells, vice president for institutional advancement, “and to reaffirm that those ideals continue to be the core of the College and its mission. To learn more about the Sven Oftedal Society or making a gift of future support, contact the Office of Planned Giving at 1-800-273-0617 or via e-mail to development@augsburg.edu. Another million-dollar year! • The Augsburg Fund, the College’s annual fund, reached its goal of $1 million—for the third time and the first time outside of a campaign year—ending the fiscal year at $1,001,979. • Important to achieving this goal was the President’s Challenge of $100,000, which resulted in additional giving of nearly $69,000 in new or increased gifts, triggering a total of $158,000 in challenge gifts. This was made possible by Don ’53 and Bev (Halling) Oren ’55 and anonymous donors. • During this last fiscal year, a 100% participation rate was reached with gifts to the annual fund from all members of the Augsburg Board of Regents, the Alumni Board of Directors, and the President’s Cabinet. It’s Augsburg Calling … Mai Yer Vang ’11 Mai Yer Vang was born in Thailand and moved with her family to the U.S. in 1994. When she was in high school, Vang was introduced to Augsburg on a tour with the Upward Bound program. “We had a really good tour guide who showed us everything on campus,” she said. Vang liked Augsburg’s small campus atmosphere and was intrigued by a presentation given by Richard Webb, a counselor for Augsburg’s TRiO program, a U.S. Department of Education program that helps first-generation college students overcome class, social, and cultural barriers to completing their education. “My family is on welfare,” Vang said, “but Richard talked about financial aid and told us that we could go to Augsburg if we wanted to. He helped us understand that a college education was possible.” In fact, Vang became the first in her family of eight children to attend college. She came to Augsburg in the summer, before many of her classmates, for TRiO’s Summer Bridge program, a five-week residential program that introduces students to the college experience with classes, academic support seminars, workshops, and social activities. As a TRiO scholar, Vang must not only maintain a 3.0 GPA each term, she also meets regularly with her TRiO counselor to discuss her academic progress and financial issues. TRiO students complete all of their financial aid application paperwork on their own, an often-daunting procedure many of her peers delegate to parents. Vang is grateful for this experience because she is now helping one of her older sisters complete college and financial aid applications. For two years, Vang has worked as a caller for the Augsburg Fund in Augsburg’s Office of Institutional Advancement. Through her conversations with alumni, Vang has received career advice and has learned more about Augsburg traditions and history. “I learned that Homecoming used to be huge here,” she said, “and there were a lot more dances and royalty and parades during the year than we have now.” To date, Vang and the student caller team have helped raise more than $114,000 for the Augsburg Fund. To learn more about the Augsburg Fund and other ways to support students like Mai Yer Vang, go to www.augsburg.edu/giving. WENDI WHEELER ‘06 Mai Yer Vang ’11 is one of the student callers of Phonathon and enjoys learning about Augsburg in past years from the alumni she calls. Fall 2008 5 Auggies on the field Jordan Berg: Football, physics, and far more Division III athletics is more than simply the games. It’s just as much about academics, family friends, and hobbies. Augsburg senior quarterback Jordan Berg understands the importance of balancing. On the field, the Gaylord, Minn., native is already the most accomplished passer in Augsburg history, owning single-season and career records for passing touchdowns, completions, and yardage. Despite starting his college career at Division II MinnesotaDuluth, Berg is on pace to break the Minnesota Intercollegiate Athletic Conference career passing record of 7,290 yards. But Berg is more than just a quarterback. He’s also a physics major with a 3.8 GPA. In his time at Augsburg, Berg has taken classes ranging from chemistry to American Sign Language, and Christian Vocation and the Search for Meaning. “One of the reasons that Jordan is so successful is his preparedness,” says offensive coordinator and quarterbacks coach Drew Privette. “He is prepared on the field, in the classroom, and in his social life. If we have a quarterback’s meeting and Jordan also has a big test in one of his classes, he’ll find a way to reschedule the meeting, so he can take care of his first priority, his academics.” Berg, a self-described “motor head,” has a variety of other interests. He restored his own Harley-Davidson motorcycle, complete with a custom paint job. He designed t-shirts for the football team. And Berg designed two tattoos for himself and a few others for his teammates. “Jordan is a unique blend of character, artist, and student-athlete. He is gifted in each of those areas and it is a joy to work with such a colorful and outstanding individual,” said football head coach Frank Haege. KELLY ANDERSON DIERCKS 6 Augsburg Now For the full story, go to www.augsburg.edu/now homecoming ’08 2008 Alumni Awards DISTINGUISHED ALUMNI LaRhae (Grindal) Knatterud ’70, specialist on aging, Minnesota Department of Human Resources Dennis Kalpin ’61, retired mathematics teacher and coach, Alexandria, Minn. FIRST DECADE AWARDS Zach Curtis ’98, actor, artistic director, and theatre manager Jeffery Cameron ’96, intellectual property attorney, E.J. Brooks and Associates, PLLC Save the date for Homecoming 2009—September 28-October 3 For more about Homecoming and the alumni awards, go to www.augsburg.edu/now Fall 2008 7 Grassroots health care the CENTER CLINIC Augsburg nursing student Eileen Johnson confronts poverty and patient needs at the small, volunteer-run Center Clinic in Dodge Center, Minnesota. arty Alemán has a passion for public health. She is one of Augsburg’s Rochester Campus nursing faculty, and she believes that “greater community and social awareness make a better citizen and a better nurse, no matter where they work.” Thus, it seemed fitting that she, along with the Augsburg nursing program, was chosen by the Center Clinic in Dodge Center, Minnesota, a small, rural, volunteer-staffed clinic, to receive their Social Awareness award at their annual appreciation event. From her office at Olmsted County Public Health, Alemán coordinates a number of the county’s public health nursing positions. As the Community Health II nursing instructor at the Augsburg Rochester Campus, she integrates her knowledge of public health and connections to community health agencies with the course content to be a catalyst for transformation in the lives of most of the Rochester Bachelor of Science in nursing M 8 Augsburg Now (BSN) students. She loves it. She loves introducing her students to a side of health care that few of them have ever seen. Community Health II is Augsburg’s only BSN course with significant clinical hours outside of the classroom; all 48 hours must be spent in community health settings. Alemán notes that about 90% of Rochester BSN students are hospital nurses. “Some students have only worked in surgery where they see a very limited view of patient care. Community health nursing is not such a controlled environment,” she says. It stretches and challenges the students. Alemán helps students to navigate the challenges of a different healthcare culture and to connect the dots of relevance between their work in a large hospital to social justice in the community. To that end, she raises questions within the context of diversity about the uninsured, about poverty and patient needs upon dismissal from the hospital, and about the community resources to meet those needs. She also encourages students to consider health issues in public schools such as drug and alcohol abuse, sexual activity, bullying, and obesity. Clinical hours bring the questions of the classroom into the realm of experiential knowledge. Students integrate these experiences, comparing them to their currently held beliefs, and seeing things first hand rather than in text. They return to class and talk about the experiences and how their current belief systems are being challenged. For their clinical hours, students may choose from a number of cultural immersion options or community health settings in Olmsted County or in the county where they reside. Alemán is fluent in Spanish, having spent four years early in her nursing career living and working in Ecuador, and has coordinated and led immersion trips and home stays for students in Nicaragua and Guatemala. It’s obvious that Alemán has a special place in her heart for arranging student placements in county community health settings. She encourages them to divide their time among a variety of agencies and clinics. Her students can be found at the Good Samaritan Medical Clinic, Migrant Health Clinic, Christ United Methodist Church Health Fair, the county jail, and working with church parish nurses. The Center Clinic, directed by Jan Lueth, who is also a public health colleague of Alemán, is a favorite placement for Alemán and her students. Lueth welcomes the students and describes the clinic as “a small non-profit agency staffed by volunteer nurses, nurse practitioners, and Mayo doctors and residents that provides family planning and limited healthcare services to the uninsured and underinsured, many of whom are Latino.” Some of the BSN students have chosen to continue volunteering at the clinic. One student returned for six months as a paid staff member. Since the clinic relies heavily on volunteer hours to stretch their limited revenue, Lueth says their services are invaluable. “Social awareness is an important part of our mission at the Center Clinic,” says Lueth. “We believe that awareness is the first step toward social change.” Part of the clinic’s motivation for giving Alemán and the nursing program the Social Awareness award was that “always their questions and comments challenge us to clarify what we believe and strengthen our determination to continue our mission,” Lueth says. When asked about Alemán’s passion for social awareness, Lueth says, “only a professional like Marty, who truly empathizes and appreciates the complicated world in which our clients reside, and the positive effect that nursing students could experience by exposure to this, would have considered the Center Clinic as a possible clinical site for her students.” She continues, saying the clinic is “a world where, like a messy closet, you can make the conscious choice to close the door, so you don’t have to look at it. But, you still know the mess is there. … Marty puts her foot in the door, so you have to look, have to experience the ‘mess’ at least for a moment.” LIBBY HENSLIN ’06 OPERATIONS AND ADMISSIONS COORDINATOR, ROCHESTER CAMPUS “Social awareness is an important part of our mission at the Center Clinic. Pictured, right: In her community health nursing course, Augsburg student Eileen Johnson (left) is learning from Center Clinic staff person Ramona González (center) about difficulties faced by clinic patients, many of whom are Latinos. We believe that awareness is the first step toward social change.” Fall 2008 9 awesome DISCOVERY clever student + wise professor+ experienced alum = BY WENDI WHEELER AND BETSEY NORGARD Brian Krohn (second from right) poses with the scientists who named the process (“Mcgyan”—from their own names) that they hope will revolutionize the biofuel industry: (L to R) Chemistry professor Arlin Gyberg, SarTec vice president Clayton McNeff ’91, Krohn, and SarTec chief scientist Ben Yan. A student’s passion for research Brian Krohn originally came to Augsburg to study film, but after only one semester without any science classes, this lifelong scientist felt “so deprived” that he officially changed his major to chemistry. Even so, he was unsure where the degree would lead him. “I thought with a degree in chemistry, I could only be a teacher or a pharmacist,” he said. Then in the summer of 2006, Krohn received a grant from Augsburg’s Undergraduate Research and Graduate Opportunity (URGO) program. It was support to conduct research, one of his passions. He and his adviser, chemistry professor Arlin Gyberg, were both interested in biodiesel, so Krohn set out to find a more efficient way to produce the fuel. Krohn describes the research process as difficult but exciting. “You have to really dig into the whole process and read all the literature to join into the conversation about your topic before you can figure out what you can contribute,” he said. Whereas most undergraduate researchers “do what they are told, like calibrate a machine all day,” according to Krohn, he had more freedom to explore and experiment. Eventually his work led to the discovery of a process that converts animal feedstock to biodiesel. Gyberg advised Krohn to contact alumnus Clayton McNeff ’91, a chemist and vice president of SarTec, a company specializing in yucca-based products and CEO of ZirChrom Separations, a chromatography company. McNeff, his chief scientist at SarTec Ben Yan, and Gyberg took Krohn’s idea and created the “Mcgyan” Process (from their three names), an efficient and environmentally friendly method that will allow McNeff’s new start-up company, Ever Cat Fuels, to produce more than three million gallons of fuel per year at a first-of-its-kind biodiesel plant in Isanti, Minn. Krohn says it was his research and connections through Augsburg, not the discovery itself, that opened doors for him. In fact, he said this opportunity might never have been available if not for McNeff’s ties to the College. “It’s almost unheard of that the vice president of research would sit down with an undergraduate student and his old professor,” he said. clever student 10 Augsburg Now wise professor A professor’s connections to industry It’s an event, says chemistry professor Arlin Gyberg, that probably wouldn’t have happened anywhere else in the world. He’s referring to senior Brian Krohn’s research, his relationship with Clayton McNeff ’91, and the partnership that ultimately yielded the invention of the Mcgyan Process. Gyberg, who is beginning his 42nd year teaching at Augsburg, has supervised many student research projects over the years beginning with Richard Olmsted ’69, the husband of current Augsburg chemistry professor Sandra Olmsted ’69, in the summer following their junior year. Krohn began his research by poring over hundreds of abstracts of research on biodiesel. Eventually he found two examples of projects that had been somewhat successful, which had suggested that solid-state strong acids might be effective catalysts for conversion of plant oils to biodiesel. Gyberg knew that this material was used as a bonded solid stationary phase in chromatography, so they attempted a conversion using a batch process that had been used since World War II. Gyberg summed up the results: “It didn’t work.” Then Gyberg recalled a seminar given four years earlier by McNeff on zirconia-based stationary phases used for liquid chromatography and the ease with which it could be bonded with various substances. Gyberg contacted McNeff, and Krohn and Gyberg went to present their research to McNeff at SarTec Corporation. They asked for some bonded strong acid zirconia and again tried a batch process experiment with no success. “Here is where the confluence of events occurred that would not likely have happened anywhere else,” said Gyberg. McNeff’s ZirChrom Corporation is a world leader on zirconia and its properties. McNeff and fellow scientist Ben Yan had been working on oven-heated zirconia-based high temperature liquid chromatography. It occurred to McNeff that pressurized, heated, continuous column catalysis using solid-state acidified zirconia might work—and it did, the very first time. The Mcgyan Process was born. “It would appear that this is only the beginning,” Gyberg said. Research continues, with SarTec and Augsburg investigating algae growth as a feedstock source for biodiesel as well as other reactions that are possible for new types of biofuels that have not been possible to synthesize before. Gyberg is also working on a project with a University of St. Thomas engineering professor who believes that in three years all biodiesel will be made using the Mcgyan Process. They are developing a “pickup bed biodiesel plant” that the individual farmer could use to make his own biodiesel fuel. This would also benefit Third World countries where jatropha, a weedy bush that grows on noncropland and needs only about eight inches of rain or so a year, is readily available. Jatropha can produce about five times more plant oil a year for biodiesel than soybeans, and the Mcgyan reactor is the only one that can completely convert the oil efficiently and cleanly to biodiesel with virtually no waste and no pollutants. Rather than spend his summers on the golf course or on the lake, Gyberg supervises research because, he says, “It keeps things interesting and exciting, keeps one up with current science, and keeps the mind sharp.” He adds, “One of the great pleasures over the years is using my background and experience to work with students, some of whom are smarter than I am.” Gyberg says students are fortunate to be able to do research at Augsburg, since faculty there can spend more time working with students than at large research institutions. Above, left: Senior Brian Krohn and chemistry professor Arlin Gyberg explain the Mcgyan Process, a new, improved method of making biodiesel, at a press conference in March. Fall 2008 11 awe som e SarTec vice president Clayton McNeff ’91, whose team discovered the Mcgyan Process, shares the discovery with alumni and friends during Homecoming in September. “It can be cost effective and environmentally friendly— experienced alum and it’s portable.” A chemist on the cutting edge In March 2008 at a press conference at Augsburg College, Clayton McNeff became somewhat of a media sensation in the biodiesel world. He is vice president of SarTec Corporation, and together with his chief scientist Ben Yan, his former professor Arlin Gyberg, and Augsburg student Brian Krohn, McNeff announced a discovery they said would revolutionize biodiesel production and lessen or eliminate the country’s dependence on fossil fuels. This was the first public announcement of the Mcgyan Process and the biodiesel fuel it can produce more efficiently, less costly, and without harmful byproducts than existing processes. He went on to announce that the group was already successfully producing 50,000 gallons per year at a pilot plant, and even powering the plant with it. Through a new company, Ever Cat Fuels, a new large-scale production plant is scheduled to open in the first quarter of 2009 that will yield three million gallons per year, using non-food grade corn oil from ethanol plants and free fatty acid waste products from the current conventional biodiesel industry. In July the Star Tribune described the Mcgyan production process as immensely appealing to countries and companies around the world because “it can be cost effective and environmentally friendly—and it’s portable.” The goal is for farmers to be able to produce the biodiesel they need to run their farms completely on site. More than 35 countries have contacted SarTec inquiring about the technology. Algae is a large part of McNeff’s vision. He refers to it as the “holy grail” of biodiesel production because it can be grown utilizing the greenhouse gas carbon dioxide from 12 Augsburg Now bioethanol and coal-burning power plants, and it can potentially yield enough oil for biodiesel to replace all U.S. petroleum needs without competing for food crops or cropland. SarTec, in partnership with Augsburg and Triangle Energy, is pursuing this research with grants from Great River Energy and Xcel Energy. McNeff is a 1991 Augsburg chemistry graduate, who pursued his PhD in analytical chemistry at the University of Minnesota. He joined SarTec, the company founded by his parents where he first worked as a high school student, fostering his love for science. In 1995, as he became known for his expertise with zirconia, McNeff co-founded ZirChrom Separations, Inc., along with Steven Rupp and University of Minnesota professor Peter W. Carr. Carr has won numerous awards in the field of analytical chemistry and has been announced as the recipient of the 2009 American Chemical Society Award in Analytical Chemistry. In 2002 McNeff was awarded the Tibbetts Award from the Small Business Adminstration’s Small Business Innovation Research (SBIR) program. This award was given in recognition of McNeff’s achievement in innovation, research, and business that contributed to the commercial success of ZirChrom Separations. McNeff considers the success of the experimentation leading to the Mcgyan Process as “serendipity,” but it’s a success that can extend far beyond their projected goal of three million gallons per year and be licensed worldwide to companies seeking more efficient and sustainable fuels. For more information, go to www.augsburg.edu/chemistry DIS COV ERY V Courtesy Glendine Soiseth auggie voices Street pastors bring care and hope to the streets Glendine Soiseth graduated from Augsburg and Luther Seminary in 2004 with a dual degree—Master of Social Work and Master of Arts in Theology. She was ready for the challenge of an international experience and is the supervisor of therapy services for a fostering agency in Flintshire, Wales. She lives in nearby Chester, England. In 2006 Soiseth heard about the three-year-old Street Pastors program and trained as a street pastor leader in Wrexham, Wales. She led her team on patrol once or twice a month, from around 10 p.m. to 4 a.m. Recently, with her move to Chester, she also serves as a Chester lead street pastor and will alternate patrols and voluntary time between the two locations. In September she wrote about street pastor work for a community ministry blog in Chester. With permission, we’ve reprinted excerpts from it. Call Historically, I have consistently been involved in faith, community, and political organizations, either working with people, programmes, or the community in developing a voice and making a difference. When the St. Margaret’s vicar in Wrexham started talking about Street Pastors during a service, I immediately experienced a ‘call.’ Not a lightning bolt, but it was made very clear that this (street pastoring) was something I needed to do. I realized I was being asked to take a leap of faith despite not knowing how the new initiative would take me. After training and graduation, I was out on the streets in my street pastor uniform talking and explaining to people, door staff, vendors, police, and emergency personnel what a street pastor is and does. Community When I mentioned to people at the time that I lived in Wrexham, the response was universal, ‘nothing good comes out of Wrexham … .’ I knew it would take more than a marketer or one person to make a difference. It would take the ‘Urban Trinity’—police, civic partners, and church—coming together in agreement on community initiatives and protocols, as a means for it to work. Glendine Soiseth ’04 MSW/MA Theology dual degree graduate (left), is a social worker in North Wales and volunteers as a street pastor in an interdenominational church/community initiative with Rev. Trevor Beckett (right). Street pastors are now recognized, respected, and welcomed in the community by pub/club goers, police, emergency personnel, door staff, street vendors, CCTV, and visitors. They have witnessed and experienced our commitment, tenacity, unconditional positive regard, and passion for what we do. We’ve been accepted as part of their community for not only sticking it out when it is raining, cold, and miserable, but, more importantly, for listening, being authentic, and providing practical assistance—not preaching ‘heaven and hell,’ but getting back to basics of what it means to be a ‘caring’ community and how diversity can bring together unity. Hope I can’t begin to tell you all the stories I have heard on the street in my role as street pastor. … about the drug dealer, or the rugby player, or the person we picked up off the road just before a car came round the corner, or the person who had been involved in a cult, or the alcoholic, or the soldier. But they are just stories about people you don’t know. What I do know is that Street Pastors makes a difference in our community. I make a difference. We make a difference. From a human perspective, getting back to basics with the above is a step in not only providing a community with hope, but also it can be a difference between life and death for that person we talk to on the street. … A good deal of our work is ‘working in the moment where that person seems to be at that time.’ Street pastoring works. I truly feel blessed and privileged every time I go out into the street.” Street Pastors is an inter-denominational church response to urban problems, engaging with people on the streets to care, listen, and dialogue. For information, go to www.streetpastors.org.uk. BETSEY NORGARD Fall 2008 13 LIGHTS, CAMERA, AND ACTION BY BETHANY BIERMAN Augsburg’s film program, based in liberal arts and giving students knowledge in production, performance, and theory, attracts students from around the world. 14 Augsburg Now ugsburg film comes of age The coffee shop in Christensen is nearly full, so we grab two empty stools by the computers in the back. Wes Ellenwood sits poised on the stool, looking relaxed in his blue jeans and vintage New York baseball cap, balancing his coffee between his hands. “What makes our department unique is its three tracks,” he explains. The former NYU professor specializes in documentary and 16mm film and was just last year given full-time status, making him the only full-time film faculty member. He breezes through the description as if he’s told it many times before. There’s the production track (creating films and videos), the performance track (acting for the camera), and the theory and culture track (the analytical track). “And our faculty are not just faculty—they are professionals and experts in film.” Picture, bottom left: For more than a decade, communication studies professor Deb Redmond has worked with alumni to nurture the film courses that have grown Augsburg’s film program. Pictured, below: Auggie Mike Bodnarczuk ’85 built a career in music video production and has helped other Auggies get a start in LA. Just then communication professor and director of the program Deb Redmond approaches with a young man. “I’m sorry, but may I interrupt?” she asks. “Matt, this is Wes Ellenwood, who teaches our production courses. Wes, Matt is looking at transferring to Augsburg to study film.” The professors exchange knowing glances. This is not the first time such an introduction has been made. In fact, the film department averages two visitors per week. For a program that officially finished its fourth year, numbers are exploding. While Augsburg has a strong history of graduating students who have excelled in film, it was only in 2004 that the major was added. It jumped from one graduate in 2006 to now nearly 40 students. Five new film majors transferred in this past semester. “We’re different from most of the metro college campuses,” Ellenwood tells Matt and me, “because there is actual film being shot on this campus.” He goes on to explain that because Augsburg students develop an understanding of film, video, television, and digital media, in addition to being grounded in the liberal arts, these graduates are better prepared than most to truly succeed in the industry. A seed is planted It was the early ’80s, and every Friday English professor John Mitchell showed movies in his class. One student recalls nearly leaping out of his seat with excitement. “He really opened up the gateway for me,” says Michael Bodnarczuk, the son of Ukrainian immigrants and a St. Paul Johnson High School graduate. He Nick Vlchek A LIGHTS CAMERA ACTION had come to Augsburg to study prelaw and to play soccer. “I got very involved with politics with my lifelong friend John Evans … and Franklin Tawha, but then started spending a lot of time with film.” Bodnarczuk took a 16mm film course taught by a friend of Mitchell’s during January term. “After that, I was completely hooked, and then it became an addiction.” He took Julie Bolton’s television class and Stan Turner’s class in newswriting at St. Thomas. Jeroy Carlson found him an internship at KARE11, which turned into a job editing stories for the sunrise show. But Bodnarczuk’s passion was music videos, and how they told a story in four minutes. Augsburg didn’t have cable at the time, however, so with the rise of the MTV boom, he persuaded the College to invest in a satellite dish for the top of Christensen Center. He’d record videos and host a showing on Sunday nights during dinner, until they got too risqué and the administration shut him down. Beyond the classroom, he made connections with several people, including Jimmy Jam, Steve Rifkin (editor of the Pirates of the Caribbean trilogy) and Darrell Brand (cameraman). During college, he directed videos for Twin Cities music sensation The Jets and spent a couple days as a production assistant on Purple Rain. Following graduation, he worked at a law firm for a while but just wasn’t satisfied. He drove to Hollywood in a Fall 2008 15 Augsburg’s first “official” film grad, Trevor Tweeten ’06 has won awards for his films and is now living and working in New York. yellow Dodge Charger, with about a thousand dollars in his pocket, moved in with a friend, and volunteered on an American Film Institute film. Through persistence and personal connections, he eventually started to get work. His first breakthroughs were as a production assistant on Lionel Ritchie’s “Say You, Say Me” video and the film La Bamba, which led to work on Stand and Deliver. “It snowballed from there.” Within two years he was producing his own videos and commercials such as Michael Jordan’s Gatorade ads, and within a decade was running the commercial/music video department of A Band Apart with co-founders Quentin Tarantino and Lawrence Bender. While his Hollywood connections blossomed and his résumé grew, his Augsburg connections never died. 16 Augsburg Now Breaking new ground “Michael [Bodnarczuk] wanted the film major here desperately,” recalls Redmond. “He contacted us.” Redmond and theatre professor Martha Johnson traveled to LA to spend time meeting with him about the idea. This became the impetus for the program. Courses in film continued to find their way into the catalog, and when confirmation came from the dean’s office, a film minor was established. As more and more Augsburg graduates entered the world of film, momentum for the program continued to grow. President William Frame visited Hollywood to raise money for the film program, and Bodnarczuk donated equipment and money for it. Students like Adam Schindler ’00 and Hanne Anderson ’99 came to Augsburg before the major was established, but knowing that film was their passion. Schindler took creative writing classes, looking to hone his storytelling ability, and ended up with a communication major and minors in English and film. “As I continued churning out scripts, taking broadcast production courses, film-related J-term courses, I was approached by a few students about the possibility of forming a film group.” They applied for a grant through Student Senate, and, with the help of Redmond, put together the Augsburg Association of Student Filmmakers (AASF). “We were pleasantly surprised when we had 30 or so students show up for our inaugural meeting,” Schindler remembers. “It was a very collaborative effort with all the members chipping in film ideas, cameras, and loads of time,” says Anderson. While he was still a student, Schindler had a chance to meet Bodnarczuk through a contact in Augsburg’s Alumni Office. Bodnarczuk extended Schindler an invitation to intern if he ever decided to move to LA. Needless to say, Bodnarczuk was the first person Schindler called when he made the decision to go west. “I hired a lot of Auggies,” Bodnarczuk recalls. “I helped open doors for them because I knew how hard it was for me. I think every single one of them has gone on to greatness. I am very happy for and very proud of them.” A distinctive major emerges “It took years to put [the major] together because we really wanted it to be interdisciplinary, and truly based in the liberal arts,” says Redmond. The application for approval of the major was submitted during the 2002-03 school year and was approved for fall of 2004. In the past year, Ellenwood has begun teaching full time, and additional courses have been added. Today, first-year film students are not allowed to take production courses, but instead start with still photography and core academic courses. From there, they take courses in the history of cinema, criticism, and issues in contemporary cinema, which lead into documentary and acting courses. Students have the opportunity to take electives in areas such as graphic design, journalism, and art, and for their lab science requirement they may take Physics for the Fine Arts. Robert Cowgill, who spent years as a dramaturg at the Guthrie and is past performer, owner, and manager of the Oak Street Cinema, teaches courses in analysis. Elise Marubbio, an award-winning author on the representation of Native Americans in film, teaches courses that cross-list between the American Indian studies and film programs. “Our focus is on training students to recognize within a system like Hollywood that there are very particular narratives around groups of people,” Marubbio says. “Our hope is that film students begin to realize that when they create a film and an image of someone, they need to be aware of the cultural implications.” Marubbio coordinates Augsburg’s Native American Film Festival. “The combination of things that we’re doing is unique to Augsburg.” The program’s first student to officially major in film was Trevor Tweeten ’06. “The whole theory side at Augsburg was fantastic, between [John] Mitchell and [Robert] Cowgill,” he says. “There’s a practical side of it with Deb [Redmond] and Wes [Ellenwood], but also the heavy side of theory and history. I think there’s a good balance … I feel really lucky to have gone to a liberal arts school and have a broader understanding of politics and life and literature and all that stuff.” Augsburg also brings in adjunct faculty who are experts in their field, such as Christina Lazaridi, a New York-based screenwriter whose first screenplay was nominated for an Emmy. She teaches screenwriting in the summer. Beyond the classroom, the program encourages study abroad and internships. It is often past graduates who provide the internships for current students. “We are growing our own,” says Redmond. “When people come to Augsburg to study film, they are not committing themselves to four years, but for life … We’re growing our own faculty, in essence.” “The thing that fits with the mission of the College is we’re looking for people with a commitment to a message, particularly using the language of film to tell their stories,” Redmond states. One such example is a film by senior film major David Siegfried, who used still photographs with voiceover to tell the story of the teaching career of his grandfather, Augsburg anatomy and biology professor Erwin Mickelberg. In his film are photos of Siegfried’s mother riding her bicycle in Murphy Park as a young child. (http://davidsiegfried.com/ mycampusfinal.html) The current crop “We’re grounded now,” says Ellenwood, pointing to the fact that there is now a common place for film students to hang out, a space shared by communication, film, and theatre students. Just through the hallway of faculty offices are the editing suites, then the film studio, and the “closet” they hope will soon become the screening room. “Loitering is happening on a regular basis. That’s a good thing.” Ellenwood attributes the increased interest in Augsburg’s film program to the fact that it is deeper and broader than most programs. “Without any marketing, students are finding us. Word is getting out,” he says. Students have come from as far as Argentina, and now India. “We need more faculty, space, and equipment to allow for the increasing number of students.” “Our hope is to grow donors,” Redmond says. “It can start with supply items, like an extension cord, then volunteering to take interns, then, if they’re in the position to hire, to look at our graduates. Eventually, they can donate larger sums of money.” At the end of each semester, there is a screening of student work. The event is not broadcast across campus, and yet last semester’s screening filled the TV studio, with over 100 in attendance. “That’s an astounding number for us,” says Ellenwood. Starting in fall 2007, film students Film professor Wes Ellenwood, who specializes in documentary and 16mm film, connects students with film pros in the Twin Cities for hands-on experience. Fall 2008 17 were included in the Fine Arts Scholarship program, which awards $3,000 per year to selected students who have demonstrated excellence in film. Four students were awarded the scholarship in its inaugural year. This fall Augsburg is launching a partnership with the highly-regarded film studies program at Minneapolis Community and Technical College. MCTC students will be able to complete a four-year degree in film studies at Augsburg, and Augsburg film students will be able to take courses in the film program there. A rich harvest Students who recently graduated have enjoyed rubbing shoulders with professionals in the business, just as those in the early days. w Ben Katz ’08, Steven Jacobson ’08, Trevor Tweeten ’06, and Joe Lueben ’07 all worked on a film accepted into the Minneapolis-St. Paul International Film Festival last year. Matt Goldman, who has written for Disney and for Seinfeld, directed the film. “Working with Matt opened up a lot of doors,” says Lueben. “It was the first time we’ve taken somebody else’s story, and not our own.” The four also created a feature film called “Bits” with a group of Augsburg alumni, which has been featured on www.mnfilmtv.org and was screened at the Uptown Theater in August. He has freelanced for such organizations as 3M and the University of Minnesota, and worked on a Kid Dakota music video, on a short film with the lead singer of Motion City Soundtrack, and made a 50-minute compilation of clips of Minnesota-made films. For his senior project, Katz worked ho’s who in film alums with Ellenwood to research the documentation needed for an independent film. With a 90-page script, he created a production book with scene breakdown, shooting schedule, budget, and business plan, which he then presented to the writer in LA. “I love that the program’s grown with me,” says Katz. “When I started out [at Augsburg], everyone was excited about the film program, but the department was not very structured. It’s gotten better. Once Wes was hired full time, it changed. It’s a real program now.” “It’s this current wave of graduates who will probably be the best ones,” Wes says of the dozen or so who graduated this last spring. “They are positioning themselves to be out in the industry, in the field; not pumping gas.” Bethany Bierman formerly worked in the Office of Marketing and Communication and lives in Minneapolis. To learn more about Augsburg’s film program, go to www.augsburg.edu/film Michael Bodnarczuk ’85 Owner of Battle Creek Productions. Past president and co-founder (along with Quentin Tarantino and Lawrence Bender) of A Band Apart, which produced videos for such megastars as U2, Metallica, and Bon Jovi (and in 1999 alone was up for 21 of the MTV Awards). Adam Schindler ’00 Past assistant to producer Lawrence Bender. Assistant to the executive producer of Desperate Housewives; current assistant for director Marty Calner. Semi-finalist in the Academy of Motion Picture’s Nicholl Screenwriting Contest; horror script, “Sundown.” Garret Williams ’89 Attended graduate school at the American Film Institute; directed Spark, which received a Best Director Award; selected as one of nine filmmakers for Fast Track in 2005 on his work on Lost Dog. IFP Blockbuster/McKnight Film Fund winner. JoLynn Garnes ’02 Editor of The Fearless Freaks, featuring the Flaming Lips documentary, winner of the Mojo Vision Award. Has edited videos for artists such as Liz Phair, Hilary Duff, and Prince, as well as Target commercials, the feature documentary Summercamp!, and video visuals for Beyoncé’s 2007 world tour. Bryce Fridrik Olson ’97 Director of feature films The Caretaker (2008) with Jennifer Tilly and Judd Nelson, and Be My Baby . Co-produced instructional DVD “OT for Children with Autism, Special Needs & Typical.” Hanne Anderson ’99 Emmy nominee for camera editing for her work on Guiding Light; editor for digital group at Spike TV, and, as a sideline business, co-owns Riveting Productions, a DVD authoring company that works primarily with Comedy Central Records. Jenny Hanson ’05 Completing graduate work in Austria in a trans-arts program; owns Sprouted Wolf Productions; teaches film at North Hennepin Community College and Normandale Community College. Trevor Tweeten ’06 The first official film major. Won first place at the Oak Street Cinema’s 24hour film festival; recently moved to New York City to freelance; currently shooting for TLC’s What Not to Wear. THE PIONEERS 18 Augsburg Now auggies In the first days of September, while Gulf Coast residents battled Hurricane Gustav, more than 45,000 Republican delegates, party officials, volunteers, and members of the media converged on the Xcel Center in downtown St. Paul for the 2008 Republican National Convention. An event as significant as the RNC was not contained, however, to a single site. Across the Mississippi on Augsburg’s campus, students and faculty from 48 colleges and universities met for a two-week program of the The Washington Center for Internships and Academic Seminars. Because of its commitment to civic engagement and service-learning, Augsburg was chosen to host the seminar in conjunction with the convention. Twenty-three Augsburg students participated in internships through the program, each working in the preparation and planning stages to learn about the behind-the-scenes efforts involved with a national convention. Augsburg communication studies professors Robert Groven and Kristen Chamberlain served on the faculty of The Washington Center Seminar. Three Augsburg students shared their convention experiences—a young Hmong woman who changed her major from premed to political science, a graduate student who entered a state legislative race, and a politically liberal political science major who learned that Republicans and Democrats are more similar than he thought. l a c i t i l o p t e nter G ngton Ce ashi W e h T h wit BY WENDI WHEELER ’06 The Washington Center at the RNC Fall 2008 19 ’11 Ben Krouse-Gagne Getting active in politics The Washington Center at the RNC 20 Augsburg Now Though he says he has been involved in politics for a short time—just two-and-a-half years—Ben Krouse-Gagne has done more than some of us will do in our lifetimes. He worked on Jack Nelson-Pallmeyer’s Senate campaign, did a summer internship with the Anti-War Committee, served as a delegate to the 2008 Democratic state convention in Rochester, Minn., and spends weekends door-knocking for state congressional candidates. Krouse-Gagne, a second-year political science major who grew up in Minneapolis’ progressive Seward neighborhood, said he was really always involved in politics because his family, neighbors, and church community were politically active. Then in high school, he traveled to the School of the Americas in Georgia, a military combat training school and the site of frequent anti-war protests. “It really hit me when they read the names of those killed in the war,” he said, “and one of the names was ‘one-month-old baby.’” That experience fueled Krouse-Gagne’s desire to become active and led him eventually to a summer job at TakeAction Minnesota, where he worked to educate voters about political issues. “People don’t understand how state politics affects them,” he said. “A lot of people don’t even know who their state representatives are.” His RNC field placement was with the Bloomberg News Service. On the first day of the convention, he covered the protests outside Xcel Center. “I knew a lot of the people and organizations protesting,” he said, which gave him an opportunity to get close to the action. Protestors told him their goal was to slow down the convention. “Inside, they didn’t even know what was happening out there,” he said. “It didn’t slow down the convention at all.” Through conversations with delegates, Krouse-Gagne learned that he had more in common with Republicans than he thought. “Republicans are just the same as us,” he said. “They want what we want, just in a different way.” Krouse-Gagne also became friends with Eric Franzen, another intern who is currently the president of the Augsburg College Republicans. The two are working with the Sabo Center for Citizenship and Learning, with the help of Augsburg Sabo Professor Garry Hesser, to bring speakers to campus to further the “Get Political” civic engagement events. Their goal is to ensure that the Augsburg community is exposed to multiple perspectives on political issues. Being at the RNC made Krouse-Gagne want to be a delegate to the 2012 Democratic National Convention and to become even more involved in politics. A lot can happen in four years. ’11 Mai Lee Changing courses In the Hmong culture, young people often follow the path chosen for them by their parents. For Mai Lee, a second-year student from Minneapolis, this meant a career in medicine. Though she had always wanted to study political science, she pushed the idea away and filled her fall semester schedule with science courses. “I was all set to take biology and chemistry and 99% sure about majoring in pre-med,” Lee said. Then she attended the 2008 Republican National Convention, and that experience changed her course. Days before the fall semester began, Lee changed her major from premed to political science. “At the convention, I met many people who gave me good advice about a career in politics,” she said. Lee thought her family would disapprove of her decision, but she knew she needed to trust her instincts. “My dad wasn’t too happy,” she added, “but I said I just knew pre-med wasn’t what I wanted to do.” Lee said she had always considered herself politically conservative, but the convention gave her an “up-close look at the Republican Party” and persuaded her to consider a career in public or government administration. She wants to change the immigrant mindset that government is “bad” or against them. “I want to help people,” she said, “and show people that government can be good.” As a Hmong American woman, Lee acknowledges that she would be a minority in the public administration world. “There are not many Hmong women in politics,” she said. “I could change that and make a little difference if I get involved.” During the convention, Lee was placed with Fox News as a “runner.” She ran errands, picked up politicians or celebrities, brought coffee to producers, and did whatever else was needed. “At one point, I had to pass out these ridiculous Fox News hats to convention delegates,” she said. “If they didn’t want it, I was told just to put it in their faces.” Her convention experience not only influenced Lee’s future, it also encouraged her to become a more active citizen. She’s joined the Augsburg College Republicans and says she is watching the news and reading the paper more. “I’m doing what voters should do,” she said. While she plans to support John McCain, Lee says she will still not be discouraged from pursuing a career in public service if the presidency goes to the Democrats. “If McCain doesn’t win the election, it won’t be over for me.” The Washington Center at the RNC Fall 2008 21 ’10 MAE Eric Franzen Because I can Even at the RNC, Eric Franzen felt like he was in the minority. He was certain that he and another intern from St. Louis, Mo., were the only Republicans placed with Talk Radio News Service. As a student in Augsburg’s Master of Arts in Education program, Franzen is not required to complete an internship. He applied to The Washington Center program because he said he recently became intrigued by the “reality” of politics. “Politics is real people doing real things with real consequences,” he said. “It’s democracy in action.” He felt the convention would provide an opportunity to become part of the political reality. For his internship, Franzen covered convention events with a video camera and then posted interviews and stories on the Talk Radio News website. His most rewarding experience, however, happened after the convention because he said he finally felt free to have open conversations about politics with other students at Augsburg. “This campus is very politically liberal,” Franzen said. “Some of us get a little nervous.” Franzen is grateful to Augsburg for hosting The Washington Center program because he said it created opportunities for dialogue and has allowed him to engage with others, including his politically liberal friend and fellow intern, Ben Krouse-Gagne. “I want to push for political diversity and inclusivity at Augsburg,” he said, “but certain opinions aren’t always included in the discussion.” In the future, Franzen aspires to hold a public office. He even added his name to the ballot in the Republican slot for the District 60A state representative seat. His opponent? Margaret Anderson Kelliher, the 10-year incumbent and current speaker of the House. Why would a young graduate student put his name on the ballot against an incumbent in an overwhelmingly liberal district? Franzen answered. “Because I can.” “No one was running, and I didn’t want to see the office go unopposed,” he said. “My goal was for voters to have a choice, so I’m doing what I can to give them that choice.” Though he’s not likely to unseat Kelliher, he’s has been campaigning, calling voters, and attending events to promote his candidacy. “It’s a lot of work.” 22 Augsburg Now Paul Nixdorf In the production of Fiddler on the Roof, Janet Paone ’83 met John Vaughn, who became her kidney donor. Here, as Golde and Tevye, they once again ask, “Do You Love Me?” The Kidney Kabaret for Janet Paone BY BETSEY NORGARD In a summer 2007 community theatre production of Fiddler on the Roof, Janet Paone ’83 played Golde. Golde’s husband, Tevye, was played by John Vaughn, a Northwest Airlines pilot. Four months later, she underwent transplant surgery and received a kidney that was given to her by Vaughn. Paone remains amazed at how this whole series of events evolved. Since September 2005, Paone had appeared in the cast of Church Basement Ladies, playing Mrs. Vivian Snustad, in the comedy based on the book Growing Up Lutheran, by Janet Letnes Martin ’68 and Suzann (Johnson) Nelson ’68. While Paone had lived with reduced kidney functioning since birth, it worsened into renal failure, and her doctors put her on the transplant list. Paone turned down out-of-town gigs, and a friend told her about the Fiddler production, a show she had done as an Augsburg student and loved. When she got to know Vaughn, he asked about her illness. “Oh, I need a kidney,” Paone said offhandedly. “Well, you can have mine,” Vaughn replied. Paone took this as purely a casual remark, but Vaughn persisted. He told her he would contact the clinic. Prelimi- nary tests showed him to be a potential match, to be confirmed with a battery of testing. They became close friends. Four months later, Paone’s regular check-up indicated she had reached a crisis point and would have to start dialysis until a transplant became available. After Fiddler, she and Vaughn had gone their own ways, and she thought he might have reconsidered. She set a date for dialysis. But the very next day, Vaughn contacted her with news that he had finally been able to schedule the battery of tests. He asked how she’d been. She told him honestly, and added, “Is that kidney still available? “I just started crying,” Paone says. “The timing was crazy.” Vaughn was a good match, and on November 27, after several heart-toheart talks with him, Paone received the kidney he donated. She says he told her that the true gift she could give him in return was her good health. Paone’s recovery went remarkably well, and she was back on stage in the winter, continuing her role as Mrs. Snustad in Church Basement Ladies 2: A Second Helping. She and Vaughn have remained in close touch since. What Paone now faces are thousands of dollars in medical bills, with few resources to cover them. A month after surgery, several friends in the theatre community began talking about a fundraiser, and a planning “posse” formed, including several Augsburg classmates. Katie Koch ’06, assistant to the director at the Guthrie Theater, knows Paone well and served as coordinator. The “Kidney Kabaret” played at Augsburg on April 21, with many actors and musicians stepping forward to donate services, time, and talents, which also included technical support for sound and lighting, and event decorations. A silent auction offered more than 125 items from theaters, restaurants, churches, sports teams, and radio stations. The program acts were all friends, co-actors, and colleagues of Paone from past theater productions. WCCO’s Frank Vascellaro and Dale Connelly, from Minnesota Public Radio, co-hosted the evening. Special guest Dr. Mark Odland, Paone’s transplant surgeon, was introduced, along with staff from HCMC’s kidney transplant program. Vaughn was recognized and lauded for his gift of life to Paone. More than $15,000 was donated, and the Janet Paone Transplant Fund was set up at U.S. Bank with the help of Auggie classmate David Young ’82. Sponsors for the event were Curt Wollan and TroupeAmerica, Thrivent Financial for Lutherans, and Augsburg. For more information, go to www.augsburg.edu/now Fall 2008 23 Travel that transforms BY BETSEY NORGARD The Center for Global Education Amazing. Life-changing. Transforming. Participants are not shy about describing their experiences on trips organized by the Center for Global Education. They seek out opportunities to talk about what they learned, and they want to return. The difference is that they have not been on casual, sightseeing trips, but reflective travel; and CGE has built a reputation as a national leader in international experiential education. 24 Augsburg Now Courtesy CGE-Namibia Courtsey CGE Social work students from eight colleges spend a semester learning about social work issues and meeting social work students in Mexico City and Cuernavaca— and here, posing next to papayas in rural Morelos. While the first student seminar in Mexico took place in 1979, it wasn’t until 1982 when Joel Mugge led a group that officially established the Center for Global Service and Education. He did this in response to a request from the Lutheran Church for programs to raise awareness of international issues. Mugge developed a new form of international education, basing the curriculum on the educational principles of Brazilian educator and theologian Paulo Freire. In this, students learn in a cycle of three phases. Initially they have direct experience in the local community, listening to the voices of people not usually heard in mainstream media, telling their own stories and stories of their communities. Then, informed by readings, students reflect on what they saw and heard. Lastly, as a group, students share their reactions, discuss issues, and formulate actions to carry with them. It becomes a continual process of “learning how to learn.” CGE’s programs include study and travel abroad for students, faculty development in global education, and customized group travel around specific issues or targeted for specific groups. As a result of these programs, CGE has served as a catalyst in the Lutheran Church for a new understanding of global mission, putting people from the U.S. face-to-face with people in local communities around the world to learn from each other and build partnerships across faiths. CGE programs tailored for small businesses have helped their employees understand complexities in social, economic, and political issues, and the development of more responsible global citizenship. “The goal is not to simply educate persons, but to encourage them to pursue a life of involvement that will ultimately lead to wisdom,” says Larry Hufford, a political science professor at St. Mary’s University, San Antonio, Texas, who has led numerous study seminars with CGE’s as- sistance and who finds them spiritually renewing. During the 1980s and 1990s, CGE planned travel seminars literally around the world. Study centers with resident Augsburg faculty and staff were then established in three locations—Cuernavaca, Mexico; Managua, Nicaragua; and Windhoek, Namibia. Offices and staff are also located in El Salvador and Guatemala. CGE became known for the quality of learning their travel provided; in 1988 they were hired by the American Society of Newspaper Editors to organize a seminar for journalists to Central America and Mexico. CGE has also received Fulbright grants to organize several group projects. In 2003, the program was named the National Society for Experiential Education’s Program of the Year. In 2001, the position of CGE director was expanded to include the associate dean of international programs. The Office of International Programs (OIP) was created, which, in addition to CGE, includes Augsburg Abroad, the study abroad office; International Partners, including European institutions in Germany, Norway, and Finland that have reciprocal agreements for study with Augsburg; and International Student Advising, providing advising and advocacy for international students at Augsburg. Students say… Comments from the “Religion and Christian Faith” travel seminar to El Salvador, January 2007 NATALIE SASSEVILLE ’09 “Going on the trip to El Salvador was like getting stuck in an earthquake—it shook me and all of my values to the core…Never before have I felt so inspired or impassioned…” JOE SKOGMO ’08 “This trip gave me knowledge that cannot be learned in any textbook, but it is knowledge that one cannot do without in order to understand the magnitude of human responsibility, vocation, and global citizenship. Studying in El Salvador is simply the greatest practical application for understanding why our vocations matter.” MICHELE ROULET ’09 “The people of [El Salvador] are our textbook, and their stories are frightening and funny and inspiring. To say that everyone comes back changed is to make light of the experience. People come back enriched, enlightened, and energized.” OLEE AMATA ’11 “The concept of affecting another human being by decisions I make made me see the world differently. … As a business major, I want to learn how I can help be a global citizen when globalization is the enemy to developing countries.” Fall 2008 25 Courtsey Donna DeGracia Students training to become physician assistants visited clinics in Guatemala, learning about healthcare practices there and presenting health clinics—such as teaching children about oral hygiene. INTERNATIONALIZING AUGSBURG EDUCATION Shortly after the arrival of new Augsburg president Paul Pribbenow in 2006, the College began to focus on internationalizing Augsburg education. OIP launched efforts to integrate study abroad experiences into the curriculum of all majors on campus, seeking to create a culture shift toward a more internationalized campus and college experience for students. The goal is a more seamless relationship between campus curriculum and study abroad. Students may choose from the semesters abroad offered by CGE or participate in other study abroad programs approved by the Augsburg Abroad office. In addition to infusing study abroad into all majors, CGE has made it possible for all students—undergraduate and graduate—to have a cross-cultural experience. For weekend students it means only a oneor two-week course, a shorter time away from family and work than the semester program. For graduate students, it means a short-term seminar that directly links to their program work or research. For all students, the direct, personal experience in another culture is carried back into their lives and work at home. A VARIETY OF PROGRAMS Following are examples of programs that have been designed for specific disciplines or target audiences: 26 Augsburg Now Social work in a Latin American context This semester-long program in Mexico for social work undergraduate students was developed within a unique consortium of eight colleges and universities in South Dakota and Minnesota—both public and private. It provides a common experience for students at schools lacking the resources to create a program of their own. This experience gives future social work professionals better preparation to serve the needs of Spanish-speaking clients in their home areas. The social work students live at Augsburg’s center in Cuernavaca. They take classes in culture with Augsburg’s adjunct faculty there, and classes in social work theory and practice with a visiting professor from one of the consortium institutions. In 2006, the consortium was awarded the Council on Social Work Education’s Partners in Education award for “advancing education for international social work.” Exploring health care in Guatemala In July the physician assistant studies master’s program became the third graduate program to offer a study abroad course tailored for its students. Twelve students traveled to Guatemala for two weeks to learn about indigenous culture, and specifically to explore health practices and spirituality in Mayan cultures. While there, the students visited clinics, learned about deep social and cultural disparities, and presented programs on healthcare topics, such as hypertension and diabetes. They learned and saw how healthcare practices can be developed with vastly fewer resources—something which may serve them well as they seek physician assistant positions in areas with underserved populations. Before traveling, the PA students raised money to buy supplies and materials to give to the clinics, such as over-the-counter vitamins and pain relievers, stethoscopes, blood pressure cuffs, etc. Lilly vocation seminars As part of “Exploring Our Gifts,” Augsburg’s grant from the Lilly Endowment for exploration of vocation, a total of nine travel seminars have been designed with a focus on vocation. Religion professor Bev Stratton has twice led a vocation-themed seminar—Religion and the Christian Faith (REL 480)— to El Salvador, where students have studied how powerfully the faith of the Salvadoran people has impacted their struggles for social justice. These courses fulfill the students’ keystone requirement—a seminar generally taken in their last year that pulls together their total Augsburg experience, combining the liberal arts foundation with their in-depth major, while revisiting the Courtsey Jennifer Hipple As part of the Hoversten Peace Seminar, an Augsburg faculty, staff, and student group stopped for a photo while touring the fields of a coffee cooperative in Guatemala. critical conversations about vocation. The El Salvador group visited massacre sites, met with survivors, and heard from leaders such as Bishop Medardo Gomez of the Salvadoran Lutheran Church, who spoke about how he sees his vocation at work in El Salvador. The group also became immersed in the work and legacy of Archbishop Óscar Romero, killed in the civil war in 1980. The Lilly seminars have given students both a cross-cultural experience and a framework to understand how Christian vocation is part of daily life. Other Lilly seminars have taken students to Namibia, Mexico, Nicaragua, and Guatemala. Hoversten Peace Seminar Supported by the Hoversten Peace Endowment, this biennial travel seminar for Augsburg faculty, staff, and students aims to develop a strong learning community among participants. Pre-departure orientation introduces the group to each other, and living and learning together abroad strengthens their bonds. Upon return, the group continues to build community around their common experience by sharing it with the larger Augsburg community. In August, 10 faculty, staff, and students—coincidentally, all women—par- Courtsey Rachel Olson “I learned how to learn” Hannah Glusenkamp ’09 Students in the 2005 study seminar to El Salvador studied the legacy of Archbishop Oscar Romero, who was killed while championing the struggle of the Salvadoran people during their long civil war. ticipated in the 10-day “Peace and Reconciliation after Conflict: A Guatemalan Perspective.” The women learned about the history of civil war and the peace accords, heard from leaders with differing perspectives, and confronted the realities of the local communities. The efforts to internationalize the Augsburg campus are showing results. In 2007-08, a record number of 221 Augsburg students studied abroad. As their first quarter-century came to a close, CGE director and associate dean Orval Gingerich noted in their anniversary publication that “the work of CGE is unfinished, and is perhaps more important than ever in bringing tools for critical analysis and action and ultimately hope to a new generation of students, professors, and global citizens.” Stay tuned for the next 25 years. Hannah Glusenkamp is a senior majoring in women’s studies, with minors in Spanish and religion. At the 2008 Peace Prize Forum at Concordia College in Moorhead, she was selected as one of Augsburg’s two Peace Scholars, a new program that strives to develop students leaders aspiring to careers in world peace issues. Glusenkamp studied on two CGE programs—“Sustainable Development and Social Change” in Central America, and “Gender, Sexuality, Politics, and the Arts” in Mexico. “Both of these experiences challenged, shook up, and reshaped my values, beliefs, and world view,” she wrote. “From the first day of the trip we, the students, were encouraged to reflect on our multi-dimensional selves and to approach education from a holistic standpoint, a standpoint that incorporates all aspects of our lives into the learning process.” At the Council on International Educational Exchange conference last fall, Glusenkamp and nine other student panelists were asked to share the most important thing they learned while studying abroad. “I thought about the question for a moment and then realized that my answer had to be, ‘I learned how to learn,’” she said. “I learned to become an active participant in my education. … I learned to be curious and to ask questions. I can no longer travel to a city or country without wondering what the healthcare system is and if it benefits the people in that community, or how the public transportation runs, or how subsidies in the United States might affect the agricultural practices of the indigenous peoples in that community. … I learned to question whose voice I am hearing and whose voice is being left out. “My experiences and time with the Center for Global Education … showed me that I am not just a student of Augsburg College for four years, but rather that we are all students of life, with the rights and responsibilities to engage in the dynamic, liberating, and transformative ongoing process of experiential education.” Fall 2008 27 TRAVEL SEMINARS 850 sponsored groups CGE has worked with 25 Celebrating years of educating for transformation by Kathleen McBride, regional co-director for Central America and adjunct professor, Center for Global Education Crossing borders and challenging boundaries is a powerful metaphor for our journey of the last 25 years. It is the title of the first Center for Global Education publication that documented the collective memory of our first years of work. The Center’s initial experiences in 1979 included crossing the Mexican border with students for short-term educational experiences. Since that time, thousands of participants have joined the Center’s travel seminars to Mexico, Central America, the Philippines, the Middle East, Southern Africa, and [locations in the U.S.]. As educators, we see our role as one that engages students and participants in the world, facilitating critical analysis and reflection that leads to action. We believe that intercultural dialogue and collaboration with decision makers and historically disadvantaged urban and rural communities are a way of developing greater understanding of the power relations in the world and planting seeds towards more just relations and fair practices. These assumptions are at the root our pedagogical model. An expanded pedagogical framework While the pedagogy of Paulo Freire continues to be the foundation of our educational process (experience—reflection—action), in recent years other kindred approaches, including feminist and indigenous pedagogies, have influenced our practice and strengthened our analysis. All of 28 Augsburg Now the numbers 12,000+ travel seminar participants Center for Global Education SEMESTERS ABROAD 300 colleges, whose study semesters are arranged by CGE, including institutions in the U.S., Germany, Canada, and Norway 1,900 semester program participants COUNTRIES VISITED 40+ in Mexico, Central America, South America, the Caribbean, Africa, Europe, the Middle East, India, Southeast Asia, China, and Hong Kong, and the U.S. CGE FACULTY AND STAFF LOCATIONS 9 Minneapolis 16 Mexico 9 Nicaragua 1 El Salvador 2 Guatemala 8 Namibia And, millions of stories shared, hearts touched, and perceptions changed over 25 years across the globe. these pedagogies place significant emphasis on learning in community. For Freire, learning in community is one of the foundations of liberating education. Historically, learning in community has been a fundamental characteristic of indigenous teaching and learning, though underrepresented in traditional educational systems. Similarly, feminist pedagogy upholds learning in community as central to educational processes that gives voice to all people, particularly women, whose experience and voice have oftentimes been silenced. Concepts of autonomy and empowerment that are key to feminist and indigenous scholarship have informed our methodologies and expanded our understanding of the world and of the educational process. Our efforts to foster ongoing critical analysis of power relations in the world are grounded in a practice of intercultural dialogue and experiences that continue to break open new understandings of the world, leading us to a deeper analysis that continually informs our teaching. Ongoing challenges While our role has become clearer with regard to our niche in the field of transformative education, we still face significant challenges. As we facilitate participants’ reflections on educational experi- ences and encourage the exploration and implementation of action steps, we are confronted with an institutional challenge if we are in fact going to continue to practice what we teach. To fully engage the circle of praxis with the goal of transforming society, follow-up to participants’ experience as they return to their home communities is essential. How do we, as an institution, provide a space for participants and students to fully engage the circle of praxis upon their return? How can we facilitate the exploration of actions steps in participants’ home communities? … The Center for Global Education’s work today continues to be the fruit of dialogue and reflections with staff and resource people from over a dozen countries and hundreds of students and participants from the United States who have inspired our work, shaped our analysis, challenged our language, and informed our worldview. We are excited to be engaged in an educational process that will continue to be refined and changed in the coming years by new generations of staff and participants engaged in transformative education. Excerpted from Global News & Notes, Summer 2007; 25th Anniversary Issue: “Building a Just and Sustainable World: Educating for Transformation” AUGSBURG COLLEGE ANNUAL REPORT TO DONORS 2007-2008 Fall 2008 29 DEAR FRIENDS, I write with a deep sense of humility and gratitude for your remarkable support of Augsburg College. When I received the call to serve as the 10th president of Augsburg College, I enthusiastically accepted, filled with a sense that God intended my life’s work to intersect with Augsburg’s mission and vision. I give thanks every day for the opportunity to serve this special college. I am impressed by the deep commitment so many individuals show toward Augsburg and its important work in the world. This annual report is a reminder to all of us of the importance philanthropy plays in the life of our college, and in the lives of our students. On their behalf, thank you for your generosity. Our common work here at Augsburg calls us to be good stewards of the many gifts and resources we’ve been given. Each year, thousands of alumni, parents, and friends make gifts not to the College, but through the College, directly benefiting the many students we serve. These students either embark on, or continue, their vocational journeys here at Augsburg, and the WE BELIEVE WE ARE CALL many gifts we receive on an annual basis directly imTO SERVE OUR NEIGHBOR pact their experience—in the classroom, on campus, and in our neighborhood. We have a new and bold way of stating the vision of Augsburg College. It is this: We believe we are called to serve our neighbor. It is a vision statement that resonates deeply with the legacy and promise, the commitments and values, and the aspirations and reality of our college. It is a statement that confirms our strong conviction that faith, learning, and service are at the very heart of our identity as a college. I am especially grateful for the faculty and staff of the College who live out this vision in educating our students. To continue to live out this vision in a very real and meaningful way, Augsburg College needs your abiding and increased participation and support. I ask each of you to join me as we work together to secure a strong and vibrant future for our college, and for our students. Sincerely, PAUL C. PRIBBENOW PRESIDENT 30 Augsburg Now ED ANNUAL REPORT 2007-08 HIGHLIGHTS FROM 2007-08 Six new regents elected to board Six new members were elected to fouryear terms on the Augsburg College Board of Regents at the annual meeting of the Augsburg Corporation in October 2007. In addition, Michael Good and Jennifer Martin were re-elected to second six-year terms. New members: Andra Adolfson, business development director of Adolfson & Peterson Construction, Inc; Rolf Jacobson, writer, educator, and associate professor of Old Testament at Luther Seminary; Ruth E. Johnson, MD ’74, consultant in the Department of Internal Medicine at Mayo Clinic and assistant professor of medicine at Mayo Medical School. She was recognized as a Distinguished Alumna of Augsburg in 1996; Stephen Sheppard, former CEO of Foldcraft Co; Joan Volz ’68, private practice attorney specializing in mediation; Bonnie Wallace, scholarship director, Fond du Lac Band of Lake Superior Chippewa. Garry Hesser appointed new Sabo Professor President Pribbenow announced the appointment of Garry Hesser, professor of sociology and director of the MetroUrban Studies program, as the College’s first Sabo Professor of Citizenship and Learning. His work in this new role lays the groundwork for the establishment of an endowed Martin Olav Sabo Center and chair. As the Sabo Professor, Hesser’s activities include collaboration with the Center for Service, Work, and Learning concerning student engagement and leadership, and development of events, Students from the organic chemistry and analytical chemistry class labs paused to thank Augsburg donors John ’74 (chemistry) and Marvel Yager for their gifts that support scholarships for chemistry majors. Their $10,000 annual gift is fully matched by John’s employer, Beckman Coulter, and has provided $80,000 over the past four years to support chemistry students. programs, and lecture series that promote civic engagement and build community outreach. Hesser has taught at Augsburg since 1977 and is recognized as a pioneer in experiential education. In 1997 he received the Thomas Ehrlich Award for leadership in service-learning, and in 2004 was named the Minnesota Professor of the Year by the Carnegie Foundation and the Council for Advancement and Support of Education. The Sabo Center in Citizenship and Learning is the culmination of nearly 20 years of fundraising and advocacy by the friends and colleagues of Martin Sabo ’59 that celebrates the College’s commitment to education for democracy. Metro-urban studies director and professor Garry Hesser (right) was appointed Sabo Professor of Citizenship and Learning, honoring the legacy of retired Congressman Martin Sabo ’59 (left). Fall 2008 31 HIGHLIGHTS FROM 2007-08 Two Augsburg giants are mourned Within one month of each other last year, Augsburg lost two of its most wellknown and longstanding faculty. Joel Torstenson ’38, professor emeritus of sociology, died on October 18, 2007, at the age of 94. So much of Augsburg’s identity today as a college of the city stems from Torstenson’s work at Augsburg. He founded the sociology and social work departments, and the metro-urban studies program. He developed urban programs in Minneapolis that launched HECUA (the Higher Education Consortium for Urban Affairs) and that led to the work of our Center for Service, Work, and Learning, including Engaging Minneapolis, which requires all students to connect with the city in their studies. Torstenson graduated from Augsburg in 1938. He went on for his master’s and doctoral degrees at the University of Minnesota in history and sociology. In 1947, Augsburg president Bernhard Christensen invited him back to Augsburg, even while still completing his PhD, to develop programs in sociology and social work. Torstenson’s deep commitment to social issues led him to explore and work in farmers’ cooperative movements, rural community life, churchlabor relations, racial justice and human rights, and urban studies, especially studying the question of the role of a 32 Augsburg Now liberal arts college in a metropolis. Torstenson’s memoir, Takk for Alt: A Life Story, opens a window into his life’s work and thought. Leland Sateren ’35, professor emeritus of music, died on Nov. 10, 2007, at the age of 94. Sateren graduated from Augsburg in 1935, and for the next 10 years attended graduate school at the University of Minnesota, where he was music director at the KUOM radio station. After public service during World War II he returned to Augsburg, and four years later he became chair of the Music Department and director of the Augsburg Choir. He retired in 1979. His work includes more than 400 choral pieces he composed, and he was passionate about Scandinavian choral music. Sateren introduced the work of many Scandinavian composers to American choral directors. Among Sateren’s many notable accomplishments are premieres of works with the Minnesota Symphony Orchestra and a commissioned piece at the United Nations to commemorate the 20th anniversary of the Universal Declaration of Human Rights. Sateren was the first recipient of the F. Melius Christiansen Memorial Award for choral directors. In 2002 he was awarded the Weston Noble Choral Directors Award. He was also honored Home economics graduates from 1950 to 1970 honored the memory of their mentor, teacher, and friend Ruth Segolson, who served as chair of the Home Economics Department. Following her death in 1980, a fund was established to provide a special gift in her memory. In November, on behalf of all former home economics majors, Jerilyn Hovland Cobb ’63 presented a tea service to the College, pictured here as it was first used at the Augsburg House reception honoring convocation speaker Jane Fonda. (L to R) President Pribbenow, Abigail Pribbenow, Dora (Frojen) Quanbeck ’49, and Philip Quanbeck Sr. ’50. ANNUAL REPORT 2007-08 HIGHLIGHTS FROM 2007-08 Democratic presidential candidate Hillary Clinton held a campaign rally at Augsburg on February 3, just prior to the “Super Tuesday” primaries. With one day’s notice, Augsburg staff, along with her campaign team, readied Melby Hall for the lively Sunday afternoon event that drew nearly 5,000 people, plus local and national media. with the St. Olaf Medal, presented by King Olav V of Norway, and received two honorary doctorates. Sateren’s impact on the many hundreds of Augsburg students who sang in his choir was remarkable. Peter Hendrickson ’76, director of choral activities and current conductor of the Augsburg Choir, studied with Sateren. A number of other Sateren choir alumni currently sing in the Masterworks Chorale at Augsburg, directed by Hendrickson. $100,000 Class of 1957 Endowment Fund Congratulations to the Class of 1957 alumni and their spouses for establishing the Class of 1957 Endowment Fund in celebration of their 50th class reunion. Their commitment and loyalty help ensure that Augsburg can meet the needs of its future students, especially Jane Fonda presented the 2007 Koryne Horbal Lecture in November, sharing her thoughts on the importance of beginning the “third act” of her life as she celebrated her 60th birthday. in areas of financial aid, program support, enhanced technology, and student support services. The endowment was jumpstarted through the generosity of a class member who provided matches for all gifts up to $50,000, challenging fellow classmates to participate at all levels. Augsburg is grateful to the Class of 1957 for creating this important legacy during their milestone year to honor their Augsburg education. The foundation provides for today’s and tomorrow’s students. It keeps them connected to the traditions and heritage of the College as they craft their own legacies and ties with students who come after them. Spirit of Augsbu
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Title: Augsburg College Undergraduate Catalog, 2008-2010
Collection: Course Catalogs
Search Result: Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information...
Show more Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2008 www.augsburg.edu A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 19 Undergraduate Admissions – 21 Day College – 22 Weekend College – 23 Financing Your Education – 27 Student Life – 37 Academic Information – 53 Departments and Programs – 98 Includes majors, minors, and course descriptions College Information – 339 Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Faculty Emeriti – 366 Maps – 369, 370 Index – 371 4 2008-2009 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Summer........................................First-year registration Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation Sept. 3/Wed. ................................Classes begin Oct. 24/Fri. ..................................Mid-term break (one day only) Nov. 10-26/Mon.-Wed. ................Registration for spring Nov. 27/Thurs. ............................Thanksgiving recess begins Dec. 1/Mon. ................................Classes resume Dec. 12/Fri. ..................................Classes end Dec. 15-18/Mon.-Thurs. ..............Final exams Spring Term 2009 Jan. 12/Mon. ................................Classes begin Mar. 16/Mon. ...............................Mid-term break begins Mar. 23/Mon. ...............................Classes resume Apr. 6-17/Mon.-Fri. .....................Registration for fall Apr. 10/Fri. ..................................Easter break begins Apr. 24/Fri. ..................................Classes end Apr. 27-30/Mon.-Thurs. .............Final exams May 2/Sat. ....................................Baccalaureate/Commencement 2009-2010 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Sept. 9/Wed. .................................Classes begin Oct. 23/Fri. .................................Mid-term break (one day only) Nov. 26/Thurs. .............................Thanksgiving recess begins Nov. 30/Mon. ...............................Classes resume Dec. 11/Fri. ..................................Classes end Dec. 14-17/Mon.-Thurs. ..............Final exams Spring Term 2010 Jan. 11/Mon. ................................Classes begin Mar. 15/Mon. ...............................Mid-term/Easter break begins Mar. 22/Mon. ...............................Classes resume Apr. 23/Fri. ..................................Classes end Apr. 26-29/Mon.-Thurs. .............Final exams May 1/Sat. ....................................Baccalaureate/Commencement 5 6 2008-2009 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9, Nov. 21-23, Dec. 5-7 Winter Term 2009 Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15, Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22 Spring Term 2009 Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7, Jun. 19-21, Jun. 26-27 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2009-2010 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22, Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks) Winter Term 2010 Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14, Mar. 26-28 Spring Term 2010 Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20, Jun. 25-27 NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ................................................................................................................330-749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Admissions Offices Office of Undergraduate Admissions (Day College)........................................... 330-1001 Toll-free number........................................................................................1-800-788-5678 Office of Adult and Graduate Admissions ..........................................................330-1101 Augsburg for Adults....................................................................................................330-1782 Alumni Relations.........................................................................................................330-1178 Toll-free number........................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Campus Activities and Orientation ............................................................................330-1111 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 Classroom Services......................................................................................................330-1219 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Development (financial gifts to the College)..............................................................330-1613 Toll-free number........................................................................................1-800-273-0617 Enrollment Center.......................................................................................................330-1046 Toll-free number........................................................................................1-800-458-1721 Event Services .............................................................................................................330-1107 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only)............................330-1000 Fax ....... ...............................................................................................................330-1649 Graduate Studies .........................................................................................................330-1101 Human Resources........................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communication..................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Campus ...............................................................................................507-288-2886 StepUP ........................................................................................................................330-1405 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Augsburg for Adults Weekend College – 13 Rochester Campus – 14 Partner Hospitals Program – 14 Campus Location – 14 Facilities and Housing – 15 Associated Support Organizations – 17 Policies – 17 Accreditation and Memberships – 18 Facts and Figures – 19 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged 12 About Augsburg with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. AUGSBURG TODAY . Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to Augsburg’s traditional undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. For information on graduate programs, go to www.augsburg.edu. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. About Augsburg 13 In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., and offers a bachelor’s completion degree in nursing in the Twin Cities at United, Mercy, and Unity hospitals. AUGSBURG FOR ADULTS . Augsburg for Adults is focused on all adult-centered educational programs, from community seminars to graduate degrees. Adult students, who are recognized as learners from age 25 to 60-plus, have different educational needs and goals than traditional-aged students, and Augsburg for Adults assists adult learners in their educational journey, whether they take classes in the traditional weekday undergraduate program or one of the Augsburg for Adults programs listed below. For information on Augsburg’s master’s degree programs, see the Augsburg College Graduate Studies Catalog. Augsburg for Adults aims to evaluate how each program fulfills students’ needs and to bridge any gaps in providing quality education and student services. ■ WEEKEND COLLEGE Augsburg’s Weekend College (WEC) offers the same undergraduate degree as in the traditional weekday program on alternate weekends as an opportunity for adults who want to complete a baccalaureate degree, but who work or have other commitments during the week. Some classes may meet on weekday evenings. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 17 majors, WEC is one of the largest programs of its type among Minnesota private colleges. Augsburg’s Weekend College understands that adult students are resourceful and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekend Schedule To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both Day and Weekend College students. The WEC academic year is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community in enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library and the Christensen Center, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, and fine arts. The WEC student body elects its own leaders and a WEC Student Senate. 14 About Augsburg Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are fulltime Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold the doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER CAMPUS Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester contains approximately 100,000 residents and enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addi- tion, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. ■ PARTNER HOSPITALS PROGRAM Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with videoconferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. ■ COLLEGE OF THE THIRD AGE In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods at churches and senior residences. A variety of classes is offered, and many of the instructors are retired Augsburg faculty. The College of the Third Age is located at 620 21st. Ave. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to About Augsburg 15 Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 369.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for Day College is located on the first floor of Christensen Center. The Office of Adult and Graduate Admissions for Weekend College, the Rochester Campus, the Partner Hospitals program, and Graduate Studies is located at 624 21st Ave. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communication. College of the Third Age and InterRace — This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, art gallery, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. 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 the winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. 16 About Augsburg Kennedy Center — Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs: Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color: American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center — Dedicated in 2007 and named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substancefree student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. About Augsburg 17 Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 18 ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. AUGSBURG COLLEGE FACTS AND FIGURES ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 21 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. Enrollment (Fall 2007)—3,872 students from 40 countries. Graduates—20,627 graduates from 1870 through August 2007. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ ■ ■ ■ ■ ■ ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and three summer school sessions. Augsburg for Adults: Three trimesters, September to June, for Weekend College, Rochester campus and most graduate programs. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 19 20 Undergraduate Admissions For Day College First-Years – 22 Early Admission of First-Years – 23 For Weekend College – 23 For Transfer Students – 23 For Former Students – 24 For Special Students – 24 (Non-Degree) For International Students – 24 22 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s Day College admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY COLLEGE FIRST-YEARS Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refund- able $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts—An official transcript from the high school is required of firstyear applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 23 Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of First-years Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for first-year applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Adult and Graduate Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Adult and Graduate Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 24 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ FORMER STUDENTS Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for readmission through the registrar’s office to resume attendance. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. ■ SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States need to obtain a foreign credential evaluation by contacting one of the services listed below. These organizations will examine transcripts and prepare a report of U.S. Undergraduate Admissions 25 course and grade equivalencies. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. Augsburg will accept evaluations performed by any of these agencies: World Education Services, Inc. Website: www.wes.org Bowling Green Station P.O. Box 5087 New York, NY 10274-5087 Phone: 212-966-6311 Fax: 212-966-6395 Educational Credential Evaluators, Inc. Website: www.ece.org P.O. Box 514070 Milwaukee, WI 53202-3470 Phone: 414-289-3400 Fax: 414-289-3411 Global Credential Evaluators, Inc. Website: www.gcevaluators.com P.O. Box 9203 College Station, TX 77842-9203 Phone: 800-517-4754 Fax: 512-528-9293 International Education Research Foundation Website: www.ierf.org P.O. Box 3665 Culver City, California 90231-3665 Phone: 310-258-9451 Fax: 310-342-7086 Foundation for International Services, Inc. Website: www.fis-web.com 14926 35th Ave West, Suite 210 Lynnwood, WA 98087 Phone: 425-487-2245 Fax: 425-487-1989 26 Financing Your Education Day College Costs Tuition and Fees – 28 Room and Board – 28 Other Special Fees – 28 Deposits – 29 Weekend College Costs – 29 Payments – 30 Financial Policies Refunds – 30 Financial Aid How and When to Apply – 32 Kinds of Aid Academic Excellence Scholarships – 33 Achievement Scholarships – 34 Leadership, Service, and Performance Scholarships – 34 Lutheran Congregational Scholarship Program – 34 Gift Assistance – 35 Loan Assistance – 35 Student Employment – 36 28 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2008-2009. DAY COLLEGE. The Board of Regents has approved the costs listed below for the 2008-09 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY COLLEGE TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$25,610 This rate applies to all full-time students attending in September 2008. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 3,150 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 90. Room Rent (on average, includes basic services) ..................................$ 3,658 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,503 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,414 Flex 5 point plan ....................$ 3,120 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 200 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Financial Information 29 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$3,150 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be for- feited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2008-2009 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course credit) ...............$1,625 Tuition (per summer course 2008) ..$1,570 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 200 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 30 Financial Information ■ PAYMENTS—DAY COLLEGE Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/account) FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 31 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, Partner Hospitals, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 32 Financial Information 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 nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage <www.augsburg.edu/enroll/finaid/standards.html>. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2007-2008 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 33 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2007 to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships ■ KINDS OF AID President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. 34 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming first-years majoring in chemistry or physics at Augsburg who are in the top 30 percent of their high school class and have a 3.00 GPA or better. Deadline: Accepted for admission by May 1. ACAP Scholarship—Awarded to incoming first-years students who have participated in a college preparatory program such as Upward Bound or Big Brothers/Big Sisters. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The deadline is February 1 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S.E. Metro Synod or N.E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. Financial Information 35 PRIME Scholarship — Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Verification of award must be submitted to the Enrollment Center by August 1. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Gift Assistance (Need-Based) Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2008-09 is $4,731. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Loan Assistance Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2008, is a fixed rate of 6.0% and 6.8% , respectively. 36 Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 2008: • First-years: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is a fixed rate of 8.5% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Enrollment Center website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Campus Ministry – 38 Vocation – 38 Student Government – 38 Orientation and Campus Activities – 39 Student Center – 40 Fine Arts – 40 Anne Pederson Women’s Resource Center – 40 Athletics and Sports – 41 Gage Center for Academic Achievement – 41 Academic Advising – 41 Center for Learning and Adaptive Student Services (CLASS) – 42 Academic Skills Office – 42 TRIO Programs – 43 TRIO/Student Support Services – 43 McNair Scholars Program – 43 Office of Undergraduate Research and Graduate Opportunity (URGO) – 44 Services for Students with Physical Disabilities – 44 ACCESS Center – 44 StepUP® Program – 45 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 Scholastic Connections – 47 LGBTQIA – 47 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 50 Food Service – 51 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 52 Discrimination Complaints – 52 38 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . The members of the Augsburg student body, in order to further the educational goals and general welfare of the college community, developed their own governing system. Their purpose is to establish and provide guidelines for two studentelected organizations to represent the Day Student Body and the Weekend College (WEC) Student Body. These organizations are to support and advocate for student concerns, needs, and activities. They serve Student Life 39 as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg. These groups collectively oversee the use and administration of the student activities fee. To aid in this work they have established an executive board and several student leadership committees. Additionally, in collaboration with the campus activities and orientation department, they oversee the management of all campus student organizations. ORIENTATION AND. CAMPUS ACTIVITIES . ■ ORIENTATION PROGRAMS The campus activities and orientation department staff understand what important transitions our students are making, whether transitioning from high school to college or from another college to Augsburg. Both experiences introduce their own challenges and excitement. A specialized orientation program for new and transfer day program students has been developed with this in mind. The goal is to create a seamless and successful academic and social transition into the Augsburg community, while encouraging our community members to become engaged, connected, and reflective learners. SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is a fun experience that helps students learn more about Augsburg’s beautiful urban campus and community, its excellent academic programs, and the outstanding resources that make being an Auggie so rewarding and Augsburg such a great place to study. The orientation program for transfer students is offered at the beginning of each semester. TRANSFER-mation is designed to address different areas students will experience in their transition to Augsburg. Many transfer students are concerned about connecting and establishing their social base, so activities have been designed to assist with developing social relationships. ■ AUGGIE DAYS The focus of Auggie Days is to help students develop an awareness of self, self in the community, and self in the world, in addition to the more tangible needs of acclimating to life at Augsburg. Starting with move-in day and lasting for nine full days, this fall transition program is designed to help one get to know Augsburg, the city, the neighborhood, classmates, the faculty, the staff ... and for campus activities staff to get to know the students! Activities include speakers and discussion, concerts, small group meetings with faculty, art exhibitions, festivals and fairs by on-campus organizations, chances to get to know other Auggies, athletic events, games, food and fun, and other events through the whole week. It is a time when the whole community celebrates the arrival of new students as well as the return of all students. ■ CAMPUS ACTIVITIES The mission for campus activities programming is to support individual identity and enhance social and communal development. We strive to create an environment that allows students to connect, engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the classroom. The department works to sup- 40 Student Life plement the liberal arts instruction of the College through transitional programs for new students as well as through leadership education and student involvement. The campus activities department empowers students to learn and experience leadership and become investors in the institution, while acknowledging the value of faith, urban life, relationships, and citizenship as fundamental components. This understanding recognizes that we are a community of leaders and global citizens in a world that is constantly changing. STUDENT CENTER . Christensen Center, our student center, represents the community center of the campus environment, serving students, faculty, staff, alumni and guests. Through a variety of programs, activities, services, and facilities that collectively characterize a well-considered plan for the community life of the college, the student center acts as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our student center serves and symbolizes the essences of our community, physically representing as the gathering place of our community: the community hearth. It serves our diverse populations of residential, commuter, Weekend College, and graduate students alike and represents the merging of curricular and co-curricular. The Christensen Center also houses several student services, such as the Office of Undergraduate Admissions, the Department of Campus Activities and Orientation, Event Services, the Copy Center, Shipping and Receiving, Information Desk, Food Service, Mail Services, and Cooper’s (our very own Starbucks coffee lounge.) The student activities center, called the Auggie’s Nest, is located on the first floor of the Christensen Center. Augsburg Day and Weekend College (WEC) Student Senates, Echo, and KAUG, as well as other student organizations, have office or work space in this area. The Auggie’s Nest serves as a hub for student activities. Throughout the year, the center is home for a variety of social and cultural activities that take place on campus. The surrounding community is vibrant with events, fairs, and community gatherings. These activities include dances, films, theatre, theme events, cultural community fairs, speakers, and visiting personalities in various fields. Students are encouraged to engage in Minneapolis for both personal and academic growth. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging Student Life 41 out. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The resource center is located in 207 Sverdrup Hall. ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. ■ SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Office TRIO/Student Support Services and McNair Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are 42 Student Life encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS OFFICE The office is staffed by academic skills coaches who offer: • comprehensive academic support on a variety of topics, such as time management, note taking, motivation, procrastination, college reading, and strategies for improving testing • the Conditional Admit Program (CAP) to assist under-prepared students with the transition into college • support and advocacy for students on academic probation • free tutoring and/or supplemental instruction for most classes Student Life 43 ■ TRIO PROGRAMS TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Five week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students •Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, please contact TRIO/SSS program staff at 612-330-1311, or Science 152. McNair Scholars Program — The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. Students eligible to become McNair Scholars are sophomore, junior, or senior undergraduate currently enrolled full-time (or will be enrolled full-time) at Augsburg who exhibit strong academic potential and 44 Student Life an interest in pursuing doctoral studies. Students must be a first-generation college student (neither parents graduated from a four-year college) who is low-income OR a member of a group underrepresented in graduate study — African American, American Indian, Alaskan Native, or Hispanic/ Latino. The Augsburg McNair program serves 25 students per year. The major component of the Augsburg McNair Scholars Program is a summer research experience. McNair Scholars will conduct original research in collaboration with a faculty mentor, and have opportunities to publish and present their work at a professional conference. For this work, Scholars receive a $4,000 stipend and acquire the research tools needed for graduate study. Students will also be a part of: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include mobility impairments, Traumatic Brain Injury, vision, hearing, and speech or other health impairments that may affect the ability to function in a college setting. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reachin
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Title: Augsburg Now Fall 2007
Collection: Alumni Magazine Collection
Search Result: 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 1 Augsburg Now SUMMER ACTIVITIES P. 12 IMMERSED IN BOLCOM P. 18 SOCIAL WORK FOR SOCIAL JUSTICE P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS FA L L 2 0 0 7 VOL. 70, NO. 1 Making orchids more affordable page...
Show more 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 1 Augsburg Now SUMMER ACTIVITIES P. 12 IMMERSED IN BOLCOM P. 18 SOCIAL WORK FOR SOCIAL JUSTICE P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS FA L L 2 0 0 7 VOL. 70, NO. 1 Making orchids more affordable page 14 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 2 Editor Notes from President Pribbenow on… Collaborating with our sister colleges and universities Y ou’ll read in this issue about a special program organized last spring to celebrate the musical legacy of the American composer, William Bolcom. The program, called “Illuminating Bolcom,” is a fine example of the sorts of remarkable opportunities our students enjoy as a result of our collaborative relationship with sister colleges and universities in the Twin Cities. Organized with our partners in the Associated Colleges of the Twin Cities (ACTC)— Augsburg, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas—this special program gave our students and faculty unprecedented access to performances, master classes, and informal experiences with a world-class musical talent. What a privilege it has been for me to experience the many collegial and genuinely collaborative relationships that exist between Augsburg and its sister colleges and universities. Surely it is a sign of abundance that we can partner with higher education institutions that perhaps once were seen primarily as competition for students. Today, I believe these same institutions are modeling the sort of collaborative efforts that lead to innovation, a careful use of important resources, and a perspective on life in the world that eschews the sort of scarcity thinking and living that our culture promotes. We care deeply at Augsburg about living with a sense of abundance, and here are several collaborations I would like to lift up. We participate with the other 27 colleges and universities of the Evangelical Lutheran Church in America (ELCA) in regular gatherings for administration and faculty members. In addition, many of the ELCA institutions participate together in insurance partnerships, tuition savings programs for parents, and tuition exchange programs for faculty and staff. Our partnerships also are sources of good ideas and best practices for our institutions, even as we celebrate our common links to the Lutheran church and its abiding commitment to vocation and education. We are proud charter members of the Minnesota Private College Council (MPCC), which serves as an advocacy, fundraising, and public affairs partnership for 17 private colleges and universities in Minnesota. Together we have a significant impact on creating awareness of, and access to, higher education in our state. ACTC is an innovative partnership begun more than 35 years ago that allows our students to register for courses on all five campuses; that organizes joint programs like the “Illuminating Bolcom” series; and that has created administrative partnerships that save our schools more than $2 million annually on supplies and services. Our athletic conference, the Minnesota Intercollegiate Athletic Conference (MIAC), is one of the premier small college conferences in the country and includes 13 of Minnesota’s private colleges and universities. There are several other national organizations in which we proudly participate: Campus Compact, which brings together colleges and universities dedicated to the public and civic role of our institutions; the Council of Independent Colleges (CIC), to which we turn for best practices in teaching, learning, and administration, and tuition exchange opportunities for our faculty and staff; the National Association of Independent Colleges and Universities (NAICU), our lobbying consortium in Washington, DC; and the Association of American Colleges and Universities (AAC&U), working with us to promote the continuing relevance of liberal arts education in the 21st century. Surely these various partnerships and collaborative relationships point to the remarkable opportunities we have to enhance the Augsburg experience for all of our students and to model a way of working together, across institutional boundaries, to serve the public good. Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Creative Director Kathy Rumpza rumpza@augsburg.edu Class Notes Designer Signe Peterson petersos@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Assistant Vice President of Marketing and Communication David Warch warch@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services, CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Paul C. Pribbenow, president 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 3 10 Fall 2007 Contents Features 12 Summer activities Faculty and students take advantage of their summer time to pursue diverse activities on and off campus. 18 Immersed in Bolcom by Betsey Norgard A two-week festival gave Augsburg musicians extraordinary access to a renowned American composer. 22 Faith, vision, and a call to Guyana by Betsey Norgard Ruth Singh responded to a call 13 years ago to help the people in her homeland. 24 Social work for social justice by Holley Locher, with Michele Braley and Nils Dybvig 18 A couple gives up their Twin Cities jobs to become peacemakers amidst violence. © 2006 Katryn Conlin for VocalEssence Departments On the Cover: Chemistry major Caryn Quist experiments with chemical compounds, seeking less-expensive ways to grow orchids. 2 Around the Quad 8 Sports 11 Supporting Augsburg 27 Alumni News 29 Class Notes 32 Views All photos by Stephen Geffre unless otherwise indicated. 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 4 AROUND THE QUAD Teaching and learning awards The Distinguished Contributions to Teaching and Learning Awards honor significant contributions to teaching and learning at Augsburg by faculty and staff in the areas of teaching, mentoring and advising, and services to students. The 2007 awards went to: Doug Green, professor of English, for teaching; to Susan O’Connor (center), associate professor of education, for mentoring and advising; and to Lois Olson (left), director of the Center for Service, Work, and Learning, for service to students. Congratulations, faculty! Tenure granted Keith Gilsdorf, economics Tenure granted and promotion to associate professor Phillip Adamo, history Lori Brandt Hale, religion Stella Hofrenning, economics Barbara Lehmann, social work David Matz, psychology Scholarships awarded for 2007-08 by the ELCA Foundation. Junior Reid Larson was named a first alternate and received $3,000 for academic expenses. The Rossing Physics Scholarships were established by gifts from Dr. Thomas D. Rossing, who taught at Northern Illinois University and St. Olaf College. They seek to encourage top physics students to attend ELCA colleges and universities, to help ELCA schools recruit top physics students, and to encourage students at ELCA schools to consider majoring in physics. This is the third year they have been awarded by the ELCA Foundation. Two students participate in international music program Meghan Sherer, who graduated in May, and senior Krista Costin were accepted to the Festivalensemble Stuttgart, a choir that is part of the Internationale Bachakademie Stuttgart, founded and directed by conductor and artistic director Helmuth Rilling. They spent a month in Germany from Aug. 17-Sept. 13, with all expenses paid, together with a worldwide group of about 100 selected musicians. The performances included Benjamin Britten’s War Requiem, and Gustav Mahler’s Symphony No. 5.The first two weeks, the choir rehearsed in southern Germany and then traveled for two weeks, performing in various festivals. In addition to the European Music Festival Stuttgart, they sang in the Rheingau Music Festival, Beethovenfest Bonn, and in Dresden, Halle, and Berlin. For several years, Augsburg has been one of the 24 audition sites around the world, and this is the first time that any Augsburg students have been accepted. Sherer performed with Augsburg’s Gospel Praise, and was a soloist with the group at the June Commencement. She graduated cum laude in May with a Bachelor of Music degree in music performance. Costin toured with the Augsburg Choir last year to Germany and the Czech Republic, and was a soloist at their Leipzig concert. 2 AUGSBURG NOW Darcey Engen leads “The Mother Project” A collaborative theatre project, staged at the Open Eye Figure Theatre in August, told the stories of six mothers from different ethnic backgrounds and traditions, across generations, who all tried to juggle their identities as care-giver, teacher, parent, worker, and leader. Darcey Engen ’88, assistant professor of theatre arts, led the collaboration of mothers—Jeany Parks, Nanci Olesen, Maria Asp, Sonny Case, Erin Carlson Sutton ’03, and herself—who created the work through writing exercises, recounting their individual journeys through motherhood. According to Engen, the women were drawn to “The Mother Project’ because each had grown restless seeking a place where their experiences could be told, and not finding it in literature, television, drama, or cinema. Kent Bodurtha receives Rossing Physics Scholarship Senior physics major Kent Bodurtha was awarded one of the two new $10,000 Rossing Physics Theatre arts professor Darcey Engen ‘88 worked with five colleagues to stage a presentation about their journeys and experiences of being mothers. Meghan Sherer ’07 Krista Costin ’08 ELCA News Service NOTEWORTHY 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 5 Physician assistants celebrate 10 years Augsburg’s Physician Assistant Studies program celebrated the 10th anniversary of its first graduating class at a reception and dinner on Sept. 15. Members of the graduating Class of 1997 attended, along with other graduates and faculty. “It was truly special to have so many classmates and original faculty join us to celebrate,” said David Barlow, a graduate of the Class of 1997 and current assistant professor in the program. “We’re fortunate to be part of a fabulous profession that makes a difference in so many lives.” One of the program’s early faculty members who couldn’t attend wrote, “In general terms, [the 1997] class most likely recently passed the one million mark in patients seen.” The 1997 physician assistant class, shown here as they graduated from Augsburg’s new program, reunited for a 10th-anniversary celebration in September, after treating probably more than one million patients during the decade. ELCA News Service Mark Hanson re-elected presiding bishop Rev. Mark Hanson ’68 was solidly re-elected presiding bishop of the ELCA for a second six-year term on Aug. 7, at the 2007 ELCA Churchwide Assembly in Chicago. He is the third presiding bishop of the ELCA, is the second to be reelected, and is the second Augsburg graduate to serve in the ELCA’s highest elected office. “Six years ago I said that I do not view this as an election won but a call received,” Hanson told the assembly. “I view what you have done today [as] the affirming of that call to which I continue to hold with great humility and deep gratitude.” Prior to his election as presiding bishop in 2001, he and his wife, Ione (Agrimson) ’68, lived in the Twin Cities where he was bishop of the Saint Paul Area Synod. Several of their children have attended Augsburg. tration. She also served on the Institutional Review Board and was its chair for over a number of years. Sharon Patten, social work, is mourned The Augsburg community mourns the death of Sharon Patten, associate professor of social work at Augsburg for 16 years, who died from cancer in hospice care on Aug. 25. She was instrumental in the development of the Master of Social Work program, particularly in creating the Program Development, Policy, and Administration concen- Sharon Patten Bishop Mark Hanson ‘68 FALL 2007 3 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 6 AROUND THE QUAD Star Tribune/Minneapolis-St. Paul 2007 Dan Schueller ’83 Coping with the bridge collapse Dan Schueller ’83 was on his normal bike commute from work along West River Parkway on August 1, when fate placed him as one of the first persons on the scene of the monumental collapse of the I-35W bridge over the Mississippi River, just a mile from Augsburg’s campus. Tragically, Sherry Engebretsen, who worked for Thrivent Financial for Lutherans and is the mother of Augsburg first-year student Jessica Engebretsen, was one of the 13 people killed in the bridge collapse. Several Augsburg staff were near the bridge when it fell, and at least one of them helped rescuers with victims on the wreckage. In the week that followed, Augsburg provided space on campus for the American Red Cross to set up a Family Courtesy photo After hearing a crack and seeing a cloud of dust in front of him, from the rubble he began to hear crying and moaning. “That’s what kicked me into gear,” he told the Star Tribune in an audio slide show. “I knew I had to climb up there and see if I could help somebody.” He left his bike, and was able to assist a number of people out of their cars and onto safe ground. One of the first persons on the scene of the bridge collapse, Dan Schueller ’83 helped people out of their cars to safe ground. Assistance Center, in partnership with the City of Minneapolis, for families and friends waiting for news about their loved ones. During that same week, a public meeting of area and neighborhood business owners, with state, local, and federal officials was held at Augsburg to discuss how to help the local businesses cope with the effects of restricted traffic and detours. Retirees gave more than a century of teaching years Three long-time Augsburg faculty members, whose combined years of service amount to more than a century and a decade, retired in June. All of them have served under four Augsburg presidents, and two of them spent virtually their entire classroom careers at Augsburg. Robert S. Herforth, biology professor, set a high example for his students of the importance and quality of research. 4 AUGSBURG NOW Robert S. Herforth, professor of biology, came to Augsburg in 1967, from graduate work at the University of Nebraska. His research there focused on hereditary disease in fruit flies. Discoveries that he made The effects of the bridge collapse will endure long beyond the clearing of the wreckage spanning the river. Schueller said that when he attended a meeting of the weekly support group of bridge survivors, he was “very saddened to see so many people with bad backs and still having a hard time dealing with what happened.” — Betsey Norgard pointed out errors by leading scientists in existing scholarship, for which he received university honors. Over the years, Herforth taught animal physiology, developmental biology, genetics, and molecular biology; and he always stressed research. As a freshman at Augsburg, associate biology professor Dale Pederson ’70 was in Herforth’s classes. At Herforth’s retirement celebration, Pederson recalled Herforth’s fly lab, especially noting the quality of the technical drawings done by art professor Phil Thompson. Pederson called Herforth’s scholarship “exemplary.” Courtesy photo 705384_CATALOG:705384_CATALOG 11/20/07 Retired colleague Esther McLaughlin spoke about teamteaching general biology with Herforth and remarked about his patience. For enjoyment in his retirement, Herforth’s colleagues and friends presented him with an iPod filled with recordings of bird songs. 7:19 PM Page 7 how one should be in the world.” Griffin ascribed an “epic quality” to Kingsley’s career, and noted that Augsburg presidents have sometimes recognized her as quite an “adversary.” Colleague Don Steinmetz mentioned that Al Kloppen, health and physical education, connected with students both in the classroom and on the playing field as a football coach. Mary A. Kingsley retired after 43 years of teaching Spanish and sharing her passion for social justice issues. Mary A. Kingsley, associate professor of modern languages, came to Augsburg in 1964 and has taught Spanish here since. She served many terms as department chair, taking occasional breaks when it was held by a colleague. Former English faculty professor Joan Griffin commented on Kingsley's “passion for justice, especially if it’s an underdog that has been wronged.” She said that Kingsley “has engaged generations of students about department faculty have always preferred to have Kingsley on their side. In the early days of the Center for Global Education, Kingsley and her husband donated a house in Cuernavaca, Mexico, to Augsburg, which was used as the center’s base of operation for some time. Kingsley is enjoying her time in retirement at their cabin in the Apostle Islands. Alvin L. Kloppen, assistant professor of health and physical education, came to Augsburg in 1976 from Augustana College in Rock Island, Ill., where he had been defensive football coordinator. He served both as Augsburg’s head football coach and HPE faculty member for 10 seasons. He later served as an assistant football coach while still teaching. Assistant athletic director Paul Grauer commented on Kloppen’s tenure at Augsburg. “Al Kloppen had a ready smile and a funny story for everyone he encountered during his days at Augsburg. As a coach, Al was a tireless worker who always looked for innovative strategies and techniques which would give his team the greatest chance for success. In 1977, he was named Minnesota Intercollegiate Athletic Conference (MIAC) “Co-Coach of the Year” when the Auggies finished the season with an upset win over powerful Concordia College (Moorhead). “In the classroom, Al had an engaging approach which enabled him to connect with his students. He was there to give support and encouragement to all his students and especially to those who may have taken ‘the road less traveled’.” FALL 2007 5 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 8 Medieval Minnesota: Summer camp at Augsburg College This summer, from August 5 to 11, 10 students from across the country flocked to Augsburg to learn about and, above all, experience the Middle Ages. They came for Medieval Minnesota, the weeklong summer camp for students ages 14 to 17 that encourages them to reimagine medieval life. For seven days, students worked and played together, learning everything from swordsmanship to Renaissance dancing, from calligraphy to bookbinding, from period music to storytelling. By the end of the week, they had researched and created medieval characters and built period costumes that they wore to a graduation performance at the famed Minnesota Renaissance Festival. Edward Peterson, 14, a student from Wilmington, Del., performed the rousing “Saint Crispin’s Day” soliloquy from Shakespeare’s Henry V. Other students, coached by music professor Merilee Klemp, performed a French love song about Robin Hood and Maid Marian, written by the 13th century troubadour Adam de la Halle. With the help of theatre professor Darcey Engen, the entire group wrote and performed in its own version of a Robin Hood play. The students also got a taste of college life. In addition to many of the classes being taught by Augsburg professors, they stayed in Urness Hall, were guided in research by Lindell reference librarian Bill Wittenbreer, and ate all their meals in the cafeteria. 6 AUGSBURG NOW Photos courtesy of Phil Adamo AROUND THE QUAD Every day they went to classes and workshops, from eight in the morning until eight at night. Just before bed they would unwind playing medieval board games— not Dungeons and Dragons, but Hnefatafl, a strategy game played by the Vikings! They also watched Augsburg’s first-ever Robin Hood Film Festival. Medieval Minnesota was recently featured in Renaissance magazine (vol.12 #2, issue 54), a national publication that features articles on history, as well as news from Renaissance festivals across the country. The story brought students to the camp from a number of states, including Delaware, Kentucky, Wisconsin, and Iowa. Two of the students who attended the 2006 camp are now enrolled as first-year students at Augsburg. Even the youngest students at this year’s camp have Augsburg on their list of possible colleges for the future. “The camp is meant to be educational and fun, in and of itself. But it’s also part of our recruitment plan for the major here at Augsburg,” said Phil Adamo, associate professor of history and director of the College’s Medieval Studies program. “We hope to have more students at the camp next year. Some of these will be returning students, and others will be their friends,” Adamo said. Medieval Minnesota held a soldout benefit on October 5 to From around the country, 10 high school students spent a week at Augsburg immersed in the history, culture, and customs of the Middle Ages—all part of Augsburg’s Medieval Studies program. (Back row, L to R) Joe Piper, Jack Randleman, Edward Peterson. (Middle row, L to R) Alyssa Perra, Kelly Ryan, Ben Davidson, Liz Ryan, Cambria Rosales. (Seated, L to R) Kayla Fratt, Jessica Larson. provide scholarships for the camp. That’s when former Monty Python member Terry Jones, who is also a well-respected medieval scholar, presented “Medieval Lives.” His presentation attempts to combat the image of the Middle Ages as a time of ignorance, misery, and superstition. Jones’ talk surprises and provokes, and makes you think, and leaves you smiling. At the end of the “medieval camp,” e-mail addresses were exchanged, as well as hugs. The students had only one question for each other: “Are you coming back next year?” There may be new students next year, and different students, but Medieval Minnesota will still inspire them in their love of history. For information on Medieval Minnesota, go to www.augsburg. edu/medievalstudies — Bethany Locke ’11 Bethany Locke is a Medieval Minnesota alumna, assistant counselor, and now is a first-year Medieval Studies major. 705384_CATALOG:705384_CATALOG 7:20 PM Page 9 Photos courtesy of Phil Adamo Second-year physician assistant . a 11/20/07 studies student Kate McKenzie spent time with a couple at Augustana Apartments as part of a graduate course that trains physician assistants, social workers, and nurses to become better skilled in meeting the various needs of older adults. Preparing for the ‘age wave’ In a new five-week summer course, Augsburg physician assistant (PA) students explored issues of aging in preparation for the anticipated needs of the nation’s baby boomers as they become senior citizens. The new course, Multidisciplinary Perspectives on Aging, focuses on building geriatric skills for professional social workers, nurses, and physician assistants. The goal is for older adults to be cared for by teams of healthcare providers working collaboratively to address needs comprehensively and holistically. Meeting one-on-one with older adults to learn about their needs has been part of the PA study curriculum for several years, but this course is the first to consider aging from an interdisciplinary approach. In the future the course will also include graduate social work and nursing students, and upper division psychology students. To shape the program, physician assistant studies professor Beth Alexander and social work professor Christina Erickson partnered with Augustana Apartments and Health Care Center, a nearby community of senior apartments, assisted living, and long-term care. Together with Augsburg alumna Patty Crawford, director of resident services at Augustana, Alexander and Erickson set up three sessions at Augustana where students could learn by directly interacting with residents. At a preliminary session, an interdisciplinary panel broadly looked at issues to offer an appreciation of the diversity of older adults’ lives. At the second session, the PA students spent the morning oneon-one with Augustana residents who are living independently. The students developed interviewing, listening, and relationship-building skills by asking open-ended questions to assess the residents’ social, psychological, spiritual, and medical needs. Second-year PA student Kate McKenzie met with a couple begining to deal with health issues. “This has been very challenging … for the couple,” says McKenzie. “Fortunately [they} have wonderful and supportive children who visit often and help out a lot.” In their final visit to Augustana, students examined specific cases of long-term care residents, reviewing their medical charts and discussing their needs. For McKenzie the class made an impact. “Combining social work, nursing, and physician assistant perspectives on older adult care has helped create a balanced picture of what geriatric care is truly all about,” she says. “There is so much more than meets the eye!” The course began as part of a three-year, $50 million project on gerontology funded by the Hartford Foundation with the Council on Social Work Education (CSWE). Augsburg is one of 72 social work programs across the country selected to prepare social workers to improve the care and well-being of older adults and their families. adults and the growing need for more specialized skills. Augsburg added the interdisciplinary collaboration as part of the College’s initiative to build bridges across programs. The opportunity to partner with Augustana, within a mile of campus, also engages these programs with its neighbors in the community. “The course has changed my opinion of geriatric care altogether,“ McKenzie says. And, meeting the residents of Augustana was something that will remain dear to her. — Betsey Norgard Alexander also recognized the need to better train physician assistant students in this area. She also recognized how often PAs, social workers, and nurses work together in caring for older Elizabeth Baker interviewed a resident to help understand how the role of a physician assistant fits into a multidisciplinary team of health providers caring for older adults. FALL 2007 7 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 10 AROUND THE QUAD 2 A SPORTS Augsburg College names 2006-07 Senior Honor Athletes, athletic award winners Seven Auggies earned Senior Honor Athlete designation, the highest honor the College gives its senior student-athletes for accomplishment, leadership, and character on the playing field and in the classroom. Three Auggie student-athletes were named Senior Athletes of the Year. The awards were voted on by coaches in Augsburg’s men’s and women’s athletic departments. 2006-07 Senior Honor Athletes Emily Anderson, a biology major and chemistry minor with a 3.39 grade-point average, finished her career as one of the top forwards in Augsburg women’s soccer history. She earned All-MIAC first-team honors in her sophomore and junior seasons. Anderson earned ESPN The Magazine Academic All-District third-team honors in 2005 and was an Academic All-MIAC honoree in 2004. She has been a Dean’s List honoree and was a member of the Tri-Beta national biology honor society. 8 AUGSBURG NOW Jared Evans, a health and physical education major with a 3.27 grade-point average, earned All-American honors three times as a 149-pound wrestler at Augsburg, finishing seventh his sophomore season, fourth his junior season, and fourth in his senior season. He was a part of Augsburg teams that won national titles in 2004-05 and 2006-07. He earned National Wrestling Coaches Association Scholar All-America honors in his sophomore, junior, and senior seasons. Erik Helgerson, an accounting and finance major with a 3.51 grade-point average, was a key member of an Augsburg men’s golf program that showed tremendous growth during his four seasons. Helgerson cut his stroke average nearly five points from his freshman to his senior campaigns and earned All-MIAC honors with top-10 finishes in the league meet three times. Andrew Johnson, a business administration and economics major with a 3.72 grade-point average, was another key member of the Augsburg men’s golf program. He cut his stroke average almost four points from his freshman to his senior campaigns. He earned All-MIAC honors this season, finishing fourth at the 2006 conference meet. He was also a Cleveland Golf All-America Scholar last season. Christopher (Critter) Nagurski, a business management major with a 3.30 grade-point average, was one of the top scoring hockey forwards in the MIAC throughout his career, Nagurski earned AllMIAC first-team honors his sophomore, junior, and senior seasons. In 2006-07, Nagurski finished second on the team in scoring with 40 points, as the Auggies returned to the conference’s postseason playoffs after a three-year absence. He also earned Preseason All-USCHO honors from U.S. College Hockey Online twice. Andrew Neumann, an elementary education major with a 3.46 grade-point average, shined in both football and wrestling. In football, he was named to the AllMIAC first team in both 2005 and 2006 and was an all-region selection by D3Football.com and Football Gazette. In wrestling, he competed twice at the NCAA Division III national tournament as a heavyweight, earning AllAmerican honors, among others. He received National Wrestling Coaches Association Scholar AllAmerican honors in both 2006 and 2007. Shannon Olson, a marketing and communications major (public relations/advertising emphasis) with a 3.66 grade-point average, was a defender of an Augsburg women’s soccer team that qualified for the MIAC postseason playoffs three straight seasons. Olson earned All-MIAC first-team honors her senior season and Academic All-MIAC honors in 2005 and 2006. She was a multiple Dean’s List honoree. A p o A H t j s t t s N C h n D t H M p o h H 11/20/07 2006-07 Senior Athletes of the Year 7:20 PM Page 11 wrestler to win four individual national championships and the second college wrestler (with Cael Sanderson at Iowa State) to finish his career unbeaten and untied, with a 155-0 career record. He also played parts of two seasons of football at Augsburg as a quarterback, and in 2004 he set all of the school’s single-season rushing records. Betsey Norgard 705384_CATALOG:705384_CATALOG y d Aaron Johnson, a health and physical education major, was one of the top forwards in Augsburg men’s hockey history. He earned All-American honors twice, as a first-team selection his junior and senior campaigns. This season, he earned MIAC Player of the Year honors and was one of two NCAA Division III players selected to compete in the 2007 NCAA Pontiac Frozen Four Skills Challenge at the Division I men’s hockey Frozen Four. He was also named a Preseason All-USCHO Division III West Region honoree this season by U.S. College Hockey Online. On Sept. 8, the football jersey of Scott Hvistendahl ’98 was formally retired. He is pictured here with the Gagliardi Trophy as outstanding NCAA Division III player in 1998, and shown with Jostens representative John Abel [left] and coach Mike Matson was one of the top linebackers in the MIAC during his football career, earning AllMIAC second-team honors in 2005 and first-team honors in 2006, while also earning AllMIAC Sportsmanship Team honors his senior campaign. In 2006 he was named to the Preseason All-Division III first team by Lindy’s National College Football Preview magazine, and in both 2006 and 2007 he earned D3Football.com and Football Gazette honors. For more about Auggie athletics go to www.augsburg.edu/ athletics. Scott Hvistendahl’s jersey is retired Jack Osberg [right]. At a halftime ceremony on Sept. 8 during the game against Northwestern College (Roseville, Minn.), the No. 30 football jersey of Scott Hvistendahl ’98 was formally retired. Hvistendahl is one of the top Division III receivers in history, having won, among many honors, the Gagliardi Trophy in 1998 as the division’s outstanding player. In the last game of his career, he broke NFL legend Jerry Rice’s record for receiving yardage with 285 passes for 4,696 yards received. The ceremony marks the 10th anniversary of the 1997-98 football season in which the Auggies captured the conference championship and reached the second round of the NCAA Division III playoffs. Hvistendahl’s honor was held during this Northwestern game because he serves as an assistant coach at the school. The Auggies went on to win the game, 31-26. — Don Stoner n Marcus LeVesseur, a health and physical education major, was one of the top competitors in the history of small-college wrestling. He became the first Division III FALL 2007 9 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 12 AROUND THE QUAD Augsburg men’s soccer team has the trip of a lifetime in Argentina The soccer players trained at the CEFAR Academy (Centro Entrenamiento Futbol Alto Rendimiento/Center for High Performance Football Training), a private training facility. In addition, the Augsburg group toured the city of Buenos Aires, The Augsburg and CEFAR teams pose for a photo after the teamʼs first game in Argentina. experience gained from the trip was invaluable for the squad. “This experience will be one that will last a lifetime,” said Augsburg head coach Greg Holker. “Our guys played some of the best The team also attended two professional soccer matches in Buenos Aires and experienced the passion that Argentines hold for the sport. They were lucky to have the unique opportunity to tour the training facilities of Boca Juniors, one of the top teams in Argentine professional soccer. “Every day in Argentina is about soccer—it is not just a way of life, but a way to make a life,” Holker said. “Generally speaking, if a young boy growing up in Buenos Aires does not make it in a club, he is likely to fall victim to a life of delinquency. When they play, they are not only playing for passion, but for their lives.” To view daily stories from the trip, along with student-athlete diaries and more than 1,200 photos from the trip, go to www.augsburg.edu/athletics/msoc cer/2007argentina/index.html. Former Argentine professional soccer player and coach Jorge “Coqui” Rafflo coaches the Auggie players. Rafflo is the director of the CEFAR Academy, where the Auggies stayed during their trip to Argentina. often termed as the “Paris of South America.” The Auggies played four games against strong club competition, and though the team only scored one goal in the four contests, the 10 AUGSBURG NOW soccer they have ever played, and faced opponents with qualities they are unlikely to see again. On top of this, they experienced a culture that is not all that different from our own in the United States, with the exception of its incredibly strong sporting passion.” James See (9) brings the ball forward during Augsburg’s game against a River Plate reserve team. David Long (6) trails the play. — Don Stoner Photos by Don Stoner Andrew Seidel plays the ball during an Augsburg scrimmage against a CEFAR squad. Judy Petree The Augsburg College men’s soccer team had the experience of a lifetime in August, traveling to Buenos Aires, Argentina, for an 11-day training and competition trip. Twenty-seven players, along with five Augsburg staff members and several parents and family members, made the trip to Argentina. 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 13 Making a gift to Augsburg It’s easy to make a donation to Augsburg College. All donations are tax-deductible. SUPPORTING AUGSBURG Putting your IRA to work for Augsburg Vera (Thorson) Benzel ’45 had decided to establish a family scholarship through her estate— until she learned of the advantage of gifting a portion of her IRA now. She and her late husband, Jerold ’51, met at Augsburg. After she graduated with a major in English, Augsburg offered her a job teaching secretarial studies in its business department. After raising her family, she also taught at the Minnesota School of Business. At Augsburg she graduated with a minor in music, and for many years enjoyed her time directing church choirs. Bob and their son, Loren, were both photographers who chronicled the life and culture of Nordic cultures, both in the five nations and among their descendents in Minnesota. In business together for many years, they were the official photographers for at least two Norwegian royal visits. They were also known for the colorful calendar they produced annually in Norwegian, Swedish, and Finnish versions. Gifts online Go to www.augsburg.edu/giving to make a secure credit card donation. You can use the form to make a one-time donation or to set up recurring gifts. Gifts by phone To make a donation by phone, call Kevin Healy, director of advancement services, at 612-330-1619 or 1-800-273-0617. Gifts by mail You can mail your gift to: Development Office, CB 142 Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454 Matching Gifts Many employers and organizations have matching gift programs, and if you are a Thrivent Financial for Lutherans member, you are eligible for additional matching opportunities through the GivingPlus program. For complete information about making a gift, including the types of giving and giving programs, go to www.augsburg.edu/giving. After Loren’s death in November 2006, they established a fund in loving memory of him for students who are art majors studying graphic arts and design. In addition, they established a second endowed scholarship in Bob’s name to assist art students interested in photography. end of this calendar year. The law allows individuals aged 70 1⁄2 or older to make immediate gifts to qualified charitable organizations, including Augsburg, from funds they transferred directly from an IRA. Making a gift using your IRA The Pension Protection Act of 2006 presents a special giving opportunity—but only until the If you are interested in making a gift like this, you will not have to pay taxes on the amounts transferred. You can transfer any amount up to $100,000 on or before Dec. 31, 2007. The transfer counts toward your minimum required distribution as long as you have not yet received your 2007 distribution. The transfer generates neither taxable income nor a tax deduction, so you will receive the benefit even if you do not itemize your tax deductions. The best part of a gift from an IRA transfer is that you can witness the difference your philanthropic dollars make now for students at Augsburg College. Judy Petree The recently established Benzel Family Scholarship honors Jerold and Vera and their children, David ’71 and Ann (Benzel) ’78 Rieck, who both attended Augsburg. Since all of their careers have included business, their new scholarship will assist students who are studying business. Robert ’50 and Ruth Ann Paulson decided to use an IRA to fund a new endowed scholarship, which will provide encouragement and financial assistance to students in graphic design and photography. For information, call the Development Office at 612-330-1613 or 1-800-273-0617. — Betsey Norgard David Benzel ‘71 and Ann (Benzel) ‘78 Rieck (pictured here when they visited campus in September) together with their mother, Vera (Thorson) ‘45 Benzel, have established an endowed scholarship honoring their family from the transfer of funds from an IRA. President Pribbenow enjoyed talking with Robert ‘50 and Ruth Ann Paulson, as they established two endowed scholarships, one that is in memory of their son, Loren. FALL 2007 11 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 14 Courtesy photo SUMMER activities During the summer, students and faculty can be found in interesting and varied activities—research, internships, travel, summer jobs, and more... . Here are just a few examples of where Auggies spent their summer days this year. 12 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 15 Courtesy photo COOKING UP an internship Senior Emily Johnson used her summer job at camp as an internship to learn about the business side of running a camp and understanding the importance of leadership skills. This year she returned as head cook, and everything just fell into place. For a number of summers, Grand Rapids, Minn., native Emily Johnson and her friends spent time at Camp Hiawatha, a Voyageurs Lutheran Ministry (VLM) camp in northern Minnesota. After high school, she found a way to keep returning to camp while earning money for college—working as an assistant in the camp kitchen. Last year, when spring came around, she received a call asking if she would consider taking over as head cook at Camp Vermilion, VLM’s other camp, following the retirement of the longtime cook. She accepted … with trepidation. Johnson is a business management and economics major, set to graduate next May. She plans to use her management experience, combined with a love for the outdoors, to own and manage her own resort some day. After “ “I made all the mistakes there were,” Johnson says, as she talks about what she encountered in figuring out what to serve, how to make it, and how much food to order each week. It was good for me to take what I’ve learned in my classes and apply that knowledge… ” graduation she intends to seek a job at a resort in the Pacific Northwest. She'll bring added expertise in scheduling events from her student work on campus in the Event Services office. Johnson decided to shape this summer’s camp experience into formal learning to fulfill her required internship. She learned and wrote about aspects of business management in her work—how the camp runs as a business; how she could avoid unnecessary costs in ordering food; and how the kitchen staff manage and communicate important camper issues, like food allergies. “It was good for me to take what I’ve learned in my classes and apply that knowledge … away from school,” Johnson says. “It’s amazing how much of it comes into view when you’re in the midst of it. … I also learned how difficult being a good manager is.” Her work involved long hours and a lot of planning to feed campers who vary in age from kindergarten to ninth grade at nearly a dozen different sessions all summer. She was usually in the kitchen by 6:30 each morning, enjoying a brief calm before the day’s routine began. Figuring out what foods the campers would relish, and how much to make were among Johnson’s greatest challenges. Once she figured out some of the tricks to adapt and multiply recipes, she enjoyed borrowing some of her mother’s recipes to try out on the campers. Most of the time they worked well. What she learned included leadership training—values such as patience, compassion, and standing up for yourself— as well as business savvy. “I even felt I was able to contribute to conversations about business matters,” Johnson concludes. “That was a good feeling.” –— Betsey Norgard FALL 2007 13 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 16 OBSERVING Orchids Chemistry major Caryn Quist partnered with a local supplier to obtain the orchid stems needed to study chemical reactions that would help her understand how the costs of growing orchids might be reduced. With a national wholesale value of $100 million, potted orchids are second in popularity only to poinsettias, and the wholesale value is much greater. Thus, discovering how to best propagate low-cost orchids is big business. of phenols (a class of chemical compounds) produced in vitro under varying light and temperature conditions by phalaenopsis, a genus of approximately 60 species of “ The orchid breeder of Orchids Unlimited in Apple Valley thought so as well, so when junior chemistry major Caryn Quist approached him about sponsoring her summer research project, he jumped on board. In the initial stages of her project, beginning in January, Orchids Unlimited was the sole provider of orchid stems for research. Quist’s research focused on determining the total content It’s really exciting, taking this risk and knowing I could make a contribution. ” orchids. Other student researchers included Steve Eichten, studying adjustments with light quality in orchid propagation, and Nick Nelson, researching ways to manipulate the germination process of Ladyslippers. Mark Strefeler, associate professor and department chair of biology, led the research team. “Research is about going into the unknown,” Quist says. “It’s really exciting, taking this risk and knowing I could make a contribution. … It has certainly begun to change the way I observe and formulate questions about the natural world around me, and has given me a chance to see a slightly different side of academia. I feel really fortunate to have had this research opportunity.” While the summer research didn’t uncover any great discoveries, Quist considers it time well spent. “I learned how to do tissue cultures, and learning the process itself took a lot of time. We also ran into contamination issues, which slowed things down. … This fall, I expect more results.” Quist will continue her research through the coming year and eventually pass it on to a younger student. Through its Summer Research Program, Augsburg’s Office of Undergraduate Research and Graduate Opportunity (URGO) students are given opportunities to explore theoretical and practical questions in depth under the mentorship of Augsburg faculty. For more information on summer research projects and URGO, go to www.augsburg.edu/urgo/. — Bethany Bierman 14 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 17 MUSIC to help the brain heal Senior music therapy major Holly Tapani studied the importance of multidisciplinary support for students with brain injuries to give them the best college experience. inadequate to treat the increasing numbers of survivors in rehab centers. And not many colleges are prepared to support brain injury survivors who want to pursue higher education. Last semester, in one of Holly Tapani’s music therapy courses, music and movement were incorporated into the learning of two Augsburg students who are survivors of traumatic brain injury. She immediately saw the benefits of music therapy to their learning, and she began imagining ways to also improve their overall college experience. “ Tapani understands the urgency of this work. More and more young people are recovering from brain injury, which is coming to be known as the “signature” injury of the Iraq War. The holistic therapies designed to go beyond the medical needs and address the social, emotional, cognitive, and physical aspects of brain injury are totally This is just the small beginnings of the program ” Tapani sought funding through Augsburg’s Undergraduate Research and Graduate Opportunity (URGO) program to formally study the activities of the music and movement class—an opportunity to carry out needed research that can help future students. She interviewed the two braininjured students who participated in the class—both of whom have been successful academically despite their impairments from brain injury. Tapani asked them about the various types and levels of support they’ve received from campus resources, as well as from families and friends. The students reported general satisfaction in addressing their physical and cognitive needs, but they felt they lacked many of the social and emotional experiences typical of college students. Tapani proposed a program that pairs student survivors oneon-one with a student mentor who can manage the multiple aspects of support, beyond classroom tutors, for the survivors and help to make their college experience more normal. “This is just the small beginnings of the program,” Tapani says, but it will help colleges understand a need to develop the staff and knowledge to offer broader support to this growing population of students. In order to launch the mentor program, a benefit concert in September featured the trendy pop-rock band, The Abdomen. Next year, Tapani will complete a six-month internship, hopefully at a rehabilitation center, and graduate. Her long-term goal is to specialize in neurologic music therapy, further pursuing her interest and research in working with brain injury survivors. — Betsey Norgard FALL 2007 15 11/20/07 7:21 PM Page 18 AUGGIES at AMNICON Courtesy photo 705384_CATALOG:705384_CATALOG (L to R) 2007 grads Erik Hinderlie, Ted Fabel, Brett Cease, and senior David DeBlock spent the summer as canoe and backpacking guides at Camp Amnicon. Three recent Augsburg graduates and one senior spent their summer working as guides for canoe and backpacking trips around the heartland of Northern Minnesota, Michigan, and Wisconsin. “ adventure trips—kayaking, backpacking, Voyageurcanoeing—and retreat programs for youth and adults. “What makes Amnicon so foster agency programs,” says Cease. “Many of these kids have never had the opportunity to spend a week of their lives outside before. … I have never seen such profound change and positive growth come out of a week of a young person’s life than the work I get to take part in at Amnicon,” Cease continued. Many of these kids have never had the opportunity to spend a week of their lives outside before … Erik Hinderlie ’07, Ted Fabel ’07, Brett Cease ’07, and David DeBlock ’08 were guides at Camp Amnicon, an outreach of Central Lutheran Church in downtown Minneapolis. For 40 years, Amnicon has offered both ” unique is its strong commitment to getting the majority of its campers from at-risk groups throughout the state, whether from inner-city, reservation, or The groups visit areas including Lake Superior, the Brule and Namekagon Rivers, the Sylvania Wilderness, and the Apostle Islands. On some trips, campers paddle as a team in 34-foot Voyageur canoes on Lake Superior or in Voyageurs National Park. “Being canoe guides is undoubtedly one of the most inspirational havens in our lives,” says Cease of the experience he and the others have had. “It is because of places like Amnicon that I am continually reminded of the importance of building an intentional and caring, supportive community, like that which was modeled at Augsburg.” To read more about Camp Amnicon, go to www.amnicon.org. — Bethany Bierman 16 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 19 ADVENTURES IN HAITIAN MUSIC After teaching for years about work songs in various cultures, Stacke traveled into the Haitian hills and recorded sugar Bob Stacke cane workers playing a This was Bob Stacke’s fifth summer trip to Haiti as a volunteer band director and music teacher, but this year’s adventure he calls one of the most spectacular things he’s ever done. For Stacke, Augsburg’s band director, associate professor, and music department chair, one big difference in this year’s sojourn was the chance to spend the first two weeks there with his photographer daughter, Sarah Stacke, who is a staff photographer for the Minnesota House of Representatives. Another was that being with her also made it easier for him to pursue his own hobby, which also happens to be photography. Their first adventure, and Sarah’s assignment, was a week in Port Salut, where she shot photos for a non- governmental organization providing health care in southwestern Haiti. Bob’s highlight was traveling into the hills there and listening to the call-and-response work “ I think I learned more than they did. ” songs of the sugar cane workers. He says for years he’s been teaching about the cultural role of work songs in marking rhythm and giving structure to tedious work, but this was the first time he’s heard it live in the field. He documented the workers, their instruments, and songs in both photos and recordings. variety of homemade instruments. Sarah’s second assignment was photographing projects of Yéle Haiti, an organization started several years ago by GrammyAward winning Haitian recording artist Wyclef Jean. His foundation provides resources and inspiration targeted at Haitian youth, with music infused throughout. Yéle Haiti’s programs include food distribution, health care, education scholarships, films, sports, and music programs, which involve thousands of people and reach far into the poorest and most violent Haitian neighborhoods. But Bob’s primary reason for being in Haiti was to teach band and percussion at the Holy Trinity Episcopal School summer music program in Portau-Prince. Professional musicians and music students keep returning as volunteers to teach in this summer program, working with Haitians ranging in age from elementary kids to young people well into their twenties. “This experience was so much fun,” Bob says. “I teach them Western music all day, and all night they teach me how to play their music. I think I learned more than they did.” He describes their music as incredibly complex and driving, with meters that defy barlines, and with countermelodies and melodies laid on top. Next year he’ll likely return to Haiti. But before that, he’ll lead a two-week study trip for Augsburg students to Jamaica to reconnect with the second of his three favorite Caribbean music traditions—Haitian, Jamaican, and Cuban. ■ — Betsey Norgard FALL 2007 17 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 20 © 2006 lEssence for Voca Conlin Kathryn Immersed in Bolcom by Betsey Norgard Augsburg students Kristen Lueck and Bri’Ann Wright struggled for weeks to feel comfortable with the four-hand piano piece they would play in concert, with the composer in the audience. Little did they know it would be a world premiere. For several weeks in the spring, music students and faculty in the five Associated Colleges of the Twin Cities (ACTC)—Augsburg, Hamline, Macalester, St. Catherine, and St. Thomas—enjoyed a rare experience to explore and absorb the musical genius of a single composer, William Bolcom, winner of a Pulitzer Prize and four Grammy awards. Through master classes, concerts, and coaching, they interacted collectively and one-on-one with this most interesting and eclectic composer. It was all part of the “Illuminating Bolcom” festival, organized by 18 AUGSBURG NOW Brian 11/20/07 7:21 PM Page 21 n tt Holma Brian Sco The centerpiece of the Bolcom festival was a huge, multimedia concert, including video images of William Blake’s illustrations for his poems, showing here “The Tyger.” Bolcom’s popularity is often attributed to the accessibility and variety of his music, often an eclectic borrowing across musical genres. Songs of Innocence and of Experience, for example, includes a country western rendition of “The Shepherd,” and ends with a raucous, Bob Marley-reggae interpretation of “A Divine Image.” Beyond composing, Bolcom keeps a busy performance schedule accompanying his wife, Joan Morris, a versatile mezzo-soprano cabaret singer. (Minnesotans may be surprised to discover that Bolcom wrote “Lime Jell-O Marshmallow Cottage Cheese Surprise,” a cabaret tune made popular by Morris and often played in the context of Minnesota local culture.) Ragtime music is another of Bolcom’s musical passions, and the recordings he made in the 1970s of Scott Joplin’s music are often considered the force behind the revival of ragtime music and the inspiration for the rags that Bolcom himself composed. Exploringgenius It was all part of the “Illuminataing Bolcom” festival, organized by Philip Brunelle and his Twin Cities ensemble, VocalEssence, and involving many of the area’s top performing arts organizations. Star Tribune music critic Michael Anthony predicted that this festival might prove to be the Twin Cities’ ACTC faculty and music students enjoyed more than a dozen opportunities to connect with William Bolcom in lectures, coaching sessions, and performances. For his consideration, they prepared selections of his works for voice or instrument, for solo performance or in ensembles, as in the following highlights: “classical event of the year.” Courtesy photo s 705384_CATALOG:705384_CATALOG Versatilecreativity William Bolcom is a down-to-earth pianist, teacher, and composer—and clearly was grateful and completely engaged in the two-week attention to his work. A child prodigy pianist by age 5, he began studying music at the University of Washington at age 11, and went on to study with composers Darius Milhaud and Olivier Messiaen. Since 1973, he has taught at the University of Michigan. “Illuminating Bolcom” presented a diversity of his gospel, chamber, classical, and stage music. The festival centerpiece was a multimedia concert at Orchestra Hall, “Songs of Innocence and of Experience,” presenting the 46 poems of William Blake’s collection of the same name, set to music by Bolcom. The 2005 recording of this work won four Grammy awards. May music graduate Bri’Ann Wright (right) and music therapy major Kristen Lueck (left) played a 30-year-old piano piece by Bolcom (center) that turned out to be a historic performance. FALL 2007 19 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 22 Lecture/Recital—At the University of St. Thomas, Bolcom The music has been called “monumental”—46 numbers, with lectured about his own process for composing the music in sound ranging from classical to ballad to gospel to country Blake’s Songs of Innocence and of Experience. The evening western. Stacke, associate professor and chair of the music recital, which he attended, focused on performances of the department, called it “about the hardest music he had ever same Blake poems set to music by a variety of other composers, played, but just amazing.” and included performances by Augsburg students—sopranos Meghan Sherer, Kaila Frymire, and Evelyn Tsen; and tenors Surprisepremiere Andrew Kane and Brian Halaas; accompanied by Kirsten Bar Schubert Club Courtroom Concert—Wright and classmate (oboe), Melody Buhl (clarinet), and Jerusha Sunde (piano). The Kristen Lueck had an even more amazing personal Bolcom program also included faculty soprano Janet Gottshall Fried, experience when they played in the concert sponsored by the and Sonja Thompson, who provided accompaniments. Schubert Club, featuring ACTC students. Student Composer Master Class/Band Rehearsal—Senior music For that concert, they had been given a four-hand Bolcom performance pianist Bri’Ann Wright was a student in Carol piece, called “Abendmusik,” which he had written for his piano Barnett’s music composition class that Bolcom visited. She and teacher, married to an astronomer. classmate Adrian Moravec were writing and preparing a piano film score accompaniment to the 1920s German silent film, “It’s a cosmic, ethereal piece; very slow, with chords appearing Pandora’s Box, being shown on campus. The task was all over the piano, out of the air,” says Wright. It’s also “very daunting—to compose, play, and improvise music to fit the film. difficult, obscure, and abstract,” she continues, “and you can't Playing their score for Bolcom proved invaluable, as he gave wrap your ears around it easily.” them tips for how to use the piano more effectively with film. Lueck says that in practicing it, they counted for months just to Faculty Chamber Music Concert—At Hamline University, in a get the rhythm and timing in their brains. Only a few weeks concert titled “A Little Night (Chamber) Music,” faculty from all before the coaching session with Bolcom preceding the five ACTC colleges, including Augsburg faculty Merilee Klemp concert, she says, the piece had “just begun to gel in our (oboe), Jill Dawe (piano), and Angela Wyatt (saxophone), minds and fingers.” performed a series of Bolcom’s chamber works all containing night themes. Rebroadcasts of portions of this concert on At the coaching session, Lueck says, Bolcom was very laid Minnesota Public Radio extended its listening audience. back. He made some random remarks and confirmed their dynamics for portions of the piece. He also made a passing Lecture in Music History Class—Just as Klemp’s music history comment that in 30 years he hadn’t seen that piece again nor class was completing a study of 20th-century music, they had a heard it played. visit from Bolcom, one of the composers they had been studying. Roberta Kagin, associate professor of music and Wright and Lueck opened the concert with “Abendmusik.” director of the music therapy program, attended the class and When Bolcom was asked to explain the piece to the audience, observed that “Students opened their music history textbooks he mentioned that it had never been performed. and were reading about him, as he stood in front of them.” “So,” declared emcee Randall Davidson, Augsburg’s fine arts “Songs of Innocence and of Experience”—Three Augsburg manager, “this is a world premiere!” Wright and Lueck were faculty members—Klemp (oboe), Bob Stacke (percussion), and then brought back on stage for accolades and hugs. Matt Barber (percussion)—played for “Songs of Innocence and of Experience,” the centerpiece concert at Orchestra Hall. “It was an huge, overwhelming honor,” Lueck said of the Faculty member Steve Lund was the orchestra contractor. It was performance, “and a privilege to work with Bri and [Bolcom]. a gigantic performance, illuminating in vivid sight and sound the … Playing for him was an affirmation of our work.” And a very poetry of William Blake, with 13 soloists and three choirs, lucky day for two unsuspecting college music students. supported by an orchestra of 95 players. All through the concert, striking video images based on Blake’s own illustrations Students Tammy Smith (flute) and Nikki Lemire (harp) also for his poems were projected on a huge screen. played in that concert, performing two selections from Bolcom’s “Celestial Dinner Music.” 20 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 23 Kathryn Conlin for VocalEssence Courtesy photo Senior Tammy Smith received coaching from Bolcom, along with recent grad Nikki Lemire on harp, for his piece they would play in concert. May music graduate Bri’Ann Wright (left) and music therapy major Kristen Lueck (right) walked off stage to applause, not yet realizing they had just performed a world premiere by one of the country's leading composers. Learnerstogether A collaborative grant from ACTC, conceived by Davidson, Bolcom’s settings to the Blake poetry. At Augsburg, this included funded the various activities that aimed to involve faculty and students in the Honors Program and British literature course who students from at least three ACTC schools at each event. explored the poetry from the perspectives of the music. Klemp says that the ACTC collaboration afforded valuable Davidson was thrilled with the impact of the Bolcom festival. opportunities for everyone involved. Students and faculty were “Rarely has an American composer been celebrated like this,” learners together as they worked with a master teacher. he says. “The festival has given our students extraordinary access Students became music professionals as they worked side-by- to Bill Bolcom, and will remain an important point of reference in side with their own teachers to prepare Bolcom’s music for their lives for years to come; there is no substitute for first-person master classes and performance. And, student and faculty experiences. Augsburg’s participation helped build deep and from the five colleges collaborated to sample a wide variety of lasting partnerships within the Twin Cities’ world-class arts the musical genres that make up this composer’s life work. community and a premier fine arts program at the College.” ■ The Bolcom festival and the ACTC grant also encouraged To read more about the Bolcom festival, go to students and faculty in disciplines outside of music to examine www.illuminatingbolcom.org. FALL 2007 21 11/20/07 7:21 PM Page 24 Courtesy of Guyanese Outreach 705384_CATALOG:705384_CATALOG substitute taught at vocational and technical schools, eventually earning a bachelor’s degree in industrial technical education at the University of Minnesota and securing a full-time teaching position in apparel arts at Minneapolis Technical College. During this time, she began to dream of going back home to help the Guyanese people living in poverty, a vision she planned to follow in her retirement. Singh’s life changed, however, with auto accidents that left her with long-term disabilities, unable to continue teaching. In 1993 she felt compelled to address the vision and answer the call. She made plans to return to Guyana, together with two of her sons—John, who graduated from Augsburg in 1983, and Earl. “As long as this is what I am called to do, they would support me,” she says. Guyanese Outreach Singh tells of feeling fearful that she had nothing to offer the Guyanese officials, whose help she needed to secure resources and locations for her work. founder Ruth Singh helps a child learn to read. Faith, vision, and a call to Guyana by Betsey Norgard Ruth Singh’s story is about paying attention to a vision. It’s about answering a call. And it’s about how life can bring this about unexpectedly. For the past 13 years, Singh has been responding to a call she received from the Lord to return to her native Guyana to help her home country meet its basic needs in poverty. As she has traveled back and forth in these years, the vision has been transformed from strictly 22 AUGSBURG NOW providing humanitarian relief to creating programs that help people escape systemic poverty through education. Singh first came to the U.S. from Guyana in 1957 with her husband, who was studying on a scholarship. She studied home economics at Augsburg, and has fond memories of Dean Gerda Mortensen’s days on campus. The Singhs returned to Guyana in 1960, but stayed only three years. When they came back to the Twin Cities in 1963, Singh concentrated on raising her four sons. In 1979, the Singhs divorced, and Ruth decided to return to school. With good skills in sewing and embroidery, she studied and “Lord,” she recalls praying, “address my fears … you could let me help You [in Guyana] by helping me walk boldly into those [government] offices.” Three months later, she had plans to teach women to sew. It was clear that she would not move to Guyana but keep her house in the Twin Cities and travel back and forth, so that she could collect shipments of materials to help meet basic needs in her home country. In 1995, her fledgling organization, Guyanese Outreach (GO), sent its first container of relief items—clothing, toys, medical and dental supplies, and other basic necessities. She recruited women for her sewing classes, with the initial meetings taking place in Hindu temples, and began teaching and sharing the gospel with them —without electricity, on pedal sewing machines, and with many women who couldn’t read or understand to sew with patterns. h d r s n m 11/20/07 7:21 PM Back home, GO found a home base at Brooklyn Park Lutheran Church, and partnered with several other congregations, including Hope Lutheran Church, to collect the materials and money to begin expanding their work. In 1997, GO secured an old building in Guyana, without roof, windows, or doors. Several spaghetti dinners later in Minnesota, they had raised funds to help repair and rehabilitate it as a vocational center. In the past decade, the work of Guyanese Outreach has exceeded all expectations. Beginning with sewing and computer classes in the two rooms at this building, they have added after-school reading programs, additional sewing and crafts classes for all ages, Internet access for the community, and a library of more than 6,000 books. In addition to teaching out of their Vo-Tech building, they arrange for a number of after-school satellite locations, mostly in churches. Page 25 warm milk and some snacks when they arrive. The program also gives monthly basic food staples to the families of participating children. A second primary-level program, TOPS, targets children who were not able to pass the Grade 6 exam. GO teaches them sewing and crafts to build their vocational skills and self confidence for making a good living. A future plan for GO is to address the special needs of these TOPS students and return them back to the normal track to receive their school diplomas. Teams of GO volunteers travel to Guyana for short terms, and recently more mission trips are being arranged, mostly through STEM (Short Term Evangelical Missions). GO also partners in-country with NGOs, and is working with both VSO and Peace Corps volunteers to set up classes, train teachers, and provide some management. Ruth Singh’s vision doesn't end here. GO's space and resources are now stretched to the limits, and for several years they have been negotiating with the government and searching for a new location. GO’s ongoing Gateway Project proposes a new 17,000 sq. ft. architectdesigned center that offers space for classes as well as for mission groups, and is just waiting for sufficient physical and fiscal resources. Guyanese Outreach 705384_CATALOG:705384_CATALOG In the Twin Cities, Guyanese Outreach has a volunteer board, currently headed by Teacher Olivia Phillips’ after-school reading class at the Streams of Power Church John Olson. His first involvement always begins with a warm cup of milk. with GO was packing crates of supplies to send to Guyana. In the shift from humanitarian Computer classes teach the basics of Two years later, he joined the board, and relief to job training classes and teaching, now heads plans for the Gateway it is Singh's firm belief that “the way to help computer literacy to all ages, and Singh says there are few government offices there Project. On Oct. 7, a benefit concert this generation and future generations is that don't have workers who were past featuring Christian music group to help them through education.” students in GO’s computer classes. “downhere” was held. In 2005, after-school classes were One of GO’s newest programs teaches sex Singh continues to travel back and forth launched for primary students ages 6-11 education to teenagers, using the to Guyana, more and more frequently to build functional literacy through abstinence curriculum developed by Dr. dealing with various government offices reading, writing, and spelling. They focus James Dobson, in order to confront the high as their program expands—something on phonics, in cooperation with the local rates of HIV/AIDS, the highest in the Western that may now be easier than those first school system. The goal is to help students Hemisphere except for Haiti. offices she tried to boldly enter 13 succeed on the Grade 6 examination, years ago. thus enabling more children to enter the All of GO’s classes are offered at no cost to secondary level track rather than the participants, except for the higher level “We’re small,” she asserts, “but the fruits vocational education. So far the program computer classes, which have a very we yield are phenomenal.” ■ has served around 500 children, and modest fee. The only paid employees at continues to expand to other villages as GO are the local staff in Guyana. The funding becomes available. teachers, for the most part, are untrained in teaching. GO provides training in phonics, Since the children come at the end of reading, or their subject material, plus a their school day, often hungry, Singh small stipend. forged a partnership with Food for the Poor to provide the children a cup of FALL 2007 23 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 26 SOCIAL WORK for by Holley Locher, together with Michele Braley ’96 MSW and Nils Dybvig ’96 MSW SOCIAL justice a uthor Thomas Friedman coined the phrase, “the world is flat,” to describe the process by which society has become global and interdependent. In this context, social workers are obligated to address social injustices at every level and be culturally competent and responsive to people from all corners of the world. Two Minneapolis social workers have traveled many miles to do this. In 1996, after graduating from Augsburgs Master of Social Work program, husband and wife Nils Dybvig and Michele Braley quit their jobs, moved to the State of Washington, and decided they would quit their jobs again in 10 years. So, in September 2006 they took a year’s leave from their jobs and left for Barrancabermeja, Colombia, in the Magdalena Medio region of oil production, mining, and agriculture. 24 AUGSBURG NOW y r 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 27 They are volunteers with Christian Peacemaker Teams (CPT), an the role of U.S. tax dollars in Colombia and works through Congress organization that devotes the same amount of discipline and to convert this funding into social and economic development self-sacrifice to nonviolent peacemaking as armies devote to funding. In June the U.S. House of Representatives passed a war. CPT places violence-reduction teams in crisis situations and revision to Plan Colombia that reduces military aid and increases militarized areas around the world. To date, Braley and Dybvig development aid; similar actions occurred in the Senate. have been working primarily in rural areas with Colombians who have been threatened with violence and feel more comfortable Braley and Dybvig spend their days attending meetings and with an international presence. And violence is definitely visiting with people in rural areas. For instance, Braley tells of one something that Colombians have lived with every day—for at weekend that she and her husband spent in a small community least 40 years. on the Opón River. In the early 1960s, amidst a climate of great social and economic “This is a community that was violently forced off their land several inequality, two left-wing guerrilla groups (the FARC and the ELN) years ago,” she says. “CPT was invited to Colombia to assist this formed, partly in response to the struggle for access to land rights community in returning. Currently, a team from CPT takes the two- on behalf of poor farmers. In the 1980s, large landowners and hour canoe ride to the community every week to spend time with drug traffickers privately funded paramilitary groups (still in the people. Most of the time is spent in people’s homes, but we existence) that oppose the guerrilla groups. While these also stop to talk to any armed groups in the area to let them know paramilitary groups often work in concert with the Colombian who we are, and to ask them to respect the rights of the local military, they are not officially affiliated with the government and people.” are, therefore, able to use aggressive—often horrifically cruel and violent—tactics. The paramilitaries are responsible for 70% of the The goal for a visit Dybvig made to an indigenous community was human rights violations against civilians. “to make them [the people] more visible by publicizing their struggles in an area that has a strong presence of both the FARC It is sad to note that many of the casualties in Colombia's war are and the paramilitaries.” not members of any armed group, but civilians. Guerrilla groups accuse civilians of collaborating with the Colombian military and On an 11-day trip in April, Braley and Dybvig traveled to Mina paramilitaries and vice versa. It is a vicious cycle that claims the Caribe, a rural mining village to bring an international presence to lives of nearly 3,000 Colombians each year. In the last 20 years, a five-day leadership training school, followed by a general over 3.6 million people have been forcibly displaced by violence assembly of more than 100 miners and farmers. Dybvig wrote, “we or the threat of it-more than in any other country of the world took a bus for three hours, then a taxi, then traveled an hour by except Sudan. boat, then another taxi, then two hours by four-wheel-drive truck, and finally three more hours by mule.” , The United Nations now calls the situation in Colombia the worst humanitarian catastrophe in our hemisphere. Through Plan When Army soldiers showed up as the assembly was to start, Colombia the U.S. has sent $4.7 billion to Colombia since 2000, tension increased. The local residents had already been victims to 80% of that as military aid. CPT works to educate others about harassment and detentions; and a mining federation leader had FALL 2007 25 11/20/07 7:21 PM Page 28 Courtesy photos 705384_CATALOG:705384_CATALOG Much of Braley's time is spent getting to know community members and attending their meetings, which often focus on health and economic issues. Michele Braley and Nils Dybvig apply their social work and peacemaking skills to support rural communities in Colombia threatened by the military presence and illegal armed groups. been killed earlier by the same battalion. Several hours of many death threats that the government was forced to drive discussions that CPT and other organizations had with the Army her around in an armored vehicle for her protection, as a human sergeant, plus calls from the government’s human rights rights issue. ombudswoman to the battalion’s commanding officer, finally resulted in orders for the Army to leave town. Braley believes they are immersed in “what I think is some valuable social justice work where we are definitely challenged Braley and Dybvig have noted many similarities between the to use our social work skills. … We are lucky to partner with great work they do in Colombia and social work in the U.S. They assert Colombian organizations, and it is interesting to learn how they that while the violence in Colombia is motivated by different provide social services to a rural population plagued by violence reasons and while community organizers risk their lives nearly and the legacy of 40 years of an armed conflict in this country.” every day to bring about change in their communities, some of the outcomes and struggles are analogous to those in “The work of CPT is very much in line with our social work values; Minneapolis. In one instance, after speaking with several young we work in communities where we are invited, and our presence men engaged in illegal fishing, Braley says “… these men allows others to make changes in their lives.” Braley says. “We reminded me so much of the men dealing drugs in Minneapolis. don’t come in with answers. And, we work to change policies in [They have] limited education, attraction to easy money, and our own country that are impacting the situation here.” the idea that their life could end by violence at any time. So why bother to play by the rules?” Dybvig and Braley were back in Minnesota for two months during the summer, but decided to spend one more year with They also see similar practices among women’s organizations in CPT and returned to Colombia in early September. both Colombia and the U.S. that move people from poverty to self-sufficiency. According to Braley, “To walk into their offices or To follow their work, go to www.nilsandmichele.blogspot.com. talk with their staff, you could not tell the difference from one of our programs in the U.S., if it weren’t for the language.” That is, Holley Locher is program coordinator in the Master of Social until she says that the director of the organization received so Work program. Michele Braley has served as an adjunct professor in the Social Work Department. 26 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 29 ALUMNI NEWS From the Alumni Board president … Greetings fellow Auggies, There is something special about fall. While during summer we typically take time away from school and work, fall is when we return to our routines and reconnect with friends and colleagues. And so it is with the Augsburg Alumni Board. We enter fall with high aspirations for achieving our strategic goals, which are primarily centered on making connections with various campus and affinity alumni groups, participating in campus events, and ensuring that we tell the stories of our alumni. In order to achieve these goals, we need your help! • Become an Alumni Board volunteer for special projects or participate in alumni-sponsored events • Talk to your Augsburg friends and classmates about getting involved in the greater alumni association • Nominate special alumni or friends of the College for Distinguished Alumni, First Decade, or Spirit of Augsburg awards • Participate in the Career Networking event with current students • Sign up for Augsburg’s online community at www.augsburg.edu/alumni • Become a member of the alumni association The alumni association is not just a group of people who sit on the board. It is about providing an avenue for expression of our gifts and talents. It is about making a difference and conducting “real work.” And, finally, it is about you! So, are you interested in reconnecting with old friends and making new ones? Do you need more information about what we are doing and where we are going? If so, contact Heidi Breen, at breen@augsburg.edu. Welcome! New members join Alumni Board At the June meeting of the Augsburg Alumni Board, Buffie Blesi ’90, ’97 MAL, began her term as president. The other officers are: Joyce Miller ’02, vice president; Carolyn Spargo ’80, secretary; Chad Darr ’04, treasurer; and Barry Vornbrock ’96 MAL, past president. Three new members joined the Alumni Board at this meeting: Daniel Hickle ’95 graduated with a major in journalism and a minor in economics. At Augsburg, he wrote for the Echo and interned with the Career Services Office, where he worked on a monthly newsletter for graduating seniors. He also worked off campus with autistic adults and children to help them develop socialization skills. Hickle owns and operates Fortis Agency, a full service insurance brokerage, in Brooklyn Park. On the Alumni Board, he would like to help further Augsburg’s mission in the community. Jim Kline ’01 MAL, served as a student representative on the Graduate School Committee. He received his bachelor’s degree from Southwest College in Winfield, Kan.; he is a retired Marine Corps colonel, and has 35 years of leadership and management experience. Kline is vice president of operations at SICO America Inc. in Minneapolis, and is responsible for the operations of three factories and product development. He is serving on the Alumni Board to show his support for liberal arts education. Lee Anne (Hanson) Lack ’67 had double majors in German and English. While attending Augsburg, she wrote for the Echo, sang in the Women’s Choir, was involved in theatre, and helped plan many events, including the Honors Day Assembly, Religious Emphasis Week, and the Spring arts event. Known as having a knack for making people laugh, she values diversity, justice, and kindness. Lack is an assistant financial associate in charge of financial products and service sales at Thrivent Financial for Lutherans in Golden Valley. On the Alumni Board, she wants to remain connected in a meaningful way and make a significant contribution to the school she loves. The mission of the Alumni Board is to support and serve Augsburg College in its stated mission and to actively promote involvement of alumni and their giving of time and resources to the College and the Alumni Association. Buffie Blesi ’90, ’97 MAL President, Augsburg Alumni Board FALL 2007 27 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 30 ALUMNI NEWS Experience Spain and Portugal—March 2008 Visit Greece and Turkey—October 2008 You are invited to join an Augsburg alumni group to visit Portugal, Morocco, and Spain, from March 27–April 6, 2008. Alumni and friends are invited to join religion professors Phil Quanbeck II, accompanied by his wife, Augsburg regent Dr. Ruth Johnson, and Mark Tranvik for educational travel in October to the cradle of western civilization and early Christianity, Greece and Turkey. The 11-day tour begins and ends in Lisbon, Portugal, and includes two nights in Lisbon, two nights in Madrid, two nights in Tangier, two nights in Seville, and one night in Granada. All along the way stops will be made for site visits. The land portion of this trip is $1499 each based on double occupancy. A few single supplements are available for an additional $319. Airfare is additional, and can be booked by you or arranged for you. Current airfare with Trafalgar Air is approximately $995. For further information and a brochure, contact the alumni office with your name and address at alumni@augsburg.edu. To reserve a place on the tour, a $200 deposit is required; if you choose Trafalgar Air for your round-trip airfare, an additional $100 is needed. Reservations must be made by December 10 and space is limited. This tour is sponsored by Augsburg A-Club, and a portion of the proceeds will benefit Augsburg. The tour begins in Istanbul, the capital of the Roman, Byzantine, and Ottoman Empires and travels along the Aegean coastline to the port of Kusadasi. From there, a two-night cruise through the Greek islands of Patmos, Rhodes, and Santorini arrives in Athens. This study tour explores the history, culture, and legacy of the Greco-Roman world and cities associated with the Apostle Paul and the rise of early Christianity in the Greek and Roman context. The tour looks at the legacy of the Byzantine Empire and considers the rise of the Islamic empire of the Ottoman Turks, with some attention to modern Turkey. The tour concludes with Athens and Corinth, with a visit to the Parthenon on the Acropolis and Mars Hill. Granada, Spain Athens, Greece The tour includes visits to museums, open air archaeological sites, and modern cities, with expert local guides. The tour leaders provide lectures and insight from their previous travel in this region and their fields of study and expertise. For further information contact Phil Quanbeck II at 612-3301006 or quanbeck@augsburg.edu. Santorini, Greece 28 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 31 CLASS NOTES 1951 1981 1989 1994 Rev. Leonard E. Dalberg, Buellton, Calif., is a retired pastor and was named California’s Volunteer of the Year by the California Association of Homes and Services for the Aged. His wife, Annabelle (Hanson) ’52 continues to serve as church organist. She began playing the piano for Sunday School as a teenager 65 years ago. The photo shows them at Minnehaha Falls in Minneapolis in August 2006. Karla (Morken) Thompson, Pine Island, Minn., is a physical therapist at Mayo Clinic in Rochester, Minn. In June 2007 she was certified as a clinical specialist in orthopaedic physical therapy and celebrated 26 years at Mayo Clinic. Her son, Danny, is an Augsburg sophomore. Jody K. Johnson earned a master’s degree in community counseling at University of Wisconsin-River Falls and works as a child protection social worker. She and her husband, Mike, have four children, ages 7 to 14. The two youngest are adopted from India and Korea and have special needs. Carley (Miller) Stuber, and her husband, William, Shakopee, Minn., welcomed the birth of their daughter, Carolyn Sophie, on March 30, pictured here with big sister Kirsten, 23 months. 1968 Gretchen (Strom) Schmidt, Ventura, Calif., has retired and began an 18-month road trip in July with her husband in their “fifth wheel.” At the end of the trip, they’ll settle in South Carolina. 1978 Julie Anne (Johnson) Westlund, Duluth, Minn., has been director of career services at the University of MinnesotaDuluth since 1988. This year she received the John Tate Award for Excellence in Advising from the University of Minnesota. jwestlund@umm.edu 1982 Laura (Lam) Redding, Samois-sur-Seine, France, has published Late Blossom, a chronicle of wartime Viet Nam, and a memoir of life, loss, and love. She is a refugee from Viet Nam, who graduated with a degree in business administration. Princeton University has identified Late Blossom as required reading for a new graduate course on the Viet Nam war era, and a university in Japan is also interested in using the book in their Southeast Asian Studies Department. In Paris, several book clubs have selected it for reading, and a French translation is expected soon. 1992 Heather (Wagner) Rand, Duluth, Minn., was a candidate for the District 3 Duluth City Council seat. She works as Duluth planning commissioner and chair of the citizen committee that developed the Duluth Comprehensive Land Use Plan. She is also a Duluth heritage preservation commissioner and a higher education commissioner. 1997 Paul Cicmil, Minneapolis, began in July as one of two undergraduate representatives (recruiters) for DeVry University in the Twin Cities at its Edina Center. Read more about Laura and Late Blossom at her blog, http://lauraonvietnam.blogspot.com Join the Augsburg Online Community • Keep in touch with classmates • Find out what’s happening on campus • Change/update your address and e-mail www.augsburg.edu/alumni FALL 2007 29 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 32 CLASS NOTES Carolyn Herman ’05 and Tessa Flynn ’05 1998 2004 Jamie Larkin married Kelli Leick on Jan. 27, 2006; they live in White Bear Lake, Minn. On April 18, they welcomed the birth of their son, Jack Thomas. Kerry Lynn (Keller) married Cole Patrick Bryan ’03 on Aug. 25, 2006; and they live in St. Michael, Minn. Cole is in purchasing and sales with RoadRite Truck Sales. klkeller82@yahoo.com Carolyn Herman and Tessa Flynn, were honored June 22 by Admission Possible as the AmeriCorps Members of the Year at Admission Possible. AmeriCorps volunteers work with this program to help economically disadvantaged students gain college admission. Minneapolis mayor R.T. Rybak proclaimed June 22 as Carolyn Herman Day in Minneapolis, and June 24 as Tessa Flynn Day, for serving the citizens of Minneapolis admirably, with passion, pride, and unending commitment to [their high schools] and to [their] students. Herman worked at Patrick Henry High School and helped 34 seniors gain admission to college, and helped them raise nearly $175,000 in scholarships. Currently she is at the University of Hyderabad in India as a Rotary Ambassador Scholar studying literature. Flynn, worked at North High School and also helped 34 seniors gain admission to college, with nearly $250,000 in scholarships awarded. 1999 Rebecca Welle ‘04 and Laura Olson ‘89 Trudy Marie (Kueker) married Michael Howard on May 26, 2006; they live in Woodbury, Minn. She is an RN, CCRN for Healthways and Healtheast. tmhoward@mm.com 2000 Rev. Melissa (Moyle) Pohlman, Minneapolis, was one of the presiding ministers at the daily worship on Aug. 7 at the ELCA Churchwide Assembly in Chicago. She is the presiding minister at Christ English Church in Minneapolis. Rebecca Welle ’04 (left) and Laura (Henning) Olson ’89 (right) took a break from volunteering around the city with Meals-onWheels to visit the Auggieasaurus in Murphy Square. They both work at ING in downtown Minneapolis. Becky is also the women’s assistant cross country coach at Augsburg. 30 AUGSBURG NOW Harry Ford, Brooklyn Center, Minn., is director of Emerge Villages. Its program, Fathers and Children Together (FACT), which provides transitional housing for custodial fathers and their families, received a Family Strengthening Award from the United Neighborhood Centers of America/Annie E. Casey Foundation. A 2005 Y Sara Baufield ’05 married Justin Sorby on May 5 at Holy Name of Jesus Catholic Church in Wayzata, Minn. Sara is currently pursuing another bachelor’s degree in early childhood development at Minnesota State University-Mankato. Justin graduated in 2004 from North Dakota State University and works as a grain merchandiser for Archer Daniels Midland. They live in Mankato, Minn. 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 33 2006 In Memoriam Emily Soeder, Washington, D.C., has been appointed an associate director in the White House Office of Presidential Speechwriting. For eight months, she worked for the assistant secretary in the Office of Legislation and Congressional Affairs at the U.S. Department of Education. During the summer she traveled to Haiti with a group working at an orphanage. Tungseth, Rev. Erling M. ’40, Cambridge, Minn., age 89, on July 21. Correction: In the summer issue’s note about Lauren Falk ’06 and her new business, Lauren B. Photography, her e-mail contact was omitted. You can reach her at laurenbfalk@aol.com. Waggoner, Sylvia (Haukeness) ’47, Seattle, Wash., on Oct. 3, 2006. Johnson, Wilgard “Will” ’57, Lexington, Ky., age 75, on July 25. Calderwood, David ’50, Birchwood, Minn., age 81, on Sept. 18, of cancer. SEND US YOUR NEWS AND PHOTOS Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to alumni@augsburg.edu. You can also submit news to the Augsburg Online Community at www.augsburg.edu/alumni. Full name Maiden name Schmidt, David Has ’85, Phoenix, Ariz, age 47, on Sept. 27. Class year or last year attended Street address City, State, Zip Is this a new address? ❑ Yes ❑ No Home telephone E-mail Okay to publish your e-mail address? ❑ Yes ❑ No Employer Position Work telephone Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No If yes, class year Spouse’s name Maiden name Your news: “Auggie is an action verb” t-shirts were worn by all first-year students on City Service Day. FALL 2007 31 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 34 VIEWS Auggie women who participated in sports prior to 1988, when athletic letters were first awarded to women, were honored with framed “A” letters at an event in September that celebrated 35 years of varsity women’s athletics at Augsburg. A maroon-letter day for Auggie women athletes by Augsburg News Service and Betsey Norgard September 28 was a special day for 78 Auggie women who competed in sports at Augsburg prior to 1988, the year in which the first athletic letters were awarded to women. They finally received their letters as well. The dinner that evening celebrated 35 years of varsity women’s athletics at Augsburg, as well as the rich history of women’s athletics prior to the Title IX era. In 1972 Augsburg’s varsity women’s basketball and volleyball teams were started, along with gymnastics and tennis. The celebration event started in the LaVonne Johnson Peterson Health and Physical Education Center, named for “Mrs. Pete,” the longtime instructor, women’s athletic director, and coach of the famed “Auggiettes” basketball team of the mid-1950s. Following dinner, current female student-athletes led a Parade of Champions from Kennedy Center to Hoversten Chapel, accompanied by a brass band. In a ceremony there, the alumnae received framed maroon A’s and a place in Augsburg’s sports history. Though the varsity era of Auggie women’s athletics began in 1972, there have been women’s College dating to the mid-1920s. From the 1940s to the 1970s, there were numerous intramural sports sponsored for women, including the Auggiettes basketball team. They competed in the Minneapolis Park Board league and compiled a 125-5 record in 15 seasons from 1950 to 1965. At Homecoming in October, the unbeaten Auggiettes team of 1956-57, celebrating its 50th anniversary, was honored with induction as a group into the Augsburg Athletic Hall of Fame. In an article printed in the Star Tribune following the celebration event, assistant athletic director Marilyn Florian ’76 recounted how, on her first day of classes at Augsburg, she asked then-athletic director Joyce Pfaff ’65 when volleyball practice would begin, assuming there was a team. Florian said Pfaff then started and coached a team, learning the sport as she went. “She knew we had talent and desire,” Florian said. “We just needed the opportunity and we’re all grateful we got it.” This was a sentiment echoed throughout the evening’s athletic festivities. For more about women’s athletics, go to www.augsburg.edu/athletics. Current female student-athletes led a Parade of Champions from Kennedy Center to Hoversten Chapel, where the alumnae athletes were honored and awarded athletic letters. 32 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 35 CALENDAR For music information, call 612-330-1265 For theatre ticket information, call 612-330-1257 For art gallery information, call 612-330-1524 February 22–April 4 Augsburg Art Department Faculty Exhibition NOVEMBER Gage Family Art Gallery, Oren Gateway Center Reception: Friday, Feb. 22, 5– 7 p.m.  Artist talk: March, TBA November 30 Velkommen Jul Celebration 10:15 a.m.—Chapel Service, Hoversten Chapel 11 a.m.—Scandinavian treats and gifts, Christensen Center January 20 2008 Convocation Series 20th Annual Martin Luther King Jr. Convocation Ekwueme Michael Thelwell, “Visions of a Just Society: Dr. King’s Legacy” 1 p.m., Hoversten Chapel November 30–December 1 That All May Have Light 28th Annual Advent Vespers: A service of music and liturgy 5 and 8 p.m. each night Central Lutheran Church, Minneapolis For seating envelopes, 612-330-1265 JANUARY February 28-29 2008 Convocation Series FEBRUARY February 1-10 The Visit by Friedrich Durrenmatt; transl. by Maurice Valency Guest directed by Luverne Seifert ‘83 Feb. 1, 2, 7, 8 and 9 at 7 p.m. Feb. 3 and 10 at 2 p.m. Tjornhom-Nelson Theater January 11–February 22 Contemporary Native American Art Christensen Center Art Gallery Artist reception: Friday, Jan. 18 Artist presentation: TBA January 16–February 1   Augsburg Art Club Exhibition Student Art Gallery, Christensen Center February 29–April 4 Kelly Connole, Where the Sky Meets the Earth Ceramic installation  Artist Reception: Friday, Feb. 29, 5:30–7:30 p.m.  Artist Presentation: TBA (group show) Gage Family Art Gallery, Oren Gateway Center Reception: Friday, Jan. 18 Artist talk: TBA Barbara Harman: Prints, MixedMedia Drawings, and Artist Books Batalden Seminar in Applied Ethics “Reinhold Niebuhr for the 21st Century” Rev. Robin Lovin, Cary McGuire University Professor of Ethics, Southern Methodist University Feb. 28—7:30 p.m., Hoversten Chapel Feb. 29—10 a.m., Hoversten Chapel February 15-16 2008 Convocation Series Dr. Ned Hallowell Feb. 15, “Worry” 3:30 p.m., Hoversten Chapel Feb. 16, “CrazyBusy” Noon, Hoversten Chapel MARCH March 11-14 The Exception and the Rule by Bertolt Brecht, transl. by Eric Bentley Guest directed by Warren C. Bowles March 11, 12, 13 and 14 at 7 p.m. Foss Studio Theater FALL 2007 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 36 Our college in the city Augsburg has gone through dramatic changes over the past three years, including new turf on the football field and the addition of the Kennedy and Oren Gateway Center buildings, which have given the College a new look from the air. Photograph by Stephe
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Title: Augsburg Now Summer 2007
Collection: Alumni Magazine Collection
Search Result: 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:00 PM Page 1 Augsburg Now COMMENCEMENT 2007 INTERNATIONAL PHOTO CONTEST A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS SUMMER 2007 VOL. 69, NO. 4 Diggin’ Dinos in Murphy Square page 6 P. 4 P. 7 703724-Pages 1-12, 17...
Show more 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:00 PM Page 1 Augsburg Now COMMENCEMENT 2007 INTERNATIONAL PHOTO CONTEST A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS SUMMER 2007 VOL. 69, NO. 4 Diggin’ Dinos in Murphy Square page 6 P. 4 P. 7 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:00 PM Page 2 Editor Betsey Norgard norgard@augsburg.edu Notes from President Pribbenow on… Staff Writer Bethany Bierman bierman@augsburg.edu Design Manager Kathy Rumpza rumpza@augsburg.edu Class Notes Designer Students at the center of our lives I t is the end of July as I pen these Notes for the summer 2007 issue of Augsburg Now, and we have just concluded our summer orientation for more than 400 incoming first-year students, the Class of 2011. I am as energized as always by the sense of wonder and hope that comes with an incoming class of college students! At the other end of the continuum, you will find in the following pages the stories and images of our two 2007 Commencement ceremonies—the first early in May for our day undergraduates and our physician assistant graduate students; the second late in June for our weekend undergraduates and the other five graduate programs (nursing, social work, education, leadership, and business administration). All combined, we graduated more than 900 new Auggie alums this spring—what grand celebrations we enjoyed! I have been thinking a lot about this continuum of student experiences—and have enjoyed some rich and important conversations the past several months with the Augsburg community about how we might better honor the centrality of students to our life as a college. It is, above all, about the promise we make to our students. Let’s call it the Augsburg Promise. As students come to us, no matter their prior experience or background, we regard them as: Photographer As they enter the College—as undergraduates or graduate students—we engage them in missionbased academic and social experiences that prepare them for meaningful work and service in the world. In the classroom, on the playing fields, in the residence halls, on stage, and in the neighborhood, students enter a teaching and learning community that prepares them to make a living and to make a life in the world. And as they leave us, our students remain at the center of our lives as graduates whose lives and work are emblems of this college’s aspirations and commitments. We expect them to have gained an informed vision of the world, focused on discovery and appreciating difference. We prepare them for intelligent understanding, full of curiosity and a commitment to dialogue. And we offer them remarkable opportunities for relevant experience, learning to apply what they have learned and lead others. Students are at the center of our lives. There is no more energizing and engaging work. And there are few places that do it as well as Augsburg College. It is the Augsburg Promise, a promise we strive to keep each and every day. Stephen Geffre geffre@augsburg.edu Faithfully yours, Send address corrections to: Advancement Services, CB 142, Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu • Gifted—a gift to us and the world, to be cared for, educated, and nurtured, • Called—on a vocational path that we will help them discern and navigate, • Accountable—persons of responsibility and integrity. Signe Peterson petersos@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Assistant Vice President of Marketing and Communication David Warch warch@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Paul C. Pribbenow, president E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:01 PM Page 3 Summer 2007 4 Contents Features 4 2007 International Programs Photo Contest Selected winners of the seventh annual student photo contest for international study programs showcase the experiences of students abroad. 6 An “Auggieasaurus” in Murphy Square by Betsey Norgard 7 Senior Jen Janda created the “Auggieasaurus” as Augsburg’s entry in the Science Museum of Minnesota’s Diggin’ Dinos project. 7 Commencement 2007—May Nearly 400 students in undergraduate semester programs and the Physician Assistant program received their diplomas in May. 10 Commencement 2007—June In the College’s first Commencement focused on programs in the trimester schedule, undergraduate and graduate students who studied on weekends and evenings received their degrees. Departments 10 On the Cover: “Auggieasaurus” is one of about 50 dinosaur statues decorated and displayed by local businesses and organizations as part of the Science Museum’s 100th-year anniversary project, Diggin’ Dinos. Studio art major Jen Janda created Augsburg’s entry. 2 3 13 inside back cover Around the Quad Supporting Augsburg Alumni News Calendar All photos by Stephen Geffre unless otherwise indicated. 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:01 PM Page 4 AROUND THE QUAD NOTEWORTHY Social Work Student of the Year Lisa Luinenburg ’07 was named Social Work Student of the Year by the Minnesota Chapter of the National Association of Social Workers (NASW) for her “outstanding scholarship and service to the community.” She graduated in May with double majors in social work and international relations. Physician Assistant program earns national award Augsburg’s Physician Assistant program was recently awarded the 2007 American Academy of Physician Assistants’ Constituent Organization Award of Achievement for a high school curriculum project developed in 2005. With the help of the Minnesota Academy of Physician Assistants (MAPA), the PA faculty developed a program to educate high school students about the role of a PA, increase the diversity among PA providers, and provide health education and hands-on learning. In May 2006 and 2007, Augsburg hosted high school groups on campus who participated in interactive educational activities on how diseases, specifically HIV and other sexually transmitted infections, can spread, as well as how to administer a neurological exam and take blood pressures. Current PA students and recent graduates helped with the teaching. 2 AUGSBURG NOW Nou Chang ’09 joins Minnesota’s Future Doctors Junior Nou Chang participated this summer in Minnesota’s Future Doctors, a program to explore the medical profession that is sponsored by the University of Minnesota and Mayo Medical School. Over three summers, it aims to increase the number of Minnesota minority, immigrant, and rural physicians by helping these students develop academic skills, an understanding of medicine, and an appreciation for serving in an underserved community. Chang, a biology and English major with a religion minor, immigrated with her family to Rochester, Minn., from Thailand in 1988. She also is the recipient of a Jay and Rose Phillips Family Foundation Scholarship that awards potential student leaders who intend to dedicate a portion of their lives to community service. She works with homeless Hmong refugee children, ages 612, in partnership with the Southeast Asian Community Council, and hopes to create a center where the homeless children can participate in culturally-based programs. Rick Thoni retires as WEC celebrates 25 years As Weekend College celebrated 25 years in May, the program’s founder, Rick Thoni, prepared to retire from the College in June, after 35 years of service. Mia Bothun, WEC student body president, spoke at the 25th anniversary celebration on behalf of WEC students, urging them to become more involved in building greater community. Rick Thoni, with his wife, Linda, listened as President Pribbenow announced the creation of the Richard J. Thoni Award for a graduating WEC student that Thoni joined Augsburg in 1972 as a part-time psychology professor and counselor in the Student Affairs Office and went on to fill such roles as associate dean of students, acting vice president of student affairs, vice president for research and development, director of Weekend College, and vice president for enrollment management. On May 17, students, faculty, staff, and alumni of Weekend College gathered to look back on a quarter century. President Pribbenow commented that the number of stories from faculty and staff of being asked to help students get an education clearly demonstrates the organic nature of how WEC grew, beginning with the student at the center. He also commented on the commitment of Rick Thoni and others in WEC who didn’t merely launch the program, but threw themselves into the work of meeting students’ needs. would honor him “in an abiding way.” Don Gustafson, professor of history, applauded WEC students and described the rewards of teaching in WEC—meeting students who bring different experiences, perspectives, and commitment to class. In Thoni’s honor, President Pribbenow announced the creation of the Richard J. Thoni Award, which will be given annually to a graduating WEC student whose actions, commitments, and future aspirations most profoundly demonstrate a commitment to Augsburg’s motto, “Education for Service.” 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:01 PM Page 5 SUPPORTING AUGSBURG The Kennedy Center— filled with Auggie spirit On May 4, the dedication of the Kennedy Center, the three-story addition to Melby Hall, brought together Augsburg alumni, donors, regents, faculty, staff, and students in celebration of Augsburg athletics, fitness, and health and physical education. Greco-wrestling champion Alan Rice President Pribbenow expressed gratitude to was greeted by President Pribbenow the family of former regent James Haglund in front of the Alan and Gloria Rice and his wife, Kathleen, whose gifts provided Wrestling Center, a state-of-the-art the spacious, new fitness center bearing their training facility for Augsburg’s family name. championship team and GrecoRoman wrestling. President Pribbenow (second from left), together with President Emeritus William Frame (left) and lead donors Dean ‘75 and Terry Kennedy, cut the ribbon to showcase the new training, fitness, locker, classroom, and hospitality facilities. The Lute Olson Hall of Champions highlights and celebrates the accomplishments of The open entryway provided a great gathering place for the many Auggie student-athletes across 18 men’s and women’s intercollegiate sports. the Augsburg community to celebrate the dedication. SUMMER 2007 3 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:01 PM Page 6 2007 International Programs Photo Contest FIRST PLACE “Mysterious Ireland” Anthony Porter ‘07, Wicklow, Ireland SECOND PLACE “Cliffside: Bonsai Overlooking Tea Hills” Ryan Treptow ‘07, Munnar, Kerala, India THIRD PLACE “Beneath African Skies” Krista Costin ‘08, Ada-Foah, Ghana LANDSCAPE 4 AUGSBURG NOW HONORABLE MENTION “Eiffel Tower“ Laura Henry ‘07, Paris, France 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:01 PM Page 7 PHOTOJOURNALISM SECOND PLACE “Untitled” Jennifer Oliver ‘07, Chiang Mai, Thailand FIRST PLACE AND BEST IN SHOW “Pilgrims and Three Oceans Converge at Sunrise” Ryan Treptow ‘07, Kanyakumari, Tamil Nadu, India THIRD PLACE PORTRAITS “The Boat Keeper” Allison Hutterer ‘07, Rabat, Morocco SECOND PLACE “Lumbini Woman” Ryan Treptow ‘07, Bijapur, Northern Karnataka, India FIRST PLACE “Las Hermanitas” (“The Little Sisters”) Megan Schiller ‘07, San Lucas Toliman, Guatemala SUMMER 2007 5 703724-Pages 1-12, 17-20:Layout 1 A 8/22/07 11:02 PM ugsburg senior Jen Janda has been “Diggin’ Dinos” this summer—not on an archeological dig in Egypt, but in downtown St. Paul. It’s part of the “Diggin’ Dinos” summer celebration honoring the 100th anniversary of the Science Museum of Minnesota. Beginning Memorial Day weekend, 53 dinosaurs were placed around the streets of St. Paul, mostly downtown, and seven in the parks of Minneapolis as part of their 150th anniversary celebration. Much like the Snoopy statues a few years ago, these dinosaurs have been painted by local artists. Until Labor Day, Janda’s 4.5 feet tall by 8 feet long, 80 lb. dinosaur will live in Murphy Square, Minneapolis’s oldest park, located in the heart of Augsburg’s campus. When the College joined the project, Janda was selected as Augsburg’s designer by the art faculty. In keeping with the overall theme, she named the dinosaur “Auggieasaurus.” All the statues were painted during the Diggin’ Dinos Paint-Off at RiverCentre in St. Paul, just before Memorial Day weekend. “My idea for the Auggieasaurus was to incorporate Murphy Square’s history into a ‘map’ of the various activities that go on in the Page 8 park each spring and fall because of its location in Augsburg College’s campus,” Janda says. Around the base of the statue, she inscribed: Murphy Square Celebrating 150 Years, 1857-2007 “From cow pasture to community center” The Dinosaur of Minneapolis Parks The activities she depicts on the Auggieasaurus are: • Runners—The Auggie cross-country team runs around Murphy Square every fall. • A biker—Minneapolis has many biking commuters who travel through the park area every day. • A picnic scene • A student reading Murphy Square, the College’s literary and arts journal • Kayaks, representing Minnesotans’ love of the outdoors The four legs of the Auggieasaurus are designed to represent the Minneapolis skyline, Augsburg campus, Seward neighborhood, and the University of Minnesota. On Sept. 9, all the statues will be auctioned off to benefit the work of the Science Museum of Minnesota in its next century. Janda is a senior in the Honors Program, with an art studio major. During the summer she is working on a project to illustrate a book for children in hospitals to help them understand medical treatments and surgery. She also works as a graphic designer in the Marketing and Communication Office. • A Somali family, representing the rich cultural diversity of our neighborhood • Frisbee players • The Campus Kitchen van that delivers meals in the neighborhood A S U R A U E I S an G G AU lives in murphy square by Betsey Norgard and Judy Petree page design by Jen Janda ’08 A Paint-Off took place in downtown St. Paul as local artists created dinosaurs to be placed around the city, all in honor of the Science 6 AUGSBURG NOW Museum of Minnesota. 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:02 PM Page 9 traditional day undergraduates and master’s program in physician assistant studies commencement Jeanette Clark receives Marina Christensen Justice Award Jeanette Clark, a senior graduating with a double major in metrourban studies and youth and family ministry, was selected as the 2007 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto, “Education for Service.” Clark, a President’s Scholar, participated in the Honors Program as well as Concert Band. At Augsburg, she held numerous leadership roles, including serving as a campus ministry commissioner, resident adviser, and leadership team member for the Campus Kitchen at Augsburg College. As a Spanish minor, Clark spent a semester in Cuernavaca, Mexico, through Augsburg’s Center for Global Education, where she worked for a pre-school and after-school program. This past year, Clark created a spring break opportunity for students staying in Minneapolis, called “Go Away Here.” In order to show students opportunities in the city, it included service projects, visits to neighborhood organizations such as the Sierra Club and East African Women’s Center, and social outings. The award recipient must have demonstrated a dedication to community involvement as characterized by the personal and professional life of Marina Christensen Justice, who reached out to disadvantaged people and communities. — Jen Winter ’07 Senior Jeanette Clark was honored with the Marina Christensen Justice award from President Pribbenow for her work in the community and on campus. May 2007 SUMMER 2007 7 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:04 PM Page 10 Eboo Patel, founder of the Chicago-based Interfaith Youth Core, in his Commencement speech, described the “faith line” that separates religious pluralists, who seek tolerance and cooperation, from the religious totalitarians. excerpts from the commencement address “The Faith Line: On Building the Cathedrals of Pluralism” Eboo Patel … In his new book, Peace Be upon You, Zachary Karabell writes: “If we emphasize hate, scorn, war, and conquest, we are unlikely to perceive that any other path is viable … ”. Hate, scorn, war, and conquest sounds like a pretty good summary of our newscasts; it certainly seems like the dominant narrative of our times. And the soundtrack of violence these days appears to be prayer—in Arabic, in Hebrew, in Hindi, in various inflections of English. There are many who are eager to divide humanity along a faith line: Sunnis vs. Shias, Catholics vs. Protestants, Hindus vs. Buddhists. I believe there is something else going on. I believe that the faith line is indeed the challenge of our century, but it does not divide people of different religious backgrounds. The faith line does not separate Muslims and Christians or Hindus and Jews. The faith line separates religious totalitarians and religious pluralists. A religious totalitarian is someone who seeks to suffocate those who are different. Their weapons range from suicide bombs to media empires. There are Christian totalitarians and Hindu totalitarians and Jewish totalitarians and Muslim totalitarians. They are on the same side of the faith line: arm in arm against the dream of a common life together. A pluralist is someone who seeks to live with people who are different, be enriched by them, help them thrive. Pluralists resonate with the Qur’annic line, “God made us different nations and tribes that we may come to know one another.” Pluralists are moved by the image of the Reverend Martin Luther King Jr. marching together with the Rabbi Abraham Joshua Heschel in Selma. Pluralists love the words of the poet Gwendolyn Brooks: We are each other’s business We are each other’s harvest We are each other’s magnitude and bond… We pluralists far outnumber the totalitarians. What if we let ourselves imagine? What if we began building? What if every city block were a cathedral of pluralism; every university campus; every summer camp and day care. There would not be enough bombs in the world to destroy all of our cathedrals. Read the full Commencement Address at www.augsburg.edu/commencement/ patel.pdf President Emeritus Charles S. Anderson (right), who led the College from 1980-1997 during a period of significant growth, received an honorary Doctor of Humane Letters degree. Maria Belen Power is the third in her family to graduate from Augsburg. She poses here with sister and brother Ana Gabriela ’05 and Camilo Jose ’02, and their uncle, Dennis Power, from White Plains, N.Y. The three grads are from Managua, Nicaragua, where their mother, Kathleen McBride, is the Center for Global Education regional co-director for Central America and adjunct professor. 8 AUGSBURG NOW 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 11 As the graduates process down the street lined with faculty, hands are shaken, hugs exchanged, and high-fives given. m” Theatre arts professors Darcey Engen ’88 Physician Assistant program director Dawn (second from left) and Martha Johnson (second Ludwig places the master’s hood on Huong from right) pose with grads James Lekatz (left) Timp, one of the 31 newly-graduated PA and Justin Hooper (right). students. President Emeritus William V. Frame, who retired last year from Augsburg, received an honorary Doctor of Humane Letters degree, and was lauded for his work in sharpening the mission of the College. SUMMER 2007 9 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 12 The flags of the Commencement procession represent the countries of Augsburg’s graduating students. A I t e t w s h i w f t t w e p T r b a 2007 weekend, evening, and graduate programs commencement Faculty line both sides of the street as graduates march through them on their way to the ceremony. June Nursing Department chair Cheryl Leuning takes a photo of instructor Pauline Utesch ’05 MAN (right) with graduates in the Bachelor of Science nursing completion degree program. Roberta Kagin, associate professor and director of the music therapy program, shares a graduation moment with her daughter, Julia (Metzler) Mensing ‘00, who serves on Augsburg’s Alumni Board and received her 10 AUGSBURG NOW MBA degree. a d i a w s e e 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 13 Angela Brand receives first Richard J. Thoni Award In honor of his retirement from Augsburg, the Richard J. Thoni Award was established earlier this year. It was awarded for the first time on June 24 to Angela Brand, a social work major. Beyond the required 240 hours of public service volunteer work Brand completed for her major, she also provided parenting instruction and visitation supervision to a working mother in Chisago County. She facilitated and organized meetings to ensure that the transportation needs of clients at the Chisago County Social Services office were met. Additionally, Brand developed an evaluation of the youth-oriented services provided by Chisago County Social Services. The county is currently following up on her recommendations to ensure that youth are better prepared for their transition into adulthood. During his or her time at Augsburg, the award recipient must have demonstrated a dedication to the kind of community involvement characterized by the personal and professional life of Richard J. Thoni, who until his retirement in June 2007, served as a tireless advocate for higher education at Augsburg. — Jen Winter ’07 Social work major Angela Brand is the first recipient of the Richard J. Thoni Award, established in honor of the retiring Weekend College founder and given to a weekend student committed to service in the community. Dean Barbara Edwards Farley places a doctoral hood on Srividya Raman, who received her master’s Martin Marty, retired University of Chicago professor and degree in social work, spoke on behalf of the historian of religion, who was awarded an honorary Doctor Class of 2007 and told how, after receiving a of Humane Letters degree. In his Commencement speech, business degree in India, she realized her he gave suggestions about learning to live life as a process, passion was in “doing something different that not a product, continually questioning and testing. was closer to [her] heart.” A future college coed straightens the tassel of her mom’s mortar board following Commencement. More than 50 graduating students and their families from Rochester were able to leave the driving to Augsburg and relax on their way to and from the Commencement ceremony. SUMMER 2007 11 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 14 Going to college with your mom With more classes than ever offered in Weekend College, more students are finding out what it’s like to attend college with their parents. The Clark and the Spargo families are two who have had more than one generation attend Augsburg simultaneously. Jeanette Clark and her mother, Mary Simonson Clark, both graduated in the spring. The Spargos have three family members graduating from Augsburg this year and next. According to Clark, “Augsburg’s graduate programs and Weekend College facilitate adult learning and, therefore, increase the prevalence of multi-generational students in families.” The Clark family went through four commencements this past spring. There were so many that Mary referred to their graduation schedule as: “It’s a weekend, who needs a robe?” Jeanette graduated from Augsburg with a Bachelor of Arts degree in youth and family ministry and metro-urban studies on May 5. Mary graduated from Luther Seminary with a Master of Arts in theology on May 27. Mary’s other daughter, Marie, graduated from the New School of Architecture and Design in San Diego, Calif., with a Master of Architecture on June 16, and Mary received the other half of her dual degree, a Master of Social Work, from Augsburg, on June 24. Concerning being coeds together, Mary said, “I needed to learn how to be on the same campus with my daughter without either of us interfering with each other’s schedules.” Jeanette added, “To be honest, I had some small anxieties when my mother started college at Augsburg. It just doesn’t fit the norm to go to college with your mother.” But both assert that not only did it work, but that the family grew closer because of it. Jeanette claimed, “I think it was really good for both of us to have others in our family who were going through the stress of homework, tests, etc. at the same time. I think this really promoted understanding.” Jeanette Clark (left) who graduated in May, shares graduation joy with her mother, Mary Simonson Clark, who completed dual master’s degrees at Luther Seminary and Augsburg College. For more on Jeanette, see page 7. The Spargos had three members attending Augsburg last year, and all three participated in Advent Vespers. Antonio graduated in May with a Bachelor of Arts in mathematics and secondary education. Carolyn, mother to Annika and Antonio, graduated from Augsburg in 1980 and will complete the Master of Arts in Leadership program next year. She says, “It’s been fun to have some of the same professors my kids have.” Annika, who will graduate next year also, with a Bachelor of Arts in music and education, adds, “Although there are several of us on campus, we all have our separate programs which allow us to maintain some individuality.” Continuing, she says, “I think the neatest thing about being a family of Auggies is that I have seen and met so many different people from different departments at the school whom I normally would not know.” — Jen Winter ’07 the class of 2007—956 graduates May 5, 2007—semester programs 31 Master of Science, Physician Assistant Studies students 409 Bachelor of Arts, Bachelor of Music, Bachelor of Science 440 Total graduating June 24, 2007—trimester programs 234 Bachelor of Arts, Bachelor of Science 172 Weekend College 52 Rochester 10 United/Unity/Mercy Hospitals 20 Master of Arts, Education 26 Master of Arts, Leadership 15 Master of Arts, Nursing 178 Master of Business Administration 43 Master of Social Work 516 Total graduating An MBA degree was also awarded posthumously to Shika Addo, a student in the program, who died in April 2006. 12 AUGSBURG NOW ALUMNI NEWS From the Alumni Board president … Greetings fellow Auggies, Well, a year has come and gone. My time as president of the Alumni Association is at an end. My hat is off to all the wonderful folks on the Alumni Board and to the faculty and staff at Augsburg. They’re a great group dedicated to Augsburg and her mission. As I handed off the president’s role to Buffie Blesi, we had a great strategic planning retreat in June to define our new objectives. I’m excited to report to you that our focus areas for 2007 include: • Augsburg Stewards—Connect with the Augsburg Stewards and build our Auggie Pride! • Career Development Program—support Augsburg’s efforts around Career Development for (soon to be) alumni; • Gateway—participate in the opening of the Oren Gateway Center and ongoing activities there • Vespers—support the annual Advent Vespers programming • Awards Committee—honor Auggies each year who have done amazing things in service to the world and Augsburg’s mission • Augsburg Now Advisory Committee—provide input and advice to the great group of folks producing the Augsburg Now • Affinity Groups—build connections with other groups at Augsburg • Fundraising—help build Augsburg’s strength through support of the Annual Fund Centennial Singers perform in the Twin Cities The Centennial Singers, a male chorus of Augsburg alumni and friends, will present a series of concerts this fall in the greater Twin Cities area. The chorus was formed in the early 1990s of former Augsburg Quartet members to revive and continue singing the gospel quartet tradition. Since then, they have toured both to Norway and the Southwest U.S. twice. Fall Concerts/Appearances: Fri., Sept. 28, 7 p.m. Faith Lutheran Church, Staples, Minn. Sat., Sept. 29, 7 p.m. Salem Lutheran Church, Deerwood, Minn. Sun., Sept. 30, 4 p.m. Cambridge Lutheran Church, Cambridge, Minn. Sat., Oct. 6, 7 p.m. Christ the King Lutheran Church, 1900 7th St., New Brighton, Minn. Sat., Oct. 20, 7 p.m. Calvary Lutheran Church of Golden Valley,\ 7520 Golden Valley Rd., Golden Valley, Minn. Benefit—Wilderness Canoe Base Sun., Oct. 21, 4 p.m. Colonial Church of Edina, 6200 Colonial Way, Edina, Minn. Sat., Oct. 27, 7 p.m. Community of the Cross Lutheran Church, 10701 Bloomington Ferry Rd., Bloomington, Minn. Sun., Oct. 28, 4 p.m. King of Kings Lutheran Church, 1583 Radio Dr., Woodbury, Minn. Sat., Nov. 3, 7 p.m. Minnetonka Lutheran Church, 16023 Minnetonka Blvd., Minnetonka, Minn. Sun, Nov. 4, 4 p.m. St. Michael’s Lutheran Church, 9201 Normandale Blvd., Bloomington, Minn. You are invited and encouraged to participate. Please contact the Alumni Relations office. All my best to you and your family as the cycle turns and we start another year. Barry M. Vornbrock ’96 MAL President, Alumni Board, 2006-07 SUMMER 2007 13 CLASS NOTES 1950 1969 Frank Ario, Minneapolis, was featured on the Minnesota Public Radio show, Midday on May 18, in a program, “Two Minnesotans Touched by WWII; Two Strikingly Different Stories.” Royce Helmbrecht, Austin, Minn., is principal at Lyle Community School in Lyle, Minn., a small school of 240 students recently named by Newsweek in the top five percent of high schools in the nation. 1952 Robert R. Hage Sr., Hector, Minn., was entered into the Minnesota High School Football Coaches Hall of Fame on April 21. He is the former football coach at Hector High School. Rev. Orville Olson and his wife, Yvonne (Bagley), Excelsior, Minn., celebrated the 50th anniversary of his ordination. He is currently a pastor at Mount Calvary Lutheran Church in Excelsior. Gifts will be given to the Timothy Olson Memorial Scholarship, honoring their son. John R. Hubbling, St. Paul, Minn., received the Max Hecht Award from ASTM International Committee D19 on Water. The committee cited Hubbling for his outstanding service and advancing the study of water. He is laboratory manager for Metropolitan Council/ Environmental Services in St. Paul, and also serves on ASTM International’s international committees on waste management, and quality and standards. 1970 1967 Gerrie Wall (Neff), Rapid City, S. Dak., retired in May, after a five-decade teaching career, from Western Dakota Technical Institute (WDTI) in Rapid City, where she has taught in the general education department for the last 18 years. At this year’s commencement ceremony, she received the Distinguished Service Award from the school, and is the first faculty member to be honored with its highest award. Mary (Tweeten) Gladwin, Pocatello, Idaho, has retired after 21 years in education. She taught in Cottage Grove, Minn., and was the media specialist at Grace Lutheran and Hawthorne Middle School in Pocatello, Idaho. physical education and aquatics in the Glynn County (Ga.) schools. She was also principal horn with the Coastal Symphony of Georgia and played in other bands and small brass groups. At Augsburg, she played in a brass group named Neophonic Brass with Mike Savold, Bob Stacke, Johnny English, and others, and would love to continue playing brass music. 1982 Les Heen, Maynard, Minn., was recently appointed president and general manager of Pioneer Public Television in Appleton. He and his wife, Barbara (Westerlund) ’89, have two children, Chris, 9, and Erik, 6. Barbara (Mattison) Lagrue, Lamberton, Minn., has recently moved back to the Midwest, with her husband, Paul. For many years, she taught adaptive 14 AUGSBURG NOW John Sheehan, Lakeville, Minn., has been named boys varsity basketball head coach in Lakeville South High School. For seven years he was an assistant coach with the Lakeville North girls team. 1997 Jasmina Besirevic-Regan, Hamden, Conn., and her husband, Matt, welcomed their second daughter, Lejla, on June 14, 2006. Rev. Scott M. Ludford, Hayward, Wis., was installed as senior pastor of First Lutheran Church on January 21, after serving at Concordia Lutheran Church in Superior, Wis., for eight-and-ahalf years. 1987 Jody Abbott was recently named senior vice president and chief operating officer at North Kansas City (Mo.) Hospital to provide direction for upper management in the areas of nursing services, support services, and facilities. Previously, she worked at Hillcrest Medical Center in Tulsa, Okla., in a similar position. 1992 1975 1993 Rev. Judith Bangsund, San Jose, Calif., is pastor, along with her husband, Rev. James Bangsund, at Timothy’s Lutheran Church. She graduated in nursing, served with her husband in Tanzania for several years, and became ordained. Join the Augsburg Online Community • Keep in touch with classmates • Find out what’s happening on campus • Change/update your address and e-mail www.augsburg.edu/alumni CLASS NOTES 1999 Cheri Johnson, Minneapolis, received a $25,000 McKnight Artist Fellowship for Writers, through the Loft Literary Center, in creative prose. She has graduate degrees in English from Hollins College and the University of Minnesota and is a regular participant in the English Department Homecoming Reading and Career Night. 2000 Sara M. Quigley, St. Paul, Minn., graduated on May 27 from Luther Seminary with a Master of Divinity degree. She is the youth director at St. Stephen Lutheran Church in White Bear Lake, Minn., and hopes to become ordained in the ELCA. Jennifer Rensenbrink, and her husband, Adam Miller, Minneapolis, welcomed twins, a boy and a girl, at Fairview Riverside Hospital on June 9. Rowan Charles weighed 5 lbs., 2 oz.; and Anneke Rensenbrink weighed 4 lbs., 14 oz. certified nursing assistant/ environmental aide at Fairview Southdale Hospital in Edina, Minn. 2003 Natalia Pretelt, Roseville, Minn., was mentioned in the Money and Business section of the Star Tribune on April 15 for her role as a loan specialist with the Minneapolis Consortium of Community Developers. She is involved in microlending and small loans to help immigrants and others start businesses. Jonathan Fahler, has studied since 2004 in the Master of Arts in Medical Sciences program at Loyola University Chicago and was recently admitted to medical school at Des Moines University College of Osteopathic Medicine. John Tieben, St. Louis Park, Minn., received his medical degree from the University of Minnesota on May 4. Tieben and his wife, Danielle (Slack) ’04, will live in Duluth, where he will serve a three-year family practice residency in the St. Mary’s/Duluth Clinic Health System, St. Luke’s Hospital, and the Duluth Family Practice Center. Options, a volunteer mentoring program that connects with atrisk kids, ages 10-14, in the Twin Cities through biking and running. See blog photos at bolderoptions.org. 2005 Brooke Dornbusch received a Master of Arts in counseling degree in May from the Assemblies of God Theological Seminary in Springfield, Mo. Mark Simmonds, placed fourth in the 120-kilogram GrecoRoman class at the 2007 USA Wrestling Senior World Team Trials. He is a damage controlman third class (DC3) in the U.S. Navy, operating out of the Mayport, Fla., Naval Station and is a member of the Navy’s wrestling team. 2006 Lauren Falk, Eden Prairie, Minn., has started her own portrait/wedding photography business, Lauren B. Photography, with on-location photography of weddings, portraits, and events in the Twin Cities metro area. Graduate Programs Jeff Falkingham ’95 MAL, Eden Prairie, Minn., donated his services to author a 2007 commemorative edition of his earlier book, The County Courthouse Caper, recounting the history of his native Browns Valley, Minn. The publisher, Beaver’s Pond Press, has donated 1000 copies for the city to sell as a fundraiser for its Long-Term Flood Recovery Fund. Dietrich-Swanson Wedding 2004 2001 Emily Waldon, Salem, Mass., recently joined the Harvard Vanguard Medical Associates at its Cambridge internal medicine practice as a physician assistant. She received a master’s degree from Northeastern University in Boston. Formerly she was a Max Langaard, Oakland, Calif., was recently featured in an article titled, “Teaching Leadership through Coaching.” The article is focused on the Sports-4-Kids program centered in the Bay area inner city schools. The program attempts to help children become not only healthier but also to learn what it takes to lead. Laura Simones, St. Paul, has biked from Boulder, Colo., to Minneapolis with Bolder Hannah Dietrich and Nathan Swanson ’05,, Lincoln, Neb., were married on June 8, in Luverne, Minn. The wedding included several Auggie students and staff, including Sadie Dietrich ’09, Lynde Kuipers ’08, cross-country and track coach Dennis Barker, Marcia Gunz ’05, Anna (Ferguson) Rendell ’05, Kyla Rice ’05, Tim Stowe, and Janeece (Adams) Oatmann ’05. Jeremiah Knabe ’05 also served as an officiant at the wedding. Hannah is a doctoral student at the University of Nebraska in Lincoln, and Nathan is pursuing a job with Lincoln Public Schools. SUMMER 2007 15 CLASS NOTES SEND US YOUR NEWS AND PHOTOS Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to alumni@augsburg.edu. You can also submit news to the Augsburg Online Community at www.augsburg.edu/alumni. Full name Maiden name Class year or last year attended Street address City, State, Zip In Memoriam Larsen, Norman ’34, Morristown, Minn., age 97, on June 12. He was a member of the Athletic Hall of Fame. Woolson, Gladys (Oudal) ’34, Minneapolis, age 92, on May 9. Knudsen, Rev. Richard I. ’37 Sem, Minneapolis, age 95, on July 10. Gilseth, Margaret (Chrislock) ’40, St. Charles, Minn., age 88, on June 10. She was a Distinguished Alumna. Framstad, Rev. Waldemar ’41, Marinette, Wis., age 87, on June 14, after a lengthy illness. Ahlberg, Rev. G. Harold ’42, Valparaiso, Ind., age 86, on June 4. Is this a new address? ❑ Yes ❑ No Home telephone Stolee, Magdalene (Gronseth) ’42, Kenyon, Minn., age 87, on June 11. E-mail Okay to publish your e-mail address? ❑ Yes ❑ No Employer Position Work telephone Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No If yes, class year Spouse’s name Maiden name Your news: 16 AUGSBURG NOW Estness, Borghild ’43, Minneapolis, age 92, on July 8. She served as a recorder in Augsburg’s Office of the Registrar. Gronseth, Luther C., Sr., ’43, Apple Valley, Minn., age 86, on June 23. Lindahl, Burton J. ’50, Wayzata, Minn., age 82, on May 22. Bakken, Rev. Hardis C. ’52, San Pablo, Calif., age 97, on May 5. Thompson, Robert D. ’52, Bloomington, Minn., age 81, on June 29. Pundy, Eileen “Dolly” ’59, Minneapolis, age 69, on May 4. Peterson, Rolf ’61, University Place, Wash., on April 24. Heimbigner, Marlene (Hanggi) ’65, Olympia, Wash., on Jan. 15. Timmons, Peter ’74, St. Paul, age 63, on June 16, from pancreatic cancer. Ness, Sheela Jo ’86, Plymouth, Minn., on July 4, of injuries from an auto accident. Galland, John H. ’93, Durango, Colo., age 56, on May 18, in an auto accident. Hope, Jared ’00, West Concord, Minn., age 28, on May 8 of injuries from an auto accident. Neitzel, Daniel Kurt ’06, Eden Prairie, Minn., age 27, on June 11. Ward, Sister Agnes, CSJ, on April 10. She taught classical languages at Augsburg in the 1960s. 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 15 CALENDAR For music information, call 612-330-1265 For theatre ticket information, call 612-330-1257 For art gallery information, call 612-330-1524 SEPTEMBER September 10 Seventh Annual Scholastic Connections Gala and Dinner Celebrating the scholarship/ mentorship program and the four ethnic services programs Free and open to the public 6:30–8:30 p.m.—East Commons, Christensen Center Info and reservations: 612-359-6480 or scholar@augsburg.edu September 24-25 2007 Christensen Symposium Everyday Life in the Light of the Gospel Rolf A. Jacobson, associate professor of Old Testament, Luther Seminary. Free and open to the public. September 24, “Why Do You Weep? Sadness, Grief, and the Gospel” 7 p.m.—Hoversten Chapel September 25, “How Can I Keep from Singing? Laughter, Joy, and the Gospel” 11 a.m.—Hoversten Chapel September 27 Theatre Artist Series From Augsburg to the Guthrie Theater Katie Koch ’06, stage manager and executive assistant to Joe Dowling, Guthrie Theater 9:40–11:10 a.m.—Tjornhom-Nelson Theater September 14–October 26 Glass from the American-Swedish Institute and Its Local Influence Gage Family Art Gallery, Oren Gateway Center Opening reception: Friday, Sept. 14, 5:30–7:30 p.m. Artist Presentation: To be announced September 14–October 26 Reweaving a Life Prints by Alejandro González Aranda and baskets by women weavers of Tlamacazapa, Guerrero, Mexico Christensen Center Art Gallery Artist Printmaking Demonstration: Friday, Oct. 12, 8:30–10:10 a.m. Artist Presentation and Reception: Friday, Oct. 12, 3:30–5:30 p.m. September 18 Theatre Artist Series Technical Direction at the Guthrie Theater Craig Pettigrew, assistant technical director 9:40–11:10 a.m.— Tjornhom-Nelson Theater September 20 Featured Artist Presentation A Life in the Theatre Peter C. Brocius, artistic director, Children’s Theatre Company 7 p.m.—Tjornhom-Nelson Theater October 17 Many Voices: Bold Visions Convocation Series Peter Bisanz, film director, documentary One 10 a.m.—Hoversten Chapel NOVEMBER November 2–11 Life is a Dream (La vida es sueño) by Pedro Calderon de la Barca Directed by Martha Johnson Nov. 2, 3, 7, 8, 9, and 10 at 7 p.m. Nov. 4 and 11 at 2 p.m. Tjornhom-Nelson Theater OCTOBER October 8 Theatre Artist Series Working in the Theatre Buffy Sedlacheck, literary manager, Jungle Theatre 12:10–1:10 p.m.—Tjornhom-Nelson Theater October 8–13 Homecoming 2007 See www.augsburg.edu/alumni for information October 11 Athletic Hall of Fame Banquet November 14 2007 Koryne Horbal Lecture Anne Pedersen Women’s Resource Center Jane Fonda “My Life’s Lessons about Sex and Gender” 10 a.m.—Hoversten Chapel November 30 Velkommen Jul Celebration 10:15 a.m.—Chapel Service, Hoversten Chapel 11 a.m.—Scandinavian treats and gifts, Christensen Center October 12 1957 50th Anniversary Celebration Homecoming Convocation Homecoming Luncheon Campaign Completion Celebration and Oren Gateway Center Dedication Dept. of Sociology 60th Anniversary Celebration November 30–December 1 That All May Have Light 28th Annual Advent Vespers: A service of music and liturgy 5 and 8 p.m. each night Central Lutheran Church, Minneapolis For seating envelopes, 612-330-1265 English Alumni/ae Reunion and Reading October 13 1967 40-Year Reunion Picnic in the Park Football game vs. University of St. Thomas Auggie Block Party SUMMER 2007 703724-Pages 1-12, 17-20:Layout 1 8/22/07 11:05 PM Page 16 An Augsburg Mural Augsburg’s history is celebrated in the mural across the Barnes and Noble Augsburg Bookstore windows at the new Oren Gateway Center. Artwork by photographer Stephen Geffre. 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Spring 2007
Collection: Alumni Magazine Collection
Search Result: Augsburg Now KEYSTONE CONNECTIONS URBAN LEGENDS AUGSBURG COLLEGE ALUMNI & FRIENDS SPRING 2007 VOL. 69, NO. 3 Martin Sabo retires The ending of an era page 16 P. 21 A PLACE OF THEIR OWN A P U B L I C AT I O N F O R P. 12 P. 26 Editor Notes from President Pribbenow on… Being a ...
Show more Augsburg Now KEYSTONE CONNECTIONS URBAN LEGENDS AUGSBURG COLLEGE ALUMNI & FRIENDS SPRING 2007 VOL. 69, NO. 3 Martin Sabo retires The ending of an era page 16 P. 21 A PLACE OF THEIR OWN A P U B L I C AT I O N F O R P. 12 P. 26 Editor Notes from President Pribbenow on… Being a college in the city B ut seek the welfare of the city where I have sent you into exile, and pray to the Lord on its behalf, for in its welfare will you find your welfare. (Jeremiah 29:7, RSV) One particular afternoon last fall, I was shepherded through the nearby Cedar-Riverside neighborhood by our legendary community ambassador Mary Laurel True. She introduced me to good people whose lives and work intersect with the College. We sat in one of the four mosques in the neighborhood and spoke with the elders about peace and the God of Abraham, about our lives here together, about our children, and about the world and how frightening it can be to live with strangers. In other words, we spoke as fellow humans living together in the city. I love the city (despite my rural upbringing) and my recent experiences in our neighborhood lead me to revisit some of the historical themes that fascinate me about city life. My first thoughts go to the role that neighborhoods play in a strong urban life. Though we are a city, we live our lives in neighborhoods. It is in the neighborhood where I come face to face with the challenges and joys of negotiating my life with others. I think of Jane Addams, who made the west side Chicago neighborhood near Hull-House the sphere of action for her efforts in the late 19th and early 20th centuries to build a stronger democracy. There are many of us who still believe her settlement house idea has relevance for the 21st century. It is not a philosophical exercise—it is the daily living with, abiding with, meeting the needs and sharing the aspirations of neighbors that defined the work of Miss Addams and her colleagues, and that needs to define our lives in cities as well. A second theme about cities is the ways in which they reflect our abiding pursuit of civilization. Sir Peter Hall in Cities in Civilization suggests that great cities have been at the center of artistic growth, technological progress, the marriage of culture and technology, and solutions to evolving social problems. Cities are places “for people who can stand the Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Design Manager Kathy Rumpza rumpza@augsburg.edu Class Notes Designer heat of the kitchen: places where the adrenaline pumps through the bodies of the people and through the streets on which they walk; messy places, sordid places sometimes, but places nevertheless superbly worth living in, long to be remembered and long to be celebrated.” Finally, I think of the late Jane Jacobs, the legendary urban theorist, whose The Death and Life of Great American Cities was a clarion call to arms for all those who loved the diversity and energy of cities that was being ravaged by trends in architecture and city planning. One of Jacobs’ main points was that the well-being of cities is defined primarily by common, ordinary things, like sidewalks, parks, defined neighborhoods, and a diversity of architecture styles and buildings of different ages. These common, ordinary things, when thought about with the needs and aspirations of citizens in mind, will create healthy, sustainable, and vital urban centers. It is not about spending a huge amount of money, but rather about a reflective practice of city life—the genuine work of urban planning. During my short time here at Augsburg, I have been challenged to think again about the role of colleges and universities in an urban setting. I am committed to the mutual dependency of colleges and the city. The paradigm for the relationships between cities and higher education must be less about extracting benefits from each other, less dependent on incidental impact, and more focused on the various resources that can be shared in the pursuit of a more robust, healthy, and meaningful urban life. I look forward to our efforts at Augsburg to give substance to this new (but not really so new!) paradigm of urban citizenship. Yours, Signe Peterson petersos@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Interim Assistant Vice President of Marketing and Communications David Warch warch@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services, CB 142, Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Paul C. Pribbenow, president Spring 2007 21 Contents Features 11 The Kitchen Connection by Betsey Norgard Weekend College student Tom Gouras uses his food service experience to feel more connected on campus and provide service in the community. 12 Fitting the Pieces Together by Betsey Norgard In their keystone courses seniors synthesize all their Augsburg experiences in preparing for the next step. 16 The Ending of an Era Photos and text by Stephen Geffre The boxes are packed and farewells said as Martin Olav Sabo retires from a 28-year career in the U.S. House of Representatives. 21 Urban Legends by Bethany Bierman Augsburg’s metro-urban studies alumni are making their marks as leaders in public service and city planning. 16 26 A Place of Their Own by Betsey Norgard The East African Women’s Center bustles with activity as mothers, children, grandmothers, and girls learn skills for living in a new community. On the Cover: Congressman Martin Olav Sabo, Class of 1959, retires from a lifelong career serving his constituents in Minneapolis and earning high respect from colleagues on both sides of the aisle. Departments 2 Around the Quad 6 Supporting Augsburg 8 Sports 29 Alumni News 36 Views All photos by Stephen Geffre unless otherwise indicated. AROUND THE QUAD Brian Krohn awarded a Goldwater Scholarship NOTEWORTHY A team of Augsburg and University of St. Thomas students received honorable men- Junior Brian Krohn, who is majoring in chemistry with a biology minor, was awarded a Barry M. Goldwater Scholarship for the 2007-08 academic year. A total of 317 schol- arships were awarded from the more than 1,000 nominations made by college faculty in the fields of natural sciences, mathematics, and engineering. Krohn will join a research group this summer at the Graz Technical Institute in Austria, funded by the National Science Foundation. Two other Augsburg students received honorable mentions— Kent Bodurtha and Reid Larson, both in physics. tion at the National Model United Nations Conference in New York in March. Model UN team wins award A team of Augsburg and University of St. Thomas students received honorable mention at the National Model United Nations Conference in New York in March—Augsburg’s first award in nine years of competition. More than 4,000 students from the U.S. and 31 countries participated, with opening and closing ceremonies held in the UN General Assembly Great Hall. The student team represented the interests of India in the conference and met with the Indian Mission to the UN during the week in New York. Matt Broughton named a Fulbright Scholar Matt Broughton’06, who graduated summa cum laude with dual degrees in English and 2 AUGSBURG NOW physics, has been named a Fulbright Scholar to Germany during 2007-08. He will spend the year at the Technical University of Braunschweig, working in space physics research. It was during an internship with the National Academies’ Space Studies Board that Broughton began to see how research he had been doing fits into the larger context of national and international physics research, studying the relationship between the sun and earth. At the Technical University, he will study ultra-low frequency (ULF) waves in the magnetosphere, using data gathered from four satellites in the Cluster mission. He will be able to analyze the data with use of a wave telescope, a multi-spacecraft analysis tool, using techniques that scientists there developed. He already has a working relationship with the scientists and has received some training on the wave telescope. This summer Broughton will spend 10 weeks in Washington, D.C., in an intensive German language program. Coach and athletic director Ernie Anderson dies Ernie Anderson ’37, who served Augsburg College as its men’s basketball coach for 23 seasons and as its athletic director for 34 years, died on March 18 at the age of 90. Anderson was a part of the Augsburg community for more than 40 years. He attended the Augsburg Academy as a prep student in the early 1930s. He played basketball and baseball at Augsburg, graduating from the College with a hisErnie Anderson ’37 tory degree in 1937. Anderson served as men’s basketball coach for the Auggies from 1947-70, and as the school’s athletic director from 1947-80. He was inducted into the College’s Athletic Hall of Fame in 1975. In 1984, Augsburg named its outdoor athletic field Anderson-Nelson Field, in honor of Anderson and fellow longtime coach Edor Nelson ’38. In 2001, the center competition court at Melby Hall was named Ernie Anderson Court in his honor, while the outdoor athletic field was rechristened as Edor Nelson Field. Men’s basketball coach Ernie Anderson is lifted in the air as the team celebrates its conference championship in 1963. PA students excel on certifying exam Physics students receive award All 28 of Augsburg physician assistant 2006 graduates passed the National Commission on Certification of Physician Assistants (NCCPA) exam, required for physician assistants to practice in most states. While the mean score for all new grads nationally was 506, Augsburg’s mean score was 581, which put the program in the 91st percentile in comparison to other programs. Augsburg’s chapter of the Society of Physics Students (SPS) was selected as an Outstanding Chapter for 2005-06. This is the fourth time in the last five years the chapter has been recognized among the top 10 percent of chapters nationally. Recognition is given for the breadth of SPS activities in research, public science outreach, physics tutoring programs, and interaction among its members. Brian Wood ’08 serves Students and money—dollar/sense Sophomore Cody Warren (left) and financial aid counselor Carly Eichhorst (right) teamed to teach students about financial literacy. Studies show that more than half of all college students acquire their first credit card during their first year in college. Nearly half of all college students have credit card debt, with the average debt over $3,000. Combine that with the fact that most parents feel they are neither prepared to talk to their kids about personal finances, nor do they feel they are good role models concerning financial planning and decisions. And few high schools offer courses on financial matters. Last year, Augsburg’s Financial Aid Office decided to do something about this and provide resources for students to as chapter president and Professor Mark Engebretson is faculty adviser. Best Workplace for Commuters The Environmental Protection Agency (EPA) and the U.S. Department of Transportation become more fiscally literate and learn to make responsible money choices. “Does Your Money Matter?” was offered as a series of formal presentations. This year, financial aid counselor Carly Eichhorst and sophomore student worker Cody Warren teamed up to revamp the program and ratchet up the level of conversation and participation. “I knew my peers didn’t have the [financial] information,” Warren said, as they planned a new program they called “dollar/sense.” Five sessions (three of which were repeated) were offered on weekday evenings: • Embark: Begin the Financial Journey • Build: Establish Credit. Maintain Credit • Plan: Chart Your Course • Renew: Financial Aid Springs Anew • Share: Time. Talent. Gifts included Augsburg among the Best Workplaces for Commuters in Minneapolis. It was recognized as an employer offering good benefits to employees for alternatives to driving alone to work every day. Augsburg faculty, staff, and students can buy discounted travel on buses and light rail, can make teleworking arrangements, and use carpools. Augsburg also hosts an HOURCAR hub in the CedarRiverside community, making a hybrid-fuel vehicle available for hourly rent by qualified drivers on campus and in the community. Lots of audience response and visuals in a relaxed atmosphere, plus some food, brought home the message to 20 to 40 students who came to each session of “dollar/sense.” Eichhorst was delighted at the response. “[A student who] attended last night’s event on credit scores … came to me this morning and told me he pulled his credit report right away last night and wanted to talk about a discrepancy,” she said. “[Another attendee] was a student who experienced financial problems last year … and he attended every single session of ‘dollar/sense’.” The word reached parents as well. One mother e-mailed, “It is really a shame that you don’t get more students attending those sessions since they are truly REAL LIFE and kids so often complain about learning things they think they will never use. Thanks to everyone in the Enrollment Center who put them on.” —Betsey Norgard SPRING 2007 3 AROUND THE QUAD Japanese artists visit Augsburg For two days in late February, Ayomi Yoshida and Bidou Yamaguchi engaged the Augsburg community with their talents and art. Yoshida is a printmaker, installation artist, and designer, whose work ranges from a colorful gift wrap line designed for Target to multi-story installation art. She is a fourth generation member of the illustrious Yoshida family of printmakers, which also included Toshi Yoshida, who taught at Augsburg during two summers in the early 1970s. For an exhibit at the Minneapolis Institute of Arts (MIA) in 2002 featuring her family, she created a large installation of wood grain panels. The installation was purchased by Target Corporation and re-installed in their corporate executive suites in downtown Minneapolis. “Reverberation Ad Infinitum” is made up of four columns and a wall, each running three stories high, flanking a stairway. Out of each red column, Yoshida carved repeated lines of oval chips with a scoop chisel. The red chips were then glued to the white wall, creating positive and negative polka dots. Over 60,000 chips were carved, with three people working on it for three months. MIA curator Matthew Welch led a group of Augsburg students to Target Corporation to view Yoshida’s installation—an opportunity for the students to see the artwork in this restricted, nonpublic area. They appreciated the centuries-old, handcrafted nature of the installation, says Kerry Morgan, Augsburg’s coordinator of galleries, and were captured by “the physical process, the amount of work, and the time and dedication needed for it.” Morgan recounts that as people walk through the installation, “fascinating things happen to the eye, the grid becomes diagonal and casts shadows.” Bidou Yamaguchi demonstrates his master skills in carving masks from cypress wood for Japanese Noh drama. 4 AUGSBURG NOW Students explore the panels of a multi-story art installation created by Ayomi Yoshida at Target Corporation headquarters. Bob Ulrich, chairman and CEO of Target Corporation, greeted the group and told them that Target employees prefer walking the stairs through the installation to taking the elevator. Yoshida also is a designer for Target. Her gift wrap line, with polka-dot-and-lined patterns, has been described as making packages “too pretty to open.” Yoshida’s husband, Bidou Yamaguchi, is a master carver of masks for Noh drama. He is trained as a graphic designer, but became enchanted with the ancient craft of carving masks and their long history as part of an ancient art form. Carved and smoothed from a block of cypress wood by knives and chisels with three layers of steel, the masks are lacquer coated many times and then stressed to show age and wear. Yamaguchi tried his own hand at carving, and sought out a master carver with whom he could apprentice. After five years of study—only half the normal time—he was awarded the master carver status. He was also given his artist’s name, Bidou, a combination of words meaning the “god of war” and “a stack of wood.” Yamaguchi has lectured and demonstrated his craft at numerous institutions in Japan and other countries. His masks are part of the permanent collections of Target Corporation (which the students also were able to view on the tour) and the MIA. Bringing Yoshida and Yamaguchi to campus was a collaborative effort among the art galleries, Art Department, Theatre Arts Department, Art Club, Pan-Asian Student Services, and professor emeritus Eugene Skibbe, a friend of the Yoshida family. The presentations made by the artists were open to the public, and scheduled to involve classes in AsianAmerican theatre, sculpture, art history, and design. — Betsey Norgard Augsburg Stewards: Preserving history, keeping traditions alive The Augsburg Stewards have been involved in nearly every recent Augsburg event, and they are not much more than a year old. The 14-member group has already participated in Homecoming, orientation, an event honoring the Augsburg Associates, the annual Scholarship Brunch, and other events with alumni. Augsburg students can’t help but notice the Stewards, but many wonder, “Who are they?” If you refer to the group’s official statement, the Augsburg Stewards’ mission is “to engage students in the mission of Augsburg College in order to cultivate pride in place and purpose.” Lead Steward Solveig Mebust says, “We combine three important aspects of the College: we look at the history, the present traditions, and the future of the College and then try to make it all something to which students can relate. We basically provide the link between the students and the alumni. “We make connections with people whom you might not otherwise have met, and these are powerful people,” she says. “They make the difference between having an Oren Gateway Center or not, having a scholarship to go to college or not.” The Stewards don’t just make connections with alumni, but also focus on students. In an interview in spring 2006, Augsburg Stewards’ founder, Paul Cumings ’06, said, “Students are trying to find ways to connect with Augsburg, to The Augsburg Stewards seek ways to engage students in the history and traditions of the College and create links with alumni. (L to R) Rikki Starich ’07, Marie Sager ’09, lead Steward Solveig Mebust ’08, Sarah Valasek ’09, Cody Warren ’09. create meaning behind the school.” “That’s exactly what we try to do,” Mebust confirms. “We want students to be invested in this school, to take pride in our rich history, be involved in present traditions, and to help sculpt the future of the College.” The Stewards have already started working toward that goal. Each Steward receives a copy of the late professor emeritus Carl Chrislock’s Fjord to Freeway, a centennial history of Augsburg College. They then share the College’s history with the student body. For example, during Auggie Days, an orientation program for first-year Augsburg students, Steward Chris Kuhn presented a brief history from Chrislock’s book. The Stewards began in December 2005 when Cumings, the student body president, came up with the idea. “It’s important to learn the history of the College, to open up our past. That helps us learn why deci- sions have been made,” he said. Cumings asked a few students to join, wrote a constitution, and submitted the constitution to student government. In January 2006 the Augsburg Stewards became an official student organization. Currently the organization is structured into three main committees: the History Committee, the Present Committee, and the Future Committee, each led by a Steward member and focusing on one of the three main components. However, Mebust plans changes to the structure to make it easier for students to participate more fully. Formal recruiting for new Stewards has taken place during spring semester. In December the Stewards hosted an event called “What is an Auggie, anyway?” With information tables in Christensen Center, the group focused on what it means to identify as an Auggie and provided students with information, food, presentations, and a documentary about the College’s history. “There’s something unique about Augsburg. It’s always been the odd child out of the Lutheran colleges because we’ve never felt the need to compete,” says Mebust. “We produce amazing alumni who are leaders of both the political and religious realms, and their children are now attending Augsburg.” Mebust hopes to learn more about why Augsburg is so unique. She assigned the Stewards a long-term goal of discovering the personal history of the College. “Fjord [to Freeway] is a great history based on institutional life, but not [its] personal life.” Even while still evolving, the Augsburg Stewards are working hard to reach their goals. Mebust says, “We do our best to be involved … and to be the best representation of the College.” —Kari Aanestad ’08 Kari Aanestad is a junior, with double majors in English/writing and political science. SPRING 2007 5 AROUND THE QUAD SUPPORTING AUGSBURG Sabo Scholars … ‘Walking the talk’ One year after he graduated from Augsburg, 22-year-old Martin Olav Sabo was elected to the Minnesota House of Representatives in 1960 as its youngest member. In 1978 he was elected to the first of 14 terms in the U.S. House of Representatives and served as one of its most liberal members. Throughout his entire career, he has exemplified Augsburg’s motto, “Education for Service,” and he leaves a legacy as one of the most fair-minded and principled legislators. In 1990, his friends, family, and alumni established the Martin Olav and Sylvia A. Sabo Scholarship in recognition of Sabo’s distinguished record. The scholarship is awarded to students who study political science and/or have engaged in public service, and aspire to careers in public policy. In 1994, fundraising began to build the Sabo Endowment for Leadership in Public and Community Service. In addition to the Sabo Scholarships, a summer leadership program for high school students, a lecture series, and academic support to public service are envisioned. Since 1995, nearly 50 students have been named Sabo Scholars, and some served internships in Sabo’s Washington office. A number have since chosen careers in public service. Garry Hesser, professor of sociology and director of the metro-urban studies program, says, “What we’re trying to lift up with the Sabo initiative is that graduates in urban studies walk the talk … . They stand for elected office and grapple with the complexities of public issues and The Sabo Scholarship The Martin Olav and Sylvia A. Sabo Scholarship, established in 1990 by friends, alumni, and family is awarded to students with demonstrated financial need and academic achievement who study political science and/or have engaged in public service or have interest in public policy. “I hope your college experience has taught you to listen, and that you will continue to listen. … I hope you will develop your convictions and your beliefs. I hope that you will pursue your passions. And I hope you do get involved and choose your causes. But always remember to listen. And remember—you may not be absolutely right.” — Martin Olav Sabo ’59 Augsburg Commencement address, 1983 6 AUGSBURG NOW public policies.” Here are four Sabo Scholars whose lives are centered around walking the talk of public service. For Minneapolis native Breanne Dalnes ’03, it took a year at another Lutheran college to realize she was an urbanite at heart. Once at Augsburg, a metrourban studies major became an instant fit. “I knew as soon as I discovered there was such a thing as neighborhood organizations that I wanted to get involved on such a grassroots level,” she says. While at Augsburg, Dalnes spent one semester with HECUA’s Metro-Urban Studies Term (MUST), which she says opened her eyes to a new way of thinking. She also served as a planning Junior Kari Aanestad’s internship teaching a recent immigrant to write has brought to life issues around community needs that her classes in political science have introduced. intern for the City of St. Paul. Her last semester, she spent a week in Washington D.C., where her group visited various nonprofits and Sabo’s office. “It was the perfect send-off to graduate school.” She received a Master of Urban/Regional Planning degree at the University of Minnesota’s Humphrey Institute in 2005 and currently serves as an associate planner for the City of Ramsey. “I’m putting my passions to good work and watching out for people who are too busy making ends meet to get involved in their communities or politics.” Erica Champer ‘04 chose Augsburg “for its integration into a world-class city.” She also chose metro-urban studies because, in Making a gift to Augsburg It’s easy to make a donation to Augsburg College. All donations are tax-deductible. her words, “it intertwined all of the areas I was interested in— history, economics, sociology, and politics, all with a focus on making the city a better place.” She now serves as an associate director of quality and compliance at Heartland Alliance for Human Needs and Human Rights in Chicago. Champer climbed the ladder in a short period of time, becoming the youngest director in a company of 800. “At Augsburg I learned about public housing in Chicago and what a disaster it was, and now I’m here two years later working on a real solution!” says Champer. “I am working on issues that are meaningful to me—affordable housing, human rights, and more.” Kari Aanestad graduates next year with double majors in political science and English with a writing concentration. During her time at Augsburg, she has taken advantage of many opportunities to reflect on vocation, community service, and building democracy. “I love helping people and being a servant of the people,” Aanestad says. Her Honors Junior Colloquium, taught by President Pribbenow, focused on humanitarian Jane Addams, and what Aanestad took away was a deep appreciation of Addams’ belief that in serving people she did not expect to teach them, but to learn from them. Aanestad says her four classes during spring semester all seemed to synthesize around public serv- Ana Chilingarishvili’s international interest in children’s rights stem from her own experience growing up in the post-Soviet Union Republic of Georgia. Gifts online Go to www.augsburg.edu/giving to make a secure credit card donation. You can use the form to make a one-time donation or to set up recurring gifts. Gifts by phone To make a donation by phone, call Kevin Healy, director of advancement services, at 612-338-6537 or 800-273-0617. Gifts by mail You can mail your gift to: Development Office, CB 142 Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454 For complete information about making a gift, including the types of giving and giving programs, go to www.augsburg.edu/giving. ice. In political science theory, she studied what it means to be a civil leader and servant of the people. A statistics course taught her how knowledge is used and how public policy is translated for the general public. An internship gave her the chance to work oneon-one with a 46-year-old East African man, teaching him to write. She learned how education is empowerment, and how leaders have a responsibility to empower their people. Lastly, in American literature, she studied what it means to have a voice, and how in poverty people do not have any voice. Her thoughts after graduation include work with the Lutheran Volunteer Corps or AmeriCorps, giving her chances to offer community service and better understand the role of civic associations in a democracy. Ana Chilingarishvili graduates this year with a major in international relations and will begin law school in the fall. Her sights are set worldwide, beyond local and national boundaries. A native of the Republic of Georgia, she was 6 years old when the Soviet Union came to an end and independence was declared. Her family endured the civil war that followed and were fortunate to receive help from a number of international organizations. Chilingarishvili’s interest is in human rights law, especially children’s rights, so that she can help others in the same way. She doesn’t yet know exactly what that will be, but feels that Augsburg’s focus on vocation has helped her prepare for whatever may develop. When the Sabo Scholars had the opportunity to meet Martin Sabo on campus this spring, Chilingarishvili was amazed to hear about the roots of this legislator who has traveled the world—a tiny North Dakota community and a high school graduating class of three. — Bethany Bierman and Betsey Norgard SPRING 2007 7 AROUND THE QUAD SPORTS Auggies win 10th national title, claim nine All-Americans Claiming three individual national titles and making collegiate wrestling history for one of its wrestlers in the process, the Augsburg wrestling team won its record-10th NCAA Division III national championship in the last 17 seasons with a dominating performance in the tournament, held in March in Dubuque, Iowa. With nine All-Americans, including three titlists and two runners-up, Augsburg finished with 135.5 points, 36 points ahead of second-place Wartburg (Iowa), the defending national champion, with 99.5 points. Wisconsin-La Crosse finished in third with 92.5 points, Luther (Iowa) finished fourth with 86.0 points and the College of New Jersey finished fifth with 46.5 points. Augsburg head coach Jeff Swenson ’79 was named National Coach of the Year by the National Wrestling Coaches Association, the sixth time he has earned the honor in his 25-season career. After the championships, Swenson announced his resignation from his coaching position, in order to focus on his responsibilities as the school’s assistant dean for athletics and recreation. Sam Barber, who has served as an assistant on the Auggie staff for six seasons, was named the team’s new head coach. “We had a lot of ups, mostly, and a few downs,” said Swenson. “It’s hard for me when the year comes to an end because of the great seniors, but the bottom line is I’m proud of them as a group. They really came together in the last month of the season.” Augsburg has finished among the top two teams in national competition 19 times since 1975, has finished among the top four Wrestling head coach Jeff Swenson steps down after 25 seasons. Auggie coaches Jeff Swenson (lower) and Sam Barber (upper) watch their team With a commanding win, Auggie wrestlers captured their 10th national championship in March, with nine All-Americans. nationally the last 19 seasons in a row (the only NCAA school in any division that can make that claim), and has finished in the top 20 nationally every season since 1971 (NCAA from 1983 to present, NAIA pre-1983). Augsburg’s Marcus LeVesseur, a senior from Minneapolis, became the first Division III wrestler ever to win four national titles, and the second college wrestler ever to finish his career unbeaten and untied. LeVesseur, who won Division III national titles at 157 pounds three times (2003, 2004, 2005), finished his senior season at 31-0, and his collegiate career at 155-0, the second-longest winning streak in college wrestling history. Cael Sanderson went 159-0 during his career at Iowa State from 19982002, winning four Division I national titles. “It’s unbelievable,” Swenson said of LeVesseur’s accomplishment, “… no one had ever won four titles (at the Division III level), and only two guys have ever gone through their careers undefeated. He’s in great company with Cael [Sanderson].” Junior Quincy Osborn claimed his first national championship at 141 pounds. Osborn finished his first season as an Auggie with a 44-3 record, completing his third national tournament appearance. As a Division I wrestler at the University of Minnesota, he competed in national tournaments in both 2004 and 2005. Osborn is now 104-35 in his college career. Junior Jeremy Anderson also earned his first national championship, completing his second All-American season with a win in the 157-pound class. Anderson, who was a national runner-up last season, finished his junior campaign at 39-2 overall and his 83-5 in his two seasons as an Auggie. At 133, junior Jafari Vanier repeated his second-place finish from a year ago, and sophomore Seth Flodeen claimed national runner-up honors in his first national finals appearance at 125 pounds. Senior Jared Evans, a threetime All-American, closed out his career with his second straight fourth-place finish, and junior Robbie Gotreau finished his campaign at 41-6 overall. Heavyweight senior Andrew Neumann, in his second national tournament, finished fifth overall. At 197, junior Wally O’Connor finished eighth. Augsburg finished with an 11-1 dual-meet record this season. For the third time in the sixyear history of the event, Augsburg claimed the championship at the National Wrestling Coaches Association/Cliff Keen Division III National Duals in January. Academically, Augsburg finished 11th among Division III programs in the NWCA’s academic national rankings, with a 3.283 team gradepoint average. Five Auggies earned NWCA Scholar All-American honors—Evans, Neumann, Paul Bjorkstrand, Josh Hansen, and Brandon Klukow. wrestle to a national title. 8 AUGSBURG NOW —Don Stoner Jeff Swenson resigns as wrestling coach Augsburg wrestling head coach Jeff Swenson announced in March that he is resigning his coaching post in order to focus on his responsibilities as the school’s assistant dean for athletics and recreation. Swenson, a 1979 Augsburg graduate, served as head coach of the Auggies for 25 seasons (198084, 1986-2007), building the squad into a national small-college wrestling powerhouse. Under Swenson’s leadership, Augsburg won a record-10 NCAA Division III national championships and produced a career dual-meet record of 321-44. Associate head coach Sam Barber takes over as head coach. Sam Barber, who served as an assistant coach on Swenson’s staff for six seasons, is taking over head coaching duties for the Auggies. Barber has served as associate head coach for the last two seasons. A 1995 Upper Iowa University graduate, he served as head coach for the Peacocks in the 1999-2000 season. During his Augsburg tenure, Barber has been a part of three national championship squads and two national runner-up squads, and has coached 46 AllAmericans and 13 individual Jeff Swenson ’79 retires after 25 seasons, with a national title and Division III Coach of the Year honors. He shares the moment with his nearly-two-year-old son, Brady. national champions. He was named Division III Co-National Assistant Coach of the Year by the National Wrestling Coaches Association in 2006. In his role as assistant dean for athletics and recreation as a member of President Pribbenow’s staff, Swenson supervises the 18-sport intercollegiate athletics program, the athletic facilities department, and the College’s intramural athletic program. Swenson was named to the position on an interim basis in 2001, and his posting was made permanent in 2004. “I look forward to working with Coach Swenson in the years ahead,” Pribbenow said, as “we partner to make Augsburg one of the finest examples of NCAA Division III athletics in the country—a college that honors the connections between academics and athletics, that celebrates both sportsmanship and competition, and that helps our students to grow as individuals and teammates … I can think of no one better than Jeff Swenson to lead us in this vision for intercollegiate athletics at Augsburg College. His track record speaks for itself. His love for the College is unparalleled. And he has the passion, commitment, and skills to guide our athletics programs into a bright future.” Swenson has been a member of the Augsburg community for more than 30 years—as a student, coach, and administrator. A national champion wrestler at Augsburg in his senior year of 1979 with a career record of 10217, Swenson began his coaching career in his first year out of college, as an assistant coach on John Grygelko’s Auggie staff. Grygelko retired in 1980, and Swenson was named head coach. Swenson said that two years ago, he made the decision that he would step down from his coaching post this year. He said that focusing on his role in athletic administration will help him in his goals to improve every aspect of Augsburg’s athletic program among schools in the Minnesota Intercollegiate Athletic Conference and NCAA Division III. “For me, this is a cause for celebration. It’s not a sad day. It’s a great day. I’m able to listen to my vocational calling and lead the entire athletic department without having the coaching demands,” Swenson said. As an administrator, Swenson has led the Augsburg program through a period of unprecedented growth and improvement. This year, construction was completed on the new Kennedy Center addition to Melby Hall, which includes expanded classroom, meeting, and locker room space, along with a new fitness facility and a new wrestling training facility. Two years ago, a new SprinTurf surface was installed at Edor Nelson Field, and a new seasonal air-supported dome was installed for the first time this year over the field. “I’ve been around Augsburg since the fall of 1975, over 30 years,” Swenson said. “Augsburg has shaped me. Augsburg has made me who I am, and it’s allowed me to pursue my passion to be a coach. Now, I have a greater passion to lead the entire athletic department as a full-time administrator. I’ve learned a lot about leading and coaching by being the head wrestling coach here for 25 years. That’s going to help me as I lead Augsburg athletics into the future.” “I am proud to know Jeff Swenson and to be able to honor his remarkable career as our head wrestling coach at Augsburg,” Pribbenow said. “He has accomplished great things with his wrestling teams—10 national championships, countless individual titles, team academic achievements, and so on. But perhaps more than anything, I am proud of Jeff’s commitment and passion for that individual student who needs the guidance, support, and challenge to be the best he or she can be—as an athlete, as a student, as a person. Jeff exemplifies what makes Augsburg the special and rare place that it is—putting students first and helping them to grow to be successful, responsible, and good people. “Jeff Swenson leaves a remarkable legacy as the Augsburg wrestling coach. He has built a program that will endure as a shining example of quality and achievement. Now he has made the remarkable decision to bring his skills and passion to bear on moving Augsburg’s intercollegiate athletics programs to the next level of excellence. Surely there is no one better than Jeff to lead our athletics programs—both to the benefit of our student-athletes and the reputation of the College.” —Don Stoner SPRING 2007 9 Augsburg men’s hockey head coach Chris Brown was named Minnesota Intercollegiate Athletic Conference Chris Brown Coach of the Year. In his first year as the Auggies head coach, Brown led the Auggies to a 12-10-4 record and third-place conference finish (9-3-4), as the Auggies clinched a berth in the MIAC playoffs for the first time since the 2002-03 season. Brown returned to Augsburg last season as an assistant coach under Mike Schwartz, a position in which he also served during the 1996-97 season. After leaving Augsburg in 1997, he was an assistant coach at Division I Alaska-Anchorage for three years, then served as head coach at Marian (Wis.) for four seasons (2000-04) and at Hamline for one season (2004-05). Brown was also named as one of 12 finalists for the Edward Jeremiah Award as the NCAA Division III National Coach of the Year by the American Hockey Coaches Association. Aaron Johnson named MIAC Player of the Year Senior forward Aaron Johnson was selected by MIAC as the conference Player of the Year in men’s hockey. A three-time AllMIAC honoree, he also was 10 AUGSBURG NOW named for the second year in a row as a first-team selection on the AHCA/ RBK Hockey Division III All-American Aaron Johnson ’07 squad. In April, he was selected as one of two Division III players to compete in the NCAA Pontiac Frozen Four Skills Challenge during Division I men’s hockey Frozen Four in St. Louis, Mo. He was also one of eight finalists for the Sid Watson Award, given by the AHCA to the Division III National Player of the Year. Ed Saugestad receives Hobey Baker Legends of Hockey Award Former Augsburg men’s hockey coach Ed Saugestad ’59 was recognized for his lengthy and outstanding service to college hockey with the 2007 Hobey Baker Legends of Hockey Award. The award was presented by the Hobey Baker Memorial Award Foundation on May 3 in St. Paul. Saugestad coached Augsburg to a 503-354-21 record in a career that spanned 37 seasons. Only two other Division III coaches have amassed more than 500 career victories. In his 37 years of coaching, Saugestad took teams to national postseason play on 10 occasions (nine NAIA and one NCAA), winning NAIA national championships in 1978, 1981, and 1982. He was named NAIA National Coach of the Year after each of the national championships. He coached 22 AllAmericans at Augsburg. Saugestad and his Auggies won Minnesota Intercollegiate Athletic Conference (MIAC) regular-season titles six years in a row (1976-77 to 1981-82), and Saugestad was MlAC Coach of the Year six times. In 1998, the MIAC’s playoff championship trophy was christened as the Ed Saugestad Trophy. Saugestad began his Auggie coaching career while still a student at Augsburg, in 1958. He graduated with a double major in physical education and biology in 1959 and went on to earn his master’s degree from the University of Minnesota in 1964. In addition to coaching hockey for parts of five decades, he also served on the Augsburg football coaching staff from 1959-84 (head coach in the 1970-71 seasons); men’s athletic director from 1981-87; and during his entire Augsburg career served as an instructor in the Health and Physical Education Department. Saugestad was named the 2002 recipient of the John MacInnes Award from the American Hockey Coaches Association for his contributions to the growth of amateur hockey in the United States. In 1996, the state of Minnesota declared Feb. 17 as Ed Saugestad Day, in recognition of his career accomplishments. Archive photo Chris Brown named MIAC Men’s Hockey Coach of the Year Sophomore Ed Saugestad (back row, second from left) played on the 1956-57 Auggie hockey team. Coach Saugestad studies a hockey pro- Saugestad’s hockey team captured a gram during the 1961-62 season. national championship in 1981. Weekend College student Tom Gouras uses his food service background as a volunteer in Augsburg’s Campus Kitchen, a great way for him to meet other students and feel more connected to Augsburg. The kitchen connection by Betsey Norgard “I can begin to see it take shape.” Tom Gouras, the Monday night shift leader at Augsburg’s Campus Kitchen, is looking at several pans of fried rice and vegetables, surplus food donated by a local restaurant through the Emergency Foodshelf Network. Alongside them sit other pans of pork riblets, wax beans and carrots, potatoes, and some melons. From the donations they receive, the Campus Kitchen volunteer crew transforms the various components into healthy meals to be heated, delivered, and served the next day—to the Brian Coyle Community Center and Trinity Lutheran’s Safe Place tutoring program in the CedarRiverside neighborhood, and at the Minnesota Indian Women’s Resource Center. “I call this Chinese medley,” Gouras says, as he combines several pans of rice and vegetables. It can be a challenge, as the crew never knows exactly what foods they’ll find when they arrive for the cooking shift. Sometimes, he says, “what goes into the soup is interesting.” Since Augsburg students are on break, Gouras’ crew tonight is a group of four students from Fridley High School with their teacher, a father with his middle school son who is doing community service, and Augsburg alum Bill Ogren ’73. All of them have become regular Monday night volunteers. Tonight, they cook the potatoes, chop the melons, and check out all the boxes of food to make sure everything is still fresh. Finally, pans are labeled—protein, starch, vegetable, and fruit—and everything is cleaned up to finish the evening shift. Gouras is a Weekend College student who has been volunteering at the Campus Kitchen at Augsburg since January. His 15 years of experience as a cook and chef are valuable in the kitchen to lead the crews of students and community volunteers. He entered Weekend College last spring after two years at Rasmussen College studying criminal justice. A native of St. Paul’s East Side, Gouras recites a litany of blue-collar jobs he’s held—furniture delivery, food service cook/chef, garbage truck driver, loading dock worker, chemical dependency technician, greenhouse hand, and, currently, delivery truck driver for the New French Bakery. While at Rasmussen, Gouras realized that in order to advance much higher than where he is and has been, he needs a four-year degree. He hopes his courses in psychology and sociology will prepare him for probation work with the county or state. He’s also open to possibilities that may develop during his studies. “I’ve been asked if I know my calling,” he says, “and I hope I find it. I’m open to it.” After two trimesters in WEC, Gouras began to understand how much of the college experience involves social interaction, and he wasn’t feeling very connected to Augsburg. Campus Kitchen appealed to him because he could use his food service experience, and he liked the program’s mission of reaching out to others less fortunate, making sure they have hot meals. Gouras is old enough to be father to most of the student volunteers, but he enjoys their enthusiasm, as well as sharing with them some of his “street smart” wisdom and common sense. Rachel Vallens, Campus Kitchen coordinator, recognizes what this does for the program. “Tom’s cooking experience and maturity really bring an added dimension to his cooking shifts,” she says. “The students look up to him as someone who knows what he’s doing and has done a lot in life.” Recently, Gouras took on an additional task. Three days a week, sandwiches and deli items are donated from the University of Minnesota, and when no one else could pick them up on Thursdays, he volunteered. It’s all part of giving back, which is why Gouras says he’s in the kitchen every week. Ⅵ For more information about Augsburg’s Campus Kitchen, go to www.campuskitchens.org. SPRING 2007 11 keystone courses Fitting the pieces together by Betsey Norgard In architecture, a keystone sits at the top of the arch and provides the shape and support to the curved pieces rising to it. In the Augsburg Core Curriculum, the keystone is the final piece that integrates what students have learned in their required general education courses and their chosen major with everything else they have done at Augsburg—co-curricular experiences, leadership development, service-learning, study abroad, and other areas of their Augsburg experience. 12 AUGSBURG NOW First-year day students begin their Augsburg education with Augsburg Seminar, a semester that includes orientation to residence life; development of skills and strategies they need for success in college; introduction to the themes of an Augsburg education, including vocation, service, community; and learning about Augsburg’s neighborhood and the city. It’s all about transition to college, integration into Augsburg’s learning community, and reflection on how they become responsible learners. Students learn that a hallmark of an Augsburg education is intentional reflection on vocation, or what they call the “v” word. All students study two semesters of “Search for Meaning,” which includes critical conversations on understanding and discovering one’s own gifts. The senior-year keystone course becomes the other bookend. Students synthesize all their in-classroom and out-of-classroom experiences as they focus on transition from college to the community, integration of what they’ve learned, and reflection on how they will use their gifts and knowledge—again, transition, integration, reflection. What does it mean to be a professional in their major? What does it mean to be a biologist, accountant, social worker, English teacher, actor, or whatever? Because conversations about vocation are revisited during the keystone, faculty need to feel comfortable and confident in discussing issues of faith and vocation in this context. A grant from the Wabash Center for Teaching and Learning in Theology and Religion, “Common Vocation, Distinctive Callings,” provides funding for keystone faculty to partner with religion faculty members. Together they strategize on content and methods for these crucial conversations. The vocation focus and other signature elements of the Core Curriculum—diversity, the city, service and service-learning— distinguish Augsburg’s keystone from other senior “capstone” courses. Russell Kleckley, associate professor of religion and coordinator of keystone seminars, explains that Augsburg’s keystones are “more intentional about the educational experience as a whole, to see how the general education experience has informed the [major] discipline and vice versa.” Diane Pike, sociology professor and director of the Center for Teaching and Learning, says that keystones “take the time, with guidance, to help students figure out how the pieces fit together for them.” She says, “We’re equally serious about the transition from college outward as we are about the transition to college from high school.” From the College’s point of view, the keystones measure how well Augsburg fulfills its promise to students. Are they satisfied with their experience, and do they feel well prepared and confident in what they know and will take away with them? keystone Psychology majors (clockwise from bottom) Rebecca Lewis, Tiah Colacci, Nghi Ngan, and Peter Chea played a version of the Game of Life in which the cards required players to discuss some of the bigger questions in life. the keystone variations Most students take the keystone in their senior year, and most often in connection with their major. This past academic year was the first time all students have had access to a keystone course. With a fair amount of flexibility, departments have created or modified existing courses, or collaborated across departments or divisions to create classes. psychology: the game of life The psychology keystone is a good example of a department capstone course that evolved into a keystone. All psychology majors have completed capstone internship semesters that includ- ed time on the internship site, plus time in class, plus papers, portfolios, etc. This year, the course changed to be one-half internship and one-half keystone, with about one-third of the total time devoted to issues around vocation. As part of the Wabash grant, Bridget Robinson-Reigler, associate professor of psychology, was paired with Mary Lowe, assistant professor of religion. RobinsonReigler says that she and Lowe had five or six conversations about vocation, and that Lowe helped her plan new activities to engage her students. “I was pleasantly surprised how unbelievably well the students have gotten into [the discussion of vocation],” says Robinson-Reigler. Early in the seminar, she offered her own model of vocation, and by opening herself to them, she set a comfortable tone for class discussion. In what became a popular activity, Robinson-Reigler introduced an adapted version of the Game of Life, in which a number of the play cards were rewritten with questions relating to vocation. Given this context, students felt comfortable first answering the questions themselves, then opening the conversation to everyone. In another session, students were asked to evaluate the effectiveness of their required liberal arts courses. Did they work? Why did Augsburg want them to study those courses? Some students responded by saying that without the keystone they never would have thought about these SPRING 2007 13 business and vocation John Knight, Center for Faith and Learning, encourages business majors to consider how their skills, beliefs, and values will influence decisions they make every day in the business world. questions, and this assignment helped them figure out what they had learned. Robinson-Reigler’s psychology keystone is a mix of day and weekend students, giving the class a combination of ages and experiences. While all students were in the same situation of finishing college and figuring out what was next to come, some interesting conversations were launched in the multigenerational class. One WEC student said that these discussions helped her understand her own daughter better. Some said it helped them understand and appreciate the younger day school population. Robinson-Reigler confirms that students are not getting any less psychology in the new capstone-keystone with the addition of the vocation conversation; 14 AUGSBURG NOW they’re just getting it differently. “I’ve taught this class before, but I love teaching it now,” she says. “I enjoy grading the papers!” keystone-capable english courses In their new curriculum, the English Department doesn’t have a separate keystone course, but rather several advanced courses designed as “keystone-capable.” Students are required to take one of these courses as a keystone, for which extra work is indicated. Much of that work is selfreflection, and requires students to consider, for example, their function as readers and to think about what is happening when they read. The nature and depth of their commitment to reading, and what, if any, responsibilities their reading entails. This reflection is more seamless in some courses than others. When Professor Doug Green teaches Advanced Studies in Language, Theory, and Method, he integrates reflection and vocation throughout the course, even for the non-keystone students. Last year he taught Criticism and Theory as a pilot keystone course. Students read Azar Nafisi’s Reading Lolita in Tehran and wrote about how they viewed the place of literature in their own lives and cultures. They had to respond to questions like, “How has my understanding of ‘self’ (who I am as a reader, writer, student, English major, woman or man, and human being) evolved as a result of my experiences at Augsburg?” John Knight, associate director of the Center for Faith and Learning, has taught several sections of the keystone course for the Business Administration Department, the College’s largest department. The course is a collaboration between the business and religion departments, and he co-taught the day section with religion professor Hans Wiersma. Titled Vocation and the Meaning of Success, the keystone objectives include reflecting upon the ways students have been transformed by their college experiences, especially in their business major; reflecting critically on beliefs and values they use in a diverse world; and reflecting on Augsburg’s understanding of vocation and a comparison to their own vocation. Knight finds that the feel of the class depends significantly on the class makeup—the day or weekend student mix, the mix of males and females, etc. Weekend College students, he says, who bring wider job skills and life experience to class, showed a “deep willingness to engage in the material … and really wrapped themselves around the [vocation] issues by the second class.” Some students are suspicious of the keystone as being a religion class and question its relevance to their future. Knight asks them to consider the bigger picture of meaning and purpose in their lives. What does it mean to be a business professional? How does he or she behave? He believes that somewhere down the road students will understand why they had to take this course and see the benefits from it. creating a life in the fine arts Students in music, visual art, and theatre share a cross-disciplinary keystone course, Creating a Life in the Fine Arts. The syllabus states that the course will “synthesize recurring powerful concepts of vocation with practical tools and realities.” Students will balance the “development of entrepreneurial skills with ‘intrapreneurial’ knowledge and awareness” while preparing for professional life in the community. The idea of shared courses across the arts is not new—several short-term courses have taken place over the past few years. What’s new is the infusion of the larger issues integrating liberal arts and vocation. Merilee Klemp ’75, associate professor of music, led the conversations among arts faculty around the new Core Curriculum. Anticipating the need to create a keystone course, she sought a Lilly Endowment grant for the music faculty to explore topics in music and vocation with a consultant, Janis Weller. Extending this conversation to art and theatre faculty formed the nucleus for the new keystone. It also promoted the building of a fine arts community among both faculty and students on campus. Weller taught the course, along with Klemp (music), Darcey Engen (theatre), and Tara Sweeney (art). Critical conversations about vocation began and ended the course. These included visiting guest artists, who spoke about their roles in the community and world. In conjunction with the Wabash grant, Sweeney was paired with Lori Brandt Hale, assistant professor of religion. They met frequently, and Sweeney describes the experience, “What I am discussing in the service of teaching the keystone is inseparable from what I am learning about my own vocation and practice as an artist at the same time.” Their discussions included how their religious upbringing or belief systems affected what and how they teach, and how they could challenge and support students to discover their own authentic voices. The keystone seniors across art, music, and theatre were encouraged to find common ground. In one exercise, teams of students were given ordinary objects, like a chair, and together asked to consider it from a number of perspectives—how the object could move or be used with their bodies, what the visual elements of the object were, what kinds of sounds the object could make. Practical sessions about being an artist were also included. Students practiced networking with introductions and business cards, and they had to prepare artist’s statements and professional résumés. Several break-out sessions separated the students into their respective departments for discussions specific to their fields. For the most, students resonated with the cross-disciplinary focus of the keystone. “I think working alongside artists in another genre is a rare gift in the college setting,” said music performance major Nikki Lemire. Still, she enjoyed working with her music classmates, however, and would have enjoyed more break-out time within her own department and less full-group time. Theatre major James Lekatz appreciated the practical elements of the course. Hearing from guest speakers—practicing artists, teachers, grants administrators— made him aware of their involvement in the community and the different styles they use. He said the course helped students deal with removal of the “safety net of Augsburg,” and taught them how to use specific skills, e.g., to get gallery space, to plan a show, etc. Over the next couple of years, the keystone courses will all be evaluated and revisions made where needed. But no matter what the form or content the senior keystone courses take, they will all continue to help students complete an Augsburg education as effective, informed, and ethical citizens. And to become adaptable and resilient— elements needed for success on whatever path they choose. Studio art major Rachel Nelson (top), theatre arts major James Lekatz (middle), and music performance major Catherine DeVoe (right) explore the properties and possibilities of a stool. SPRING 2007 15 Above: Martin Sabo smiles to greet a judge as he stands in the imposing Capitol Rotunda, 96 feet in diameter. Left (top): In their suburban Virginia home, Sylvia Sabo, Martin’s wife and college sweetheart, works on a crossword puzzle; her husband usually tackles Sudoku. According to Sylvia, playing the puzzles is part of their morning ritual. Left (below): Leaving Congress means many farewells, in this case to Pennsylvania’s 12th District congressman John Murtha, as the doors close in the Rayburn Building elevator. Right: The transition in leadership begins to seem more real as Sabo sits in a nearly barren office watching Rep. Nancy Pelosi read the results for the new Democratic leadership in the House. 16 AUGSBURG NOW The ending of an era CONGRESSMAN MARTIN OLAV SABO, Augsburg College Class of 1959, represented Minnesota’s Fifth Congressional District in the U.S. House of Representatives for 28 years and became a fixture in the Democratic party. In 2006 he made the decision to retire from Congress and return to life as a private citizen. Augsburg staff photographer Stephen Geffre tagged along on the day Sabo and his staff vacated the corner office in the Rayburn House Office Building he had earned through seniority. Sabo actually spent the last month of his term in a basement cubicle in Rayburn HOB, with room enough for him and only one staff member. SPRING 2007 17 18 AUGSBURG NOW Olav Martin Sabo THE ENDING OF AN ERA Above: Martin Sabo takes a moment to read through the mail delivered to his desk. Left (top): After a rainy day, the sun finally breaks through to illuminate the dome of the United States Capitol, a stately presence in the nation’s capital city. Far left: Bonnie Gottwald, Sabo’s scheduler, packs up her small portion of the D.C. office. She is one of only two schedulers Sabo has had throughout his 28-year tenure in Washington, and she echoes the entire staff in saying that Sabo was always a joy to have as a boss. Middle left: Each departing representative receives a lengthy final checklist, to ensure as smooth a transition as possible. Left: Martin Sabo’s staff poses on the Capitol steps for their last official photo. SPRING 2007 19 THE ENDING OF AN ERA Above (top): Sabo chats with Kevin Bonderud, who served as his first communications director, during the office-closing party. Scattered across Sabo’s desk are mementos of more than two decades in the House of Representatives, including mock baseball cards with Sabo’s stats on them, photos, ashtrays, and T-shirts. Above: Back in his Minneapolis office, Sabo takes a few minutes to go through the mail. The plaques, hanging outside the door, are just a small sample of the honors and awards that mark the achievements of a long legislative career. Right: Each successive file drawer marked “empty” means that staffers are getting closer to having all files reviewed and sorted. 20 AUGSBURG NOW Auggies at the forefront General civil unrest swelled across the nation. Detroit was rioting, and downtown Minneapolis was starting to empty. College students demanded social change, and colleges responded with programs centering on the urban crisis. And, Augsburg College was at the forefront. Thirty-five years later, thanks to a visionary professor, an enterprising faculty, and a supportive administration, Augsburg’s metro-urban studies program graduates leaders who are making decisions about current issues and future needs, and planning for livable and sustainable neighborhoods and cities. Urban legends by Bethany Bierman in city planning It was the late sixties, and American cities were in crisis. Joel Torstenson’s vision laid the foundation for an urban studies program. His wife, Garry Hesser is professor of sociology and chairs the metro-urban studies program. Fran, joins him here. A program is born Joel Torstenson came to Augsburg as a history major from west central Minnesota. After graduating in 1938, he worked in education for Farmer’s Co-ops, earned a master’s degree in history and sociology, and began teaching part time at Augsburg. During the war years he joined the peace movement and community organizing. In 1947, he returned to Augsburg to develop its social work and sociology programs while completing his PhD in sociology. These programs provided a natural foundation for urban studies 20 years later. Torstenson writes in his memoirs, “The more [Augsburg] became involved in urban affairs, the more we began to ask the question— what is the appropriate role of a liberal arts college located at the center of an exploding metropolis?” In 1966, Torstenson used his sabbatical to explore this question. He visited urban studies programs at East Coast schools. Upon returning, he wrote a position paper with the rationale and proposal for a metro-urban studies program at Augsburg. In order to set this in motion, courses centering on the city were needed. Torstenson, Miles Stenshoel of the political science department, Orloue Gisselquist in history, Ed Sabella in economics, Ron Palosaari in English, and other faculty embraced this concept. In 1968, when Martin Luther King Jr. was killed, the director of youth programs for the American Lutheran Church, Rev Ewald Bash, wanted to address the cultural challenges head on. Colleagues encouraged him to contact Torstenson, who had a reputation for his pursuit of racial justice and human rights. “The Crisis Colony” was born from their conversation. Students lived on the north side of Minneapolis, first in public housing and later in an abandoned synagogue, while learning from people who lived and worked in the community. Led by Torstenson, Bash, and Stenshoel, it grew from an intense summer program, to a semester program, to the Metro Urban Studies Term, or “MUST,” the first academic program of the Higher Education Consortium for Urban Affairs (HECUA). Today, MUST is a key element for all urban studies majors and is one of the premier interdisciplinary experiential education programs in the nation. Torstenson took his second sabbatical in Scandinavia in order to explore how to build cities without crisis. Out of this came the Scandinavian Urban Studies Term, or “SUST,” the second program of 22 AUGSBURG NOW HECUA. Based at the University of Oslo, students attend seminars, go on field excursions, and volunteer with various community and governmental organizations. “Two unique ingredients contributed to the success of the [metrourban studies] program: commitments from faculty … and the programs offered through HECUA, which became catalysts and capstones for the major,” says Garry Hesser, professor of sociology and chair of the metro-urban studies program, who was hired in 1977 to succeed Torstenson. While the University of Minnesota and other private colleges established urban studies programs in response to the mid-’60s urban crisis, most have not survived. “Augsburg’s is one of the few that has retained faculty and administrative commitment,” Hesser says. “Over the past 35 years there has been a steady stream of graduates who have become professional planners, city administrators, elected officials, and citizens serving on planning commissions, hearkening to the call to public service.” With monies from the Lilly [Endowment] grant, a spring break trip to Washington, D.C., has run the past five years, exposing students to vocations in community development and public service. Up until this year, the group visited Martin Sabo at his office. This year they met with newly-elected congressman Keith Ellison and his staff. Many students decide on metro-urban studies majors after the trip. Here are several stories of careers that have been shaped by the metro-urban studies program. Allan Torstenson ’75 Transforming neighborhoods One of the first graduates of the metro-urban studies program was Allan Torstenson. In his first semester at Augsburg, the Dawson, Minn., native took his Uncle Joel Torstenson’s “Man in Modern Metropolis” course (now called “Community and the Modern Metropolis”) because it fulfilled a graduation requirement. “I tried my best not to disappoint him, and found it to be a fascinating subject,” says Allan. As a sophomore, he took an Interim course on new towns, which included meeting with architects and city planners and visiting HUD officials in Washington, D.C., and Columbia, Maryland. He loved the trip, but was still unsure of a major. He considered taking a break Allan Torstenson ’75 speaks to a metro-urban studies class about community Paula Pentel’s life experiences have informed her work in urban studies at the development. University of Minnesota and with her City Council seat. from school, but when he shared this with his uncle, Joel suggested the new SUST program, which was being offered for the first time in 1973. That cross-cultural experience was the eye opener he needed to decide on metro-urban studies. Today, Allan is a senior planner for the City of St. Paul, where he has worked since 1980. One of his most challenging and gratifying projects has been the Phalen Village Plan and redevelopment project. Through strategic vision, neighborhood involvement, and hard work, a run-down, auto-oriented area surrounding a failed shopping center was transformed into a more pedestrian- and neighborhood-oriented “urban village” with new housing, new jobs, a restructured neighborhood commercial area, a restored wetland, and a new sense of community. More than just “the guy who wrote the plan,” Allan researched solutions and wrote grants addressing the larger issues. In 1993 he authored the Phalen Corridor Redevelopment Proposal, leading to the Phalen Corridor Initiative and affecting much of St. Paul’s East Side. “The transformation in only a few years has been amazing,” Torstenson shared with one of Hesser’s classes recently. “A lot of what I did in this effort was influenced by the urban studies program at Augsburg. It’s not just about design, but addresses the real problems neighborhoods deal with to build and sustain socially and economically viable communities.” He also credits the SUST program as a foundation for many of the project concepts he considered. Washington Avenue down through the scrap yards … up through Cedar-Riverside, which in the early ’70s was very vibrant—it was a fascinating trip through time that I took every day.” A course she took from Joel Torstensen really resonated with her, and she abandoned the biology major. While at Augsburg, Pentel got involved in collective decisionmaking as one of the volunteer coordinators of North Country Co-op. Pentel also participated in SUST the fall of her junior year. “What I took back was planning for versus planning with the public.” Between Augsburg and graduate school in geography at the University of Minnesota, Pentel interned for the City of Richfield and became involved in her neighborhood organization. In 1985 she and her husband moved to Golden Valley, where she continued volunteering in the community, serving 12 years on the Planning Commission, seven years as chair. In 2004 there was a vacant seat on the Golden Valley City Council. Pentel was appointed to fill out the term and was reelected in 2005. During her tenure, she’s seen considerable improvements in regard to environmental stewardship, construction of the Luce Line bike trail, and creation of a vibrant downtown area. Pentel stays connected to her North Minneapolis roots by serving as a board member on the West Broadway Area Coalition and being active at the Hollywood Studio of Dance, a non-profit, parent-managed endeavor. “To be effective in what I do in my public life, I have to be articulate, informed, accepting, and open. A lot of that I developed at Augsburg,” she says. In her professional work, Pentel serves as undergraduate advisor for the urban studies program at the university. “I help students find their calling and what interests them.” She is particularly proud of mentoring Patricia Torres Rey, who became the first Latina woman elected to the Senate in the State of Minnesota. Pentel developed and now teaches a course on the urban environment, which examines the urban effects on air, water, and soil. “All environmental issues have a local component,” Pentel says. “I tell my students to look at Augsburg’s new low-impact parking lot [on the east edge of campus]. It’s a great example of a very innovative way to mitigate pollution from storm water runoff.” Pentel also continues the Torstenson legacy of hosting an annual open house for her advisees—about 80 of them. “I tell them, ‘This is your private college experience.’” Paula (Brookins) Pentel ’78 Teaching the next generation It was at Minneapolis North High School that Paula (Brookins) Pentel ’78 began her life-long interest in civic engagement. She witnessed the unequal distribution of resources while visiting various Minneapolis high schools with the debate and cheerleading teams, and also watched “white flight” from her north-side neighborhood. “I became interested in social justice and wanted to understand and affect change in how the city works.” Pentel chose Augsburg because it offered a biology major and allowed her to commute. “I rode the bus to and from campus for four years,” she recalls. “That’s how I really became interested in urban studies—riding down SPRING 2007 23 Tammera (Ericson) Diehm ’93 Giving citizens a voice Growing up in Coon Rapids, Minn., Tami Diehm was fascinated by the “inner city.” Her plan to be a social studies teacher changed when she took a metro-urban studies class from Andy Aoki her freshman year. “For me, the program was the perfect way to combine my interests in people, government, and the urban environment.” In the spring of her junior and senior years, Diehm interned with Anoka County, and during her senior year, she examined multicultural education in Minneapolis public schools for her senior honors project. Following graduation from Augsburg in 1993, Diehm spent several years raising three children but kept in touch with her interests through her appointments to the Columbia Heights Charter and Planning Commissions. She also kept in touch with Aoki, her adviser. While discussing her graduate school plans with him over lunch one day, he asked her if she could do anything, what it would be. Her answer? Law school, although she thought her three young children prevented her from pursuing it. Aoki said she owed it to herself to check it out. Three years later, in 2003, Diehm graduated summa cum laude from William Mitchell College of Law, which she attended on full scholarship. She clerked for Justice Russell Anderson of the Minnesota Supreme Court for one year and currently is an attorney at Winthrop & Weinstine, P.A. Her practice focuses primarily on land use and real estate, assisting clients as they seek development approvals from local government. She also serves as the city attorney for Mendota Heights. In addition to her legal work, Diehm is serving her second term on the Columbia Heights City Council, and was elected as council president in 2006. She is also a member of the Economic Development Authority and the chair of the city’s Housing Redevelopment Authority. “There was a strong sense that Augsburg students should not only be an active part of the College community, but also an active part of the larger community in which the College is located,” says Diehm. “This desire to ‘give back’ has stayed with me and directly impacted my decision to run for my position on the City Council. I saw a need in our community—the need for young families to have a voice in the decision-making process of the city.” The desire to give back that Tami Diehm ’93 learned at Augsburg has influenced her decisions to serve in public office. 24 AUGSBURG NOW “Through my experiences at Augsburg, I realized that I could use my gifts to serve a need in the world, and thus follow the Christian concept of vocation,” says Diehm. “I have incorporated my ‘call to serve’ into my work—not only by adhering to the highest ethical standard in the way in which I practice law—but also through a commitment to providing pro bono legal services to those who would otherwise have only limited access to legal representation, and by serving my community on the city council.” These pro bono projects include representing women and children in domestic abuse cases, volunteering at a legal clinic where she advises people who are starting new businesses, and assisting with the formation of new non-profit organizations as they work to obtain tax exempt status from the IRS. “In both my legal work and my public service I feel I am using my gifts to serve a need in the world.” Diehm was named a “Rising Star” by Minnesota Law and Politics in 2007 and one of 15 “Up and Coming Attorneys” in 2006 by Minnesota Lawyer. Susan (Horning) Arntz ’94 Managing suburban growth Susan (Horning) Arntz decided in ninth grade civics that she would run for president in 2020, with her slogan being “A Clearer Vision.” Her love of government grew, and she came to Augsburg to major in political science. She learned of the metro-urban studies program in her second year and focused her electives around metro-urban studies courses. At a rally on campus her sophomore year, Arntz introduced herself to Hennepin County commissioner Peter McLaughlin, hoping to secure a summer job. His aide, fellow Auggie Mike Matson ’79, insisted she begin earlier, and she spent one-and-a-half years working for him. After graduation, she interned for the City of Shoreview and then began her professional career in assistant city administrator positions in Chaska and New Brighton, before becoming the youngest person ever hired as city administrator in the City of Waconia, where she has worked since 2001. “It’s a growing community, so much of what we do requires look- Susan Arntz ’94 leads the City of Waconia through its growth spurt. Today’s Students ing to the future on a daily basis,” says Arntz. “The people having these conversations may never be here to see these things happen, just as those before us made decisions that affect us today.” Arntz says the biggest challenge she deals with is how to manage the growth of the city, which has increased 25% in six years and shows no sign of slowing. This requires communication and cooperation with developers, the school board, property owners, and elected officials. “I think one of the best things that Augsburg taught me, both from a faith perspective and also from an educational perspective, was how to be receptive to all of those ideas and to have a guide for what I believe to be right.” As far as running for president, Arntz says, “The longer I serve in the capacity I am in, the less I’m intrigued by elected office. I can make an immediate impact on 10,000 people. We can make huge, positive improvements or small incremental improvements that will have a greater outcome down the road.” Arntz earned a master’s degree in public administration from Hamline University in 1999. In 2004, Augsburg awarded her the First Decade Award, and she has served on the Alumni Board. Rebecca Brown ’00 Promoting community development While her mother, Barbara (Anderson) ’66, is an alumna, it was the call of the city that lured Rebecca Brown of Appleton, Minn., to Augsburg. While at Augsburg, Brown completed five different internships and off-campus work-study opportunities, from working with a summer youth peace garden for the Seward Neighborhood Group, to teaching English for the South American arm of the YMCA in Quito, Ecuador. After her sophomore year, Brown took a year off to serve with AmeriCorps in order to truly live in the city. She took the bus every day from South Minneapolis to her work at an alternative high school in North Minneapolis. Brown also participated in HECUA her senior year, teaching Tomorrow’s Leaders Sarah Pesola ’07 of Wadena, Minn., chose metro-urban studies because, “It meant that I could study history, sociology, economics, political science, and other disciplines as well.” Pesola participated in SUST and recalls, “My semester in Norway was amazing. It had a huge impact on me, ultimately changing the way I view the world.” Pesola will begin to volunteer at a youth homeless shelter in Berkeley, Calif., through Lutheran Volunteer Corps. Since a mission trip to Detroit in junior high, Greg Hildebrandt ’08 has felt the pull to work with people living in the inner city. He went on the D.C. trip with Hesser last year and will participate in the MUST semester in the fall. “Students who are in [metro-urban studies] are very passionate about what they are doing,” Hildebrandt says. “They’ll carry this passion with them the rest of their lives, whether professionally or through volunteering.” Plans for the future include using his second major in mathematics to help with statistics and budgeting within a non-profit as well as tutoring students. Jeanette Clark ’07 felt a calling into urban ministry even as a student at Hopkins High School. She chose Augsburg for its metro-urban studies and youth and family ministry programs. At Augsburg, Clark served as a campus ministry commissioner and leadership team member for the Campus Kitchen. In March Clark created a spring-break opportunity, “Go Away Here,” which included service projects in the local community, visits to neighborhood organizations, and social outings. She will begin work at City South Cluster Ministries in South Minneapolis through Lutheran Volunteer Corps, then plans to begin Seminary with the hope of serving in an urban congregation. English and learning about community organizing, agriculture, and the economy in Ecuador and South America. She spent an additional seven months in Ecuador on her own, working with rural youth in agriculture. “Traveling abroad definitely makes me a better city planner,” Brown says. “It has opened my mind to varied ways of thinking and behaving in community. As a city planner, understanding and validating different points of view, opinions, and experiences is critical.” After graduating from Augsburg, Brown served over three years as code enforcement and neighborhood coordinator for the City of Crystal. She earned a master’s degree in city and regional planning with a specialization in economic development from the University of North Carolina at Chapel Hill in May 2006. She now serves as project coordinator for the City of Minneapolis’ Department of Community Planning and Economic Development. She works in neighborhoods to coordinate commercial redevelopment projects that incorporate public assistance. As for her future, Brown says, “I see myself in a life of public service, involved in state-level economic and tax policy in 15-20 years and perhaps an elected office.” Ⅵ For more information about programs mentioned, go to: www.augsburg.edu/sociology and www.hecua.org Travel abroad and internships prepared Rebecca Brown ’00 for city planning. SPRING 2007 25 T place A of their own Doroth Mayer by Betsey Norgard East African women spend time at the East African Women’s Center, established two he East African Women’s Center in Riverside Plaza near Augsburg’s campus is a busy place on a weekday morning. In this two-year-old program of the Confederation of Somali Community in Minnesota (CSCM), several East African women sit at sewing machines, practicing sewing seams in bright fabrics. Others are pressing their fabrics or talking with a center volunteer. In the next room, behind a glass window, six or seven small children play actively under the watchful eyes of mothers and the center’s caregiver in the family childcare room. In the middle of the activity is center coordinator Doroth Mayer, often juggling a baby on her hip as she goes about her work. Rarely are there quiet moments for her in this center she co-created with CSCM’s executive director, Saeed Fahia. Since 1994 CSCM has served more than 18,000 Somali immigrants who have settled in Minnesota—the largest concentration in the country. CSCM provides resources and services to assist Somalis in navigating American systems and making the transition to living life in a new culture, while still preserving their traditions. CSCM is funded by county, state, and federal agencies, as well as a number of Minnesota foundations. The Women’s Center’s funding has come from the Office of Refugee Resettlement and local foundations including the Bush Foundation, the Jay and Rose Phillips Family Foundation, Sheltering Arms Foundation, and Wells Fargo. Within the East African refugee community, young mothers with children and elderly women who have arrived in the last few years remain especially isolated, some rarely leaving their apartments to take English classes, to meet American women, or to learn how to cook and prepare American food. When CSCM was offered a 2,000-square-foot location right in the middle of the Riverside Plaza housing complex, it secured grant money and opened the Women’s Center in February 2005. From the beginning, a family childcare center was an integral part of CSCM’s plan so mothers would have a safe place to leave their children and take English language classes, learn to sew, or simply to do their laundry and daily tasks. The Women’s Center currently serves 85-100 women and children every week. Different levels of sewing classes meet three days, morning and afternoon, with two teachers and six or seven women in each class. Fabric is provided, and the women learn the basics of how to sew and how to use sewing machines to make simple items, like aprons and bags. Some women’s skills are now advanced enough to make clothing for themselves and their children. years ago in Cedar-Riverside, for sewing classes, the family childcare center, and other activities. A partnership grows Augsburg’s partnership with the East African Women’s Center is relatively new. During President Pribbenow’s inauguration week last fall, a service group from Augsburg spent a morning painting at the center. One person in the group that day was Augsburg junior Kristen Hoyles, a youth and family ministry major. After hearing Mayer talk about renovation of the center and how much painting was still needed, Hoyles made a commitment not only to paint, but to teach two or three of the 26 AUGSBURG NOW Doroth Mayer adolescent girls in Girls’ Group how to paint, so together they could get the job done. She’s there on Friday afternoons and feels she is living out her theology by using her painting experience to help where it’s needed. “I’m in awe of how grateful the center has been for something I feel is no big deal,” Hoyles says. Mayer adds, “Kristen has no clue how much she means to us. She has finished the painting, and we’ve negotiated a new job for her—she is becoming our ‘handy person.’ She is starting by taking on the task of repairing the center’s tricycles so the little kids have trikes to use.” The group that visited the center also took great interest in the textile weavings hanging on the walls, made by Somali women from yarn donated to the center. The weavings represent the thousand-year-old tradition of East African “twine weaving,” originally using grasses and vines to make wall coverings, horse blankets, and bags used in their nomadic cultures. When President Pribbenow furnished his new office at Augsburg, he sought out Somali art, and now has samples of these weavings hanging both in his office and in his home. The Somali weavings will Kristen Hoyles, an Augsburg junior majoring in youth and family ministry, volunteers at the Women’s Center, teaching adolescent Somali girls to paint with her. also be featured on campus as the inaugural exhibit in the new Gage Family Gallery, scheduled to open in August in the Oren Gateway Center. A kitchen shower Mayer, who has worked for many years in community-based activities, would love to see more opportunities for the East African women to spend time with American women—she knows how much the women want to develop friendships with American women, learn from them how to live within American culture, and share East African culture with their new friends. Mayer sometimes takes women from the center with her when she buys groceries for center activities. The women ask about things they don’t know or understand and foods they’ve never seen before. “Last week at the supermarket, we saw some asparagus,” Mayer says. “We brought back several bunches and steamed it. It was a big hit. Even some of the little kids in the family child- care center tried it—cautiously, but they tried it!” When the Women’s Center space was renovated (with the support of the Bush and Phillips Foundations and the apartment complex managers, Sherman and Associates) a full kitchen was added at Mayer’s suggestion— and it has proven to be popular and very well used. She learned that giving the women recipes to try at home was not useful, since many of them don’t read or know how to follow recipes. But learning by observing and then trying it themselves was the way to go. “Once in a while we make quick bread to give the kids for snacks,” Mayer says. “We learned that women wanted to watch us make it. Then, after we make it together they tell us they feel comfortable trying it themselves at home.” The popularity of cooking led to another project initiated by Augsburg community services director Mary Laurel True. For Professor Bev Stratton’s religion class, in which students carry out projects that benefit the community, True suggested the idea of a kitchen shower for the Women’s Center. With a wish list provided by the Women’s Center to adequately equip their kitchen, the class sought donations from faculty, SPRING 2007 27 Doroth Mayer The Somali yarn weaving hanging in President Pribbenow’s office East African women enjoyed opening gifts for their kitchen from Augsburg faculty, students, symbolizes the partnership between Augsburg and the East African and staff at a “kitchen shower” initiated by Professor Bev Stratton’s religion class. staff, students, and friends. Fifteen women from Augsburg met nearly 20 East African women at the center, shared desserts and Somali tea, and gave them “presents” to open. In addition, cash gifts and Target and IKEA gift cards were given, to involve the East African women in shopping for their kitchen. Mayer was delighted and called it a great event. “Mary Laurel came up with the most creative way to bring women together that I’ve seen yet. She is giving women an opportunity to share their cultures in a respectful and joyous way.” Learning to lead Mayer recognizes that new leadership must grow from the women at the center. She is encouraging them to actively engage in whatever learning 28 AUGSBURG NOW opportunities are appropriate to their personal situations and to develop their leadership skills so that some day they have the capacity to run the center that they call their “home away from home. “In addition,” she says, “we need partners in the community who try to understand what we’re doing … partners who really get to know the women and plan together with them.” For Augsburg’s part, this kind of partnership wouldn’t be possible without its Center for Service, Work, and Learning, which establishes and nurtures a myriad of connections between the College and its surrounding neighbors—for tutoring, health education and fitness, sports clinics, music lessons, science teaching in the school, meals programs, use of campus facili- Doroth Mayer Women’s Center. ties, college preparation sessions, and so on. Augsburg partners with CSCM for two tutoring programs, one of which brings Somali high school students directly to campus twice a week for homework help from students in Augsburg’s Honors Program. The other program targets elementary and middle school students for tutoring and receives snacks from the Campus Kitchen at Augsburg College Monday through Thursday. Already True has ideas for new projects, especially between the Women’s Center and Augsburg’s Women’s Resource Center. “We are so fortunate to have this new center in our neighborhood,” True says. “There is so much we can learn from each other, and so many ways we can work together to enhance the lives of women in this community.” Hoyles confirms this, saying that during her time at the center she is gaining a stronger sense of community, and “understanding that our world isn’t so big. “I think students who do not learn about our community are really missing out,” she says. Ⅵ ALUMNI NEWS From the Alumni Board president … Greetings fellow Auggies, As I’m sure you’re experiencing, the circle and cycle of life continues unabated this year. It is particularly noticeable to me this year because of the differences which reinforce the sameness (apologies and thanks to Dr. Palosaari—you helped me improve my writing skills tremendously and ensured that the poet in me remains untrammeled, too!). Let me explain … I’m both a student of and practitioner in the field of human systems dynamics. One way we model the world is through containers, differences, and exchanges. A container, like Augsburg College, is described by its differences which make a difference in the world. Then, as critical friends, we can exchange thoughts about those differences in our mutual container. One difference at Augsburg I want to bring to your attention relates to Commencement: • The school year is ending with graduation again—a common experience we alumni share and a tremendously important difference, that makes a difference in the lives of our alumni-to-be. Please join me in welcoming them into new stages of life as Auggie alumni by taking a moment to think warm, welcoming thoughts or remember them in your prayers. • Augsburg has two Commencement ceremonies for the first time in its history—one on May 5 aligns the cycle of life of traditional day students and physician assistant students on semesters, and one on June 24 aligns with WEC and graduate program students on trimesters. Please join me in saluting Augsburg’s leadership for recognizing the differences in the cycle of life for different parts of the student body and responding to provide a better graduation experience. Another difference I want to encourage you to check out is our Online Community. Go to www.augsburg.edu and click on the Alumni and Friends link: • To see up-to-date information on Alumni Relations • To check out the benefits available to you as alumni (did you know that as alumni you can use Lindell Library? Check out the Alumni Benefits link!). Read about it on the next page. • Log in to the Augsburg Online Community where you can search for fellow Auggies, keep the College up to date on contacting you, make a donation to support Augsburg, or read about fellow alumni. You can even read the minutes of the Alumni Association and its committees (log in to the Online Community, then select the Alumni Leadership>Alumni Board path). And finally, as you make a difference in the world, remember to stay in touch. We want to hear from you and we want to be able to contact you. • Let us know how you are and what you are doing through the Alumni Relations Office (alumni@augsburg.edu or 612-330-1181). • Register and visit our Online Community (www.augsburg.edu, click on Alumni and Friends, then Augsburg Online Community). Then update your profile and search for your fellow classmates. Go Auggies! Barry Vornbrock, ’96 MAL President, Augsburg Alumni Association We’re off to the races! Auggie Night at the Races Canterbury Park, Shakopee Thursday, August 2 5:30 p.m., picnic • 7 p.m., first race Complimentary entrance fee; fun for all ages. Space is limited. RSVP to rsvp@augsburg.edu by July 26. Alumni Board meetings Aug. 21, 5:30 p.m.—location to be confirmed SPRING 2007 29 ALUMNI NEWS Take advantage of Auggie alumni benefits Augsburg Legacy Award The Augsburg Legacy Award is available to full-time day students working toward their first bachelor’s degree, who are children or spouses of Augsburg graduates; siblings of current Augsburg students; or children or spouses of current ELCA pastors. No scholarship application is required. Students who qualify for both the Legacy Award and Regents’ Scholarship or Transfer Regents’ Scholarship will receive only one award, whichever is higher. Renewal is based on maintaining a minimum cumulative grade point average of 2.0, measured at the end of spring term. Amount: Minimum $4,000 per year Deadline: Accepted for admission by May 1 for fall enrollment; or Dec. 1 for spring enrollment www.augsburg.edu/day/finaid/ scholarships.html Discount on tuition for classes Alumni are offered up to four courses—one course per term—at 50% off the current part-time tuition rate (day or weekend programs). This benefit does not apply to alumni whose enrollment qualifies them for full-time comprehensive tuition. Tuition discount must be applied for in the same academic year as the course is taken. The following courses do not count for the benefits noted: directed study, independent study, internships, Summer School, graduate programs, study abroad, continuing education. The following do meet the requirements for the benefits noted: fall, winter, or spring term courses; student teaching; and partial courses (.50 and .25 education courses use one of the four benefits). NOTE: The tuition discount cannot be applied until after the 10th day of classes in the specified term. Book privileges in Lindell Library Free Augsburg library cards with limited services are available to alumni. Check with the circulation or reference desks for further information on how to obtain a library card. Augsburg License Plate Join the Augsburg Online Community It’s designed just for you— • Keep in touch with classmates • Find out what’s happening on campus • Send class notes about what you’re doing • Change/update your address and e-mail • Update your profile so others can find you • Make an online gift to Augsburg It’s fast and easy. Already, more than 500 alumni have registered. Simply go to www.augsburg.edu/alumni—have you signed up? If you have questions, e-mail healyk@augsburg.edu. 30 AUGSBURG NOW Display your Augsburg connection! Available through the Minnesota Department of Transportation www.dps.state.mn.us/dvs/ PlBrochure/CollegiatePlates.htm Athletic facilities Augsburg’s athletic facilities are available to alumni when they are not in use for special events, classes, or other activities. If you plan to come, it’s best to check first with the athletic facilities office at 612-330-1504, especially during the summer. Schedules are posted outside of ice rinks A and B (neither rink is available during the summer), the gym, and the fitness centers. Note: Use of the fitness centers is available only to graduates of the College. Alumni may use the racquetball court by signing up on the posted
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Title: Augsburg Now Winter 2006-07
Collection: Alumni Magazine Collection
Search Result: Augsburg Now MAKING CONNECTIONS P. 18 DOG ROBOTS IN CLASS P. 22 GLOBAL BUSINESS P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS WINTER 2006-07 VOL. 69, NO. 2 A president is inaugurated page 12 Editor Notes from President Pribbenow on… The richness and wond...
Show more Augsburg Now MAKING CONNECTIONS P. 18 DOG ROBOTS IN CLASS P. 22 GLOBAL BUSINESS P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS WINTER 2006-07 VOL. 69, NO. 2 A president is inaugurated page 12 Editor Notes from President Pribbenow on… The richness and wonder of human diversity S o God created humankind in God’s image, in the image of God he created them; male and female he created them … God saw everything that he had made, and indeed, it was very good. (Genesis 1: 27, 31a, NRSV) I once heard a presentation from a nursing student who was part of a community health practicum course in a homeless shelter, who commented that before she went to her assignment at the shelter, her general feeling was that homeless people had done something to “deserve” their fate—she had no sense of how she could interact with these “people.” She was frightened. Once she had begun her assignment, however, she recounted how the residents of the shelter became her fellow citizens, her friends even. She learned their stories, grieved with them about bad decisions, unfair circumstances, sad and distressing experiences. She stood side by side with them in their struggles to find a home and set a new course for their lives. And she rejoiced in the role she could play in listening, empathizing, offering a word or hand or whatever might help. In her experience in that service-learning course, she learned about otherness and difference in ways that would make her a better nurse, a better citizen and neighbor, a better friend. This story is why I will never give up in our efforts to make diversity a core value of our academic and common work and why I am so pleased that this issue of Augsburg Now illustrates some of our efforts to promote diversity on campus and beyond. Creating, sustaining, celebrating, and supporting diversity is an abiding challenge for our college. Whether it is diversity of perspective, religion, ethnicity, race, social class, and so forth, there are critical voices from all sides pressing us to make the case for our philosophy, commitment, experience, policies, and practices related to diversity on campus and beyond. Here at Augsburg, we have the distinct gift of at least three compelling mission-based reasons for intentionally engaging the diversity of our world. Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Design Manager Kathy Rumpza rumpza@augsburg.edu Class Notes Designer Signe Peterson petersos@augsburg.edu • Theologically, we believe that God has created humankind in all its diversity in God’s own image. • Educationally, we believe that a liberal arts approach to learning and teaching is fundamentally committed to engaging otherness and difference so that we might genuinely understand and embrace the richness of human experience and creativity throughout the ages. • Civically, we are persuaded that educating for democracy is at least in part about preparing our students for lives in society that will require them to have the knowledge, skills, and values needed to negotiate their ways with people of diverse backgrounds and experiences. This past summer, I had the privilege of visiting Augsburg’s study site in Cuernavaca, Mexico, where I, too, learned to face my fears and stereotypes of other cultures and life experiences. We all are still learning to admit our privilege, to embrace the wonder of difference and other experiences, to live as neighbors here on campus and in our community, where the world is becoming our neighbor in very concrete and real ways. Our work to educate students for democracy cannot be uncoupled from this commitment to diversity. This is why diversity on campus, in the neighborhood and city, in the church, and in the world is important—it is the heart of a healthy democracy. Yours, Photographer Stephen Geffre geffre@augsburg.edu Augsburg Now Intern Erin Kennedy kennedy1@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services, CB 142, Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Paul C. Pribbenow, president 22 Winter 2006-07 Contents Features 11 A Change in Reference—Librarian to Volunteer by Betsey Norgard For nearly 15 years in retirement, Margaret Anderson has continued to volunteer in the library she once headed. 12 Ages of Imagination: The Inauguration of Paul C. Pribbenow Around themes of abundance, generosity, engagement, and service, Augsburg inaugurates its 11th president. 18 Making Connections by Betsey Norgard After five years, the Scholastic Connections program has proven a winner for both mentors and mentees. 22 See AIBO Walk … and Sit … and Wiggle Its Ears by Betsey Norgard Sophomore Jesse Docken finds both fun and challenge in “training” dog robots. 24 12 On the Cover: At his investiture as Augsburg’s 11th president, the seal of the College is placed around the neck of Paul C. Pribbenow by Board of Regents chair Ted Grindal ’76. Global Business by Bethany Bierman Augsburg business classes have built-in global experience from a very international faculty. Departments 2 Around the Quad 5 2006 Alumni Awards 6 Supporting Augsburg 8 Sports 28 Alumni News 40 Views Inside back cover Calendar All photos by Stephen Geffre unless otherwise indicated. AROUND THE QUAD NOTEWORTHY Three new regents elected to board Three new members were elected to four-year terms on the Augsburg College Board of Regents at the annual meeting of the Augsburg Corporation in October. In addition, Michael O. Freeman and Philip Styrland ’79 were re-elected to second six-year terms. Freeman is a partner at Lindquist & Vennum, P.L.L.P., and Styrlund is president of The Summit Group, an international education and development firm. Richard C. Hartnack Since the beginning of his banking career in 1971, Hartnack has held positions in corporate banking at First Interstate Bank of Oregon, and in community banking at First Chicago and Union Bank of California. He currently is vice chairman and head of consumer banking at U.S. Bancorp. Hartnack has a bachelor’s degree in economics from UCLA and a master’s degree in business administration from Stanford University. He is a graduate of the Strategic Marketing Management program at the Harvard Business School. Congratulations to Jacki Brickman ’97 Augsburg alumna Jacki Brickman ’97 was one of two teachers in the Minneapolis and St. Paul school districts who were awarded a Milken National Educator Award in October. This award, from the Milken Family Foundation, recognizes teachers and principals across the country for their effectiveness in the classroom, accomplishments outside the classroom, leadership, and ability to inspire students, teachers, and the community. It carries a cash award of $25,000. Brickman, a 10-year teacher, is a teacher mentor at Hall International Elementary School in Minneapolis, working with other teachers at the school to test new techniques. Brickman, who also is an adjunct instructor in Weekend College, is the second Augsburg graduate to receive a Milken Educator Award. Margaret Knutson ’91, fifth-grade teacher at Orono Intermediate School, received the same award in 2004. Read about both teachers in the Augsburg Now spring 2006 article, “Teachers who Lead, Leaders who Teach,” at www.augsburg.edu/now. André Lewis ‘73 Since 2002, Lewis has served as director of marketing and community affairs and president of the RBC Dain Rauscher Foundation. Previously he held a similar position at Honeywell. His background in education includes serving as principal at both Washburn and South high schools. Lewis graduated from Augsburg and earned a Ph.D. from the University of Minnesota. He has been active in Augsburg’s Corporate Connections program. Rev. Norman Wahl ‘75 Since 1996, Wahl has been executive pastor of Bethel Lutheran Church, the site of Augsburg’s programs in Rochester, Minn., and served on the task force that led to the formation of the Rochester campus. He has also been part of the alumni board, campaign cabinet, and on staff at the College. After Augsburg, Wahl graduated from Luther Seminary and earned a Doctor of Ministry degree from the seminary in 1997. 2 AUGSBURG NOW MBA consulting firm to start Small businesses and non-profits in Rochester can qualify for probono consulting services from Augsburg’s Rochester MBA students and graduates. This new service, Augsburg Alumni Consulting Team (AACT), extends the MBA field service program, in which all students work with a client in the community on business issues and applications. A “full-team” consultation by AACT on critical strategic or management issues will be staffed by four to eight volunteers. A “fast track” for focused issues will involve one to three volunteers in two or three client meetings. And, a “board match” program will help nonprofits build their board leadership. Additional support services—database design, Web design, research, etc.—may be added by Augsburg undergraduate business and computer science students. This College-sponsored consulting service will offer both experience and exposure to the students and alumni, and include a review process to build case studies. While beginning in Rochester, AACT hopes to also expand the program to the Twin Cities. For information, contact William Aguero at aguero@augsburg.edu. The “greening” of Augsburg Augsburg imagines environmental stewardship as central to its mission as a Lutheran college in the city. President Paul Pribbenow says, “The Augsburg College community is deeply committed to what it means to build a sustainable urban environment. … Our relationships with our diverse neighbors, with the Mississippi River, and with other neighborhoods in our vibrant city are opportunities for learning, for civic engagement, and for faithful service.” The institutional committee that grew out of a learning community seven years ago is now named the Environmental Stewardship Committee and provides leadership for the College in areas addressing sustainability. The committee’s growing website offers information and resourc