f
,
,
,
- - /
.
.
A
-LA--,--
b
I.
a & ' -
d
'
-
L'
_
-
1
, ,
'
'
.*
L
,1
L?
e:
c.:
.-
-1
'
:em7r.7
.-
"&
i" 2'-'
,:,
;,
"
Z
"J L!
(3 w s I ;
1 .c]
7,
,&, ,::
,
L 1
r-7
5
2
4
2
.
..
.
<.'
:
-.; ;
:
.
1
. -.
-
.
;.
, . .~.
-11
-
I
.G
-... Show more
f
,
,
,
- - /
.
.
A
-LA--,--
b
I.
a & ' -
d
'
-
L'
_
-
1
, ,
'
'
.*
L
,1
L?
e:
c.:
.-
-1
'
:em7r.7
.-
"&
i" 2'-'
,:,
;,
"
Z
"J L!
(3 w s I ;
1 .c]
7,
,&, ,::
,
L 1
r-7
5
2
4
2
.
..
.
<.'
:
-.; ;
:
.
1
. -.
-
.
;.
, . .~.
-11
-
I
.G
-.
.. -. - ,
.
K > 7 Z kP:
2 ?< ;z v-
-
Ll.
.,:t
-
. _
1
--
..A'
..
I . . "
. ..
:::
I
'-
- ..-
- --
2'
( I
f"
i
I
.?
,
-
.-
,
-IL
I
-
..
I..
--
-
.:,
:
4
.
. -
C
..
-
I
,'
I =
.:
.;.
I
I
-
.
-
.
,
,
--
,
-- I
I
:'
I
L
'
..
-
.
-1
--
4
11
-4'
A
-
L I
-
A Greeting
from the
President
Welcome to Augsburg College
from all of us who teach, study
and work here. It is always a
pleasure to introduce the
Augsburg experience to prospective students and to welcome
new and returning students.
Some people refer to us as "the
small town campus in the heart of
the city." That phrase does indeed
capture our character and our
strength as a college. Augsburg is
an affordable, quality liberal arts
college of the church, a place
where people know and care
about you. Here you can also gain
"real world" experience to complement your education - before
you enter the workplace for the
first time.
The College continues to grow
and build on its long tradition of
academic excellence. I invite you
to become a part of the Augsburg
experience by joining this caring
and diverse community of learners and teachers.
I look forward to meeting you
on campus.
Sincerely,
Charles S. Anderson, Ph.D.
President
Fall Term 1996
Summer .........................................
Freshman regstration
Sept. 1-3/Sun.-Tues. ....................New student orientation
Sept. 4/Wed. ................................. Upperclass validation
Sept. 4/Wed. .................................Classes begin
Sept. 10/Tues. ............................... Last day to register
Sept. 10/Tues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 25/Fri. ....................................Mid-term break begins
Nov. 8/Fri. .................................. Last day to designate grading option
Nov. 15/Fri. ..................................
Last day to withdraw from class
Nov. 18-Dec. 6/Mon.-Fri. ........... Interim registration
Nov. 18-Dec. 6/Mon.-Fri. ........... Spring term registration
Nov. 28/Thurs. .......................... Thanksgiving recess begins
Dec. 2/Mon. ..................................Classes resume
Dec. 13/Fri. ................................... Classes end
Dec. 16-19/Mon.-Thurs............... Final exams
Interim Term 1997
Jan. 6/Mon. ................................... Interim classes b e p
Jan. 7/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
Jan. 17/Fri. ................................... Last day to designate grading option, or withdraw from ,
class
Jan. 29/Wed. .................................Classes end
Spring Term 1997
Feb. 3/Mon. ................................... Classes begin
Feb. 7/Fri. ...................................... Last day to register
Last day to add a class or drop a class without notation
Feb. 7/Fri. ..................................
on record
Mar. 24/Mon. ................................Mid-term/Easter break begins
Apr. 1/Tues. ................................ Classes resume
.
......... Last day to designate grading option
Apr. 11/Fri. .................... .
Apr. 18/Fri. ................................... Last day to withdraw from a class
Apr. 28-May 9/Mon.-Fri. ............ Early regstration for fall
May 16/Fri ................................. Classes end
May 19-22/Mon.-Thurs. .............Final exams
May 25/Sun. .................................
Baccalaureate/Commencement
1997-1998 ACADEMIC
CALENDAR
rENTATlVE - CONSULT THE 1997-1998 ACTC CLASS SCHEDULE OR AUCSBURC
IECISTRAR'S OFFICE FOR CHANCES
Fall Term 1997
Summer .......................................... Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. ........ New student orientation
Sept. 3/Wed. .................................
Upperclass validation
Sept. 3/Wed. .................................
Classes b e p
Sept. 9/Tues. .................................
Last day to register
3ept. 9/Tues. ................................. Last day to add a class, drop a class without notation on
record
Dct. 24/Fri. .................................... Mid-term break b e p s
Nov. 7/Fri. ....................................Last day to designate grading option
Nov. 10-28/Mon.-Fri. .................. Interim regstration
Nov. 14jFri.. ................................. Last day to withdraw from class
Nov. 17-Dec. 5/Fri.-Fri................ Spring term registration
Nov. 27/Thurs. ............................. Thanksgving recess begins
Dec. 1/Mon. .................................. Classes resume
Dec. 12/Fri. ................................... Classes end
Dec. 15-18/Mon.-Thurs. .............. Final exams
Interim Term 1998
[an. 5/Mon. ...................................Interim classes begin
[an. 6/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
[an. 16/Fri. .....................................Last day to designate grading option, or withdraw from a
class
[an.28/Wed. .................................
Classes end
Spring Term 1998
Feb. 2/Mon. ...................................Classes begin
Feb. 6/Fri. .................................... Last day to register
Feb. 6/Fri. ...........................
.
......Last day to add a class or drop a class without notation
on record
Mar. 23/Mon. ................................Mid-term break begins
Mar. 3O/Mon.. ..............................Classes resume
Apr. 9/Thurs. ................................Last day to designate grading option
4pr. 10/Fri. ...................................Easter break begins
Apr. 14/Tues. ................................
Classes resume
Apr. 17/Fri. ...................................Last day to withdraw from a class
Apr. 20.-May l/Mon-Fri. ............ Early registration for fall
May 15/Fri ....................................
Classes end
May 18-Zl/Mon.-Thurs. ............. Final exams
May 24/Sun. ................................. Baccalaureate/Commencement
5
-
Area Code
612
Academic Advising ............................................................................................................
330-1025
330-1024
Academic Affairs ...................................................................................................................
Admissions .............................................................................................................................
330-1001
Toll free number ..............................................................................................1-800-788-5671
Alumni/Parent Relations .................................................................................................... 330-1171
330-1242
Athletics ..................................................................................................................................
Business Office (fees and accounts) ....................................
...............................................
330-102s
Career Services ......................................................................................................................330-1162
. .
College Pastor/Campus Mlrustry ....................................................................................330-1732
330-118C
College Relations (news and publications) ......................................................................
Conference/Events Coordinator ........................................................................................ 330-1105
,.,..................................... 330-1612
Development (financial gifts to the college) ............................
Facilities Management ......................................................................................................
330-1104
Financial Aid (scholarships) .................................... .....................................................
330-1046
General Information (other office numbers; business hours only) ............................
330-100C
Graduate Programs ..............................................................................................................
330-17%
Human Resources .................................................................................................................330-1058
Interim Office.........................................................................................................................330-1024
330-100C
Lost and Found ......................................................................................................................
330-1219
President .................................................................................................................................
.
......................................................................................
Registrar ....................................... .
330-103t
Residence Life (Housing) ..............................................................................................330-1105
Student Activities Office ................................................................................................330-1113
Student Affairs ......................................................................................................................330-116C
Student Government Office ................................................................................................330-lllC
Summer School Office ..........................................................................................................330-179E
Weekend College ..................................................................................................................330-1782
Mailing Address:
2211 Riverside Avenue
Minneapolis. Minnesota 55454
Web Site Address:
http: / /www.augsburg.edu
Majors Offered - 8
About Augsburg - 9
Mission Statement - 9
History - 9
Campus Location - 11
Facilities and Housing Associated Support
Organizations- 13
Accreditation and
Membership - 14
Augsburg Facts and Fig1
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business Adrninistration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
~ e i l t Education
h
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies '
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Registrar's Office.
Cooperative Program of the Associated Colleges of
the Twin Cities and agreements with the University of
Minnesota. It is possiblefor students to take beginning1
interrnediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese,
Russian, and other infrequently taught languages.
Students register directly with the ACTC o f i e .
'Dual degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied Science
and Michigan Technological University.
A
\ t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing and complex world of
today and tomorrow. Upon graduation,
you will be able to demonstrate not only
the mastery of a major field of study, but
also the ability to think critically, solve
problems and communicate effectively.
Select from 50 majors
Augsburg offers more than 50 majors or you can create your own major either on
campus or through the Associated Colleges
of the Twin Cities (ACTC). (See page 49 for
a complete list of majors and minors.) This
five-college consortium allows students to
take courses on other campuses without
charge. The ACTC includes Augsburg
College, Harnline University, Macalester
College, the University of St. Thomas, and
the College of St. Catherine.
We emphasize values, perspectives,
experience and skills
The heart of an Augsburg education is
the Augsburg Curriculum - the College's
general education program that structures
your liberal arts studies through challenging and thought-provoking courses that
require students to consider important
issues and examine values questions. These
liberal arts perspectives include western
heritage, intercultural awareness, human
identity, the social world, Christian faith,
the city, aesthetics and the natural world.
At the same time, courses across all
disciplines stress the skills that will serve
you for a lifetime - writing, speaking,
critical t h d u n g and quantitative reasoning, to name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and
varied learning opportunities in real-life
situations through academic internships,
experiential education, volunteer community service and cultural enrichment. In a
sense, the resources of the Twin Cities are
an extended campus for Augsburg
students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the Mission of the College:
To nurture leaders in service to the world
by providing high quality educational opportunities which are based in the liberal arts and
shaped by the faith and values of the Christian
Church, by the context of a vital metropolitan
setting, and by an intentionally diverse campus
community.
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg,
Germany, in 1530. Augsburg opened in
September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The
first seminarians were enrolled in 1874, and
the first graduation was in 1879.
l o About Augsburg
-
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, Georg Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg
admitted women in 1922 under the
leadership of Gerda Mortensen, Dean of
Women. She spent the next 52 years at the
College as a teacher and administrator.
Professor Weenaas recruited two
teachers from Norway - Sven Oftedal and
Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to
educate Norwegian Lutherans to minister
to immigrants and to provide such "college" studies that would prepare students
for theological study.
In 1874 they proposed a three part plan:
first, train ministerial candidates; second,
prepare future theological students; and
third, educate the farmer, worker and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's
theme for over one hundred years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's
second president (1876-1907),required
students to get pre-ministerial experience
in city congregations. Student involvement
in the community gave early expression to
the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. But the college division was still
important primarily as an attachment to
the s ~ m i n a ~ .
The College's mission assumed a
double character - ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962).His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve academic offerings. Now the College
was a larger part of the institution than the
seminary, and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The Seminary moved to
Luther Theological Seminary (now Luther
Serninarv) in St. Paul in 1963.
About Auasbura l1
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student
populations, ensuring educational opportunity for all people. During his years of
leadership the College became a vital and
integral part of the city. Also in these years,
Augsburg added the Music Hall, Mortensen
Tower, Umess Tower, the Christensen
Center, Ice Arena and Murphy Place.
Dr. Charles S. Anderson has led the
College since 1980. He guides Augsburg's
commitment to liberal arts education,
spiritual growth and freedom, diversity in
enrollment and programs and a curriculum
that draws on the resources of the city as
extensions of campus and classroom.
Augsburg continues to grow under his
leadership. Some of the accomplishments
during his tenure include instituting three
graduate degree programs, hosting
national and international figures at
College-sponsored forums and events,
increased accessibility, and the addition of
the Foss Center for Worship, Drama and
Communication and the Oscar Anderson
Residence Hall.
Augsburg continues to reflect the
commitment and dedication of the
founders who believed:
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative and
successful citizens;
The city -with all its excitement,
challenges and diversity - is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts
institution set in the heart of a great
metropolitan center. There are now more
than 13,000 Augsburg alumni. In a world
that has changed much since those first
days of the College, Augsburg still sends
out graduates who make a difference
where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day" program,
Augsburg offers a Weekend College
program for nontraditional students and
master's degree programs in social work,
leadership and education-leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank
campus and one of the city's largest
medical centers -Riverside Medical
Center - is adjacent to the campus, with
the Mississippi River and the Seven
Comers theater district just a few blocks
away. Downtown Minneapolis and St.
Paul, home to a myriad of arts, sports,
entertainment and recreation opportunities, are just minutes west and east via
Interstate 94, whch forms the southern
border of the campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to Minneapolis-St. Paul International Airport, and bus
or train connections can be made from all
areas of the United States.
l2 About Augsburg
W FACILITIES AND HOUSING
Instruction facilities and student
housing at Augsburg are conveniently
located near each other. A tunnel/ramp/
skyway system connects the two tower
dormitories, the five buildings on the
Quadrangle, plus Music Hall, Murphy
Place, and the Foss, Lobeck, Miles Center
for Worship, Drama and Communication.
Admissions Office - The central
Admissions Office is located at 628 21st
Avenue South and provides offices for the
admissions staff and a reception area for
prospective students and their parents.
American Indian Support Program
and Afrikana Support Program Offices Located at 620 21st Avenue South, these
programs provide support services and
information to American Indian and Black
students.
Anderson Hall -Named in honor of
Oscar Anderson, president of Augsburg
College from 1963 to 1980, this residence
hall is the newest building on campus.
Located at 2016 S. Eighth Street, Anderson
Hall contains four types of living units and
houses 192 men and women and the
Physician Assistant Program. (1993)
Anderson-Nelson Athletic Field - The
athletic field, located at 725 23rd Avenue
South, is the playing and practice field of
many of the Augsburg teams. An airsupported dome covers the field during the
winter months, allowing year-around use.
Center for Global Education Located at 609 22nd Avenue South,
provides offices for the Global Center staff
and a resource room for those interested in
global issues. It is also the office for the
Coordinator of Academic Programs
Abroad.
East Hall -Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication Establishes a new "front door" for the
College on Riverside Avenue. The Foss
Center is named in recognition of the gifts
of Julian and June Foss and was built with
the additional support of many alumni and
friends of the College. The TjornhomNelson Theatre, Hoversten Chapel and the
Arnold Atrium are also housed in this
complex, which provides space for the
Campus Ministry program, drama and
communication offices. The Foss Center's
lower level is home to the Gage Family
Academic Enrichment Center, which
includes the Learning Skills Office, the
CLASS (Center for Learning and Adaptive
Student Services) Program, the Groves
Computer Lab, the Karen Housh Tutor
Center and the John Evans Learning
Laboratory. (1988)
Christensen Center - Center with
spacious lounges and recreational areas,
dining areas, bookstore and offices for student government and student publications.
The JeroyC. Carlson Alumni Center Named in 1991 to honor Jeroy C. Carlson,
senior development officer and former
alumni director, upon his retirement from
Augsburg. The Center also houses the
offices of Alumni/Parent Relations and is
located at 2124 S. Seventh Street.
College Relations House - Located at
709 23rd Avenue South, provides offices for
College Relations staff, who oversee public
relations and publications for the College.
Ice Arena - Two large skating areas
for hockey, figure skating and recreational
skating for Augsburg and the metropolitan
community. (1974)
About Augsburg 13
Library/lnformation Technology
Center (under construction) - This new
four-level brick structure is scheduled to
open during the 1997-'98 academic year. It
will house all library functions and bring
together the computer technology resources of the College. construction is in
progress on the block of campus bordered
by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St.
Melby Hall -Named in honor of J. S.
Melby (dean of men from 1920 to 1942,
basketball coach and head of the Christianity Department). It provides facilities for
the health and physical education program,
intercollegate and intramural athletics,
fitness center and general auditorium
purposes. (1961)
Mortensen Tower - Named in honor
of Gerda Mortensen (dean of women from
1923to 1964), it has 104 one and twobedroom apartments that house 312 upperclass students, plus conference rooms and
spacious lounge areas. (1973)
Music Hall - Contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios and offices for the
music faculty. (1978)
Old Main - Home for the Modem
Language and Art Departments, with
classrooms used by other departments.
Extensively remodeled in 1980, Old Main
combines energy efficiency with architectural details from the past. It is included
on the National Register of Historic
Places. (1900)
Science Hall - Houses classrooms,
well-equipped laboratories, a mediumsized auditorium and faculty offices. In
1960 the Lisa Odland Observatory on the
roof was completed. (1949)
South Hall and Annex Houses - All
are located in or near the campus area and
provide additional housing accommodations for students, faculty and staff.
George Sverdrup Library - Named in
honor of Augsburg's fourth president, it
contains reading rooms, seminar rooms,
work rooms, the Augsburg archives,
classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and
third presidents, it provides space for
administrative and faculty offices. (1938)
2222 Murphy Place -Houses offices
for Weekend College, Graduate and Special
Programs, Cooperative Education and
classrooms. (1964)
Urness Tower -Named in honor of
Mr. and Mrs. Andrew Umess, who have
p e n several generous gfts to the College.
The tower provides living quarters for 324
students. Each floor is a "floor unit,"
providing 36 residents, housed two to a
room, with their own lounge, study and
utility areas. (1967)
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs which
increase both individual and group
understanding and achievement. In
addition to the programs listed below, the
College is also home to Elderhostel and
College of the Third Age programs.
Inter-Race: The International Institute
for Interracial Interaction - Inter-Race
facilitates interracial understanding in
families, schools, places of work, communities and society. The Institute provides
training and consultation, research,
education, resource centers, publications,
l4 About Augsburg
-
public policy and legal study in five
centers. Inter-Race is located at 600 21st
Avenue South.
Minnesota Minority Education
Partnership (MMEP) -The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color and representatives from
education, business, government and nonprofits to develop programs that help
students of color succeed academically. By
drawing on the talents and resources of
others concerned with the success of
students of color, MMEP creates collaborative, workable approaches to complex
problems. MMEP believes that concentrating on the needs of students of color helps
them move from thinking to doing, from
wanting to having, and from dreaming to
achieving. The MMEP office is located in
East Hall.
Nordic Center - The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway and Sweden. The Nordic
Center is located at 2400 Butler Place.
Augsburg Youth and Family Institute
- The Institute is designed to help
churches better serve the c h a n p g needs of
youth and families. The Institute offers
academic programs at both undergraduate
and graduate levels, as well as seminar1
workshops, a resource center and counseling services.
POLICIES
It is the policy of Augsburg College not
to discriminate on the basis of race, creed,
national or ethnic origins, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the 1972
Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational
programs, activities and employment
practices. Inquiries regarding compliance
may be directed to the coordinators listed
on page 44 or to the Director of the
Minnesota Department of Human Rights,
Bremer Tower, Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the American
Chemical Society, the Council on Social
Work Education (BSW and MSW), National
Association for Music Therapy, Inc., and
the National League for Nursing.
Augsburg College is an institutional
member of the National Association of
Schools of Music (NASM), the Council of
Independent Colleges, the American
Association of Colleges and Universities,
and the American Association of Higher
Education.
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America and Minnesota Private College
Council.
About Augsburg
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement of the institution. Registration
does not mean that credits earned at the
institution can be transferred to other
institutions or that the quality of the
educational programs will meet the
standards of every student, educational
institution or employer.
5
1 Location - Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
1 Religious Affiliation - The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations and 21
percent represent the Roman Catholic
Church.
II Accreditation - North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and National League for Nursing.
1 Member - Associated Colleges of the
Twin Cities, Lutheran Education
Council in North America, Minnesota
Private College Council. Registered
with the Minnesota Higher Education
Coordinating Board, as described on
page 14.
1 Enrollment (Fall 1995-'96) - 2,858
students from 37 states and 31 nations.
1 Graduates - 13,225 undergraduates
from 1870 through August 31,1995.
II StudentIFaculty Ratio - 14 to 1.
Undergraduate class size averages 20-25.
II Campus - 16 major buildings. Major
renovations in 1979-'80 with special
emphasis on accessibility.
1 Accessibility - Augsburg is now one of
the most accessible campuses in the
region. A skyway-tunnel-elevator
system provides access to 10 major
buildings without going outside.
II Degrees Granted - B.A., B.S., B.M.,
M.A., M.S.W.
1 Financial Aid -Over 85 percent of the
students receive some form of fmancial
aid from the College and many other
sources.
II Library - Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library
consortium. The new Library and
Information Technology Center is
scheduled to open during the 1997-'98
academic year.
School Year - Semesters from September to May, 4-1-4 calendar, wifh January
Interim. Two summer school sessions.
Augsburg Weekend College - trimesters, September to June. Augsburg
Graduate Program - trimesters,
September to June.
LI Majors - More than 50 majors in 23
departments.
1 Off Campus Programs - Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban
Affairs (HECUA), International
Business Program, Upper Midwest
Association of Intercultural Education
(UMAIE) and extensive cooperative
education and internship programs.
1 Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),
and National Collegiate Athletic
Association (NCAA), Division 111.
II Policy - Augsburg College does not
discriminate on the basis of race, creed,
national or ethnic origin, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the
1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admission
policies, educational programs, activities and employment practices.
A
ugsburg College is looking for
students with intelligence and character.
We want people who can benefit from and
contribute to their community, the College
community and the community at large.
Selection of students for Augsburg
College is based upon careful consideration
of each candidate's academic achievement,
personal qualities and interests, participation in activities and employment, and
potential for development as a student and
as a graduate of Augsburg College. The
College selects students on individual merit
without regard to race, creed, disability,
national or ethnic origin, sex or age.
Visit the Campus
Because firsthand appraisal of programs, facilities and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an Admissions Counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's Admissions staff is ready
to help students and parents with college
planning. Call any weekday between 8:00
a.m. and 4:30 p.m. - (612) 330-1001 or tollfree (800) 788-5678. We'll answer your
questions and arrange a tour for you
(including Saturday mornings during the
school year). The Admissions Office is
located on the comer of Seventh Street and
21st Avenue South in Minneapolis. (Please
call first.)
FRESHMEN
Application for Admission -Applicants should complete the application for
admission and the essay and return them
to the Admissions Office together with the
nonrefundable $20 application fee.
Transcripts - An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final transcript upon graduation. Graduate Examinz
tion Degree scores (G.E.D.) may be presented instead of the high school transcripl
Test Scores - Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT or PSAT are also accepted. It wil
suffice if test scores are recorded on the
official high school transcript.
Additional Information- If there is
personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with a
Admissions Counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information
has been received. For example, more
recent test scores, results of the present
semester's course work, additional letters
of recommendation or writing samples
may be requested by the Committee. If
additional credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions DecisionAugsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two
Admissions
weeks after the application file is complete
md has been evaluated by the Admissions
Zomrnittee.
Confirmation of Admission -Ac:epted students who are applying for
'inancia1aid are asked to make a $100 *
uition deposit within 30 days of their
hancial aid notification. Extensions may
Je requested in writing to the Director of
Financial Aid.
Accepted students who are not applyng for financial aid are asked to make a
6100 * tuition deposit. Those students who
~ i s to
h live in College housing must also
submit a $100 housing deposit.
*Nonrefundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
~ i s to
h accelerate their educational proTarn may be granted admission to begin
ill-time work toward a degree after
:ompletion of their junior year or first
;emester of their senior year of high school.
4pplicants must complete the normal
~roceduresfor freshman applicants,
;ubmit two academic recommendations
rom their high school faculty and arrange
1 personal interview with the Director of
Jndergraduate Admissions.
Students from Minnesota who are
nterested in the possibility of enrolling at
4ugsburg under the auspices of the
vlinnesota Post Secondary Enrollment
lptions Act should contact the Admissions
Iffice for specific information.
I TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
:alleges or universities. College credit is
panted for liberal arts courses satisfacto-
rily completed at accredited institutions.
The College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited
institutions and to require that certain
courses be taken at Augsburg.
Augsburg College limits transfer course
work from two-year colleges once a student
has reached junior status. If all transfer
work has been taken at a two-year college
as a freshman or sophomore, a maximum
of 17 Augsburg courses, or 96 quarter
credits, will be accepted toward the
number of Augsburg course credits
required for the baccalaureate degree.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work.
Acceptance of courses submitted for
transfer is done by the Office of the
Regstrar based upon the official student
transcript(s).Acceptance of courses
presented for a major or minor also
requires approval of the department.
Students transferring from the Minnesota State University and College System
who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU
and have a 2.5/4.0 cumulative GPA or
higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU AA graduate:
1. Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (96 quarter credits or 64 semester
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
19
- Admissions
2. All Augsburg general education
requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the quantitative
reasoning graduation skill requirement
One graduation skill writing course in
their major
become candidates for a degree by petitioning through the Registrar's Office.
Students regularly enrolled at another
college may take course work at Augsburg
College as a special student (non-degree).
A transcript must be sent to the Admissions
Office by the student's home institution.
An application form for special student
(non-degree)status is available from the
Admissions Office.
3. One interim course is required.
Note: Courses with D grades will not be
accepted as prerequisites or for application to
majors. Some Augsburg majors require additional prerequisite course work beyond the A.A.
degree. Also, the Physician Assistant major
requires a higher cumulative GPA than 2.5.
Students are advised to consult major departmentsfor major requirements upon transfer.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental section of
this catalog.
W SPECIAL STUDENTS (SECOND DEGREE)
Students who have completed a four
year degree at an accredited college or
university may complete a second degree
at Augsburg College.
Depending on the student's previous
degree, completion of a second major (nondegree) may also be an option. Second
degree requirements include: a minimum
of eight course credits taken at Augsburg,
completion of a major, and completion of
any liberal arts requirements not covered
by the previous degree.
W FORMER STUDENTS
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who
wish to return must apply for readmission
through the Registrar's Office. Students
who have attended other institution(s) during their absence from Augsburg must
have an official transcript sent from each
institution to the Registrar's Office. Returning students do not pay the application fee.
W SPECIAL STUDENTS (NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Subsequently they may
Augsburg welcomes students from
countries around the world. (See International Programs on page 42.)
International students should contact
the Admissions Office for an International
Student Application and information on
the application procedure. Applications
must be received two months prior to the
start of the semester: July 1for fall, Dec. 15
for spring.
For more information, call (612) 330-1001
or 1-800-788-5678 (toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
II
1
>:.-
'
I..
-1
1
.-
II
.
'2
I
.
.-
-
- -- II
1
---
C
--.I
. .
!, .
..
! I
I
I
1
1
I
I
1
I
,
1
I
I '
1
11
College Costs
Tuition and Fees - 22
Room and Board -22
Special Fees - 22
Deposits and Payments - 23
Financial Policies
Refunds - 24
Financial Aid
How and When to Apply - 26
Kinds of Aid
Merit Scholarships - 27
Gift Assistance - 28
Loan Assistance - 28
Student Employment - 29
Sponsored Scholarships - 30
A
11students receive financial help
indirectly, since a quality liberal arts
education costs more than tuition and fees
cover. The College raises that difference in
gfts - from alumni, faculty, staff, parents,
church, friends, foundations and endowment income.
Audit Fee
(for part-time students)
per course ..................................... $
However, the primary responsibility for
paying for a college education rests on
students and their families. Financial aid is
intended to supplement those resources.
Room Rent
(includes telephone
and basic service) ......................... $ 2,45(
The Board of Regents has approved the
costs listed below for the 1996-'97 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
1 TUITION, FEES, ROOM AND BOARD
Tuition
(full-time enrollment) ................. $13,140
This rate applies to all full-time students
attending in September 1996. Students are
considered full-time when they take three
or more courses during the semester terms.
The charge includes tuition, general fees,
facility fees and admission to most Collegesupported events, concerts and lectures.
The amount is payable in two equal
installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course .................. 16 1,420
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
536
Full-time students may audit a course
without charge. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
(Room rates and housing options are
available through the Office of Residence
Life.)
Full Board
(19 meals a week)
........................
$ 2,3W
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
........................
Flex 5 point plan ..........................
Student Activity Fee .....................
$ 2,27t
$ 2,071
$
13(
1 OTHER SPECIAL FEES
(NONREFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .................................
$ 61
ACTC Bus (full-time
students only)............................. $ 1t
Late Registration (per day
after classes begin) ...................... $ 2!
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time)
$ !
Music Therapy Internship
(one-half course credit) ............... $ 53(
Private Music Lessons, per ,
semester (14 lessons)
$ 30'
...
...............,..............
..................
Financial Information 23
Student Teaching (per course
for full-time students) ................. $ 55
Student Teaching (per course
for part-time students) ................ $ 110
Study Abroad (in approved
non-Augsburg programs) ........... $213
Fees Payable by CheckICash
Application (new and/or
special students) ......................... $
Vursing Comprehensive Exam ......... $
Locker Rental (commuters) ............... $
Student Parking Lot Permit
- car .......................................... $
-motorcycle ............................. $
rranscript Fee (per copy
after first, which is free) .............. $
Special Examinations,
Cap & Gown Costs
20
16
30
90
45
2
(Scheduleon file
in Registrar's Ofice)
I BOOKS AND SUPPLIES
These costs are estimated to be $585 per
{ear.
B DEPOSITS
inrollment Deposit
(nonrefundable) .......................
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by the
contract. New contracts may be terminated
for Fall or Spring Term by following the
conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to July 1for
Fall Semester or January 1for Spring
Semester, $50 will be forfeited from the
$100 deposit as a service charge. The entire
deposit will be forfeited if cancellation is
after these dates.
$ 100
Required of all new students after
icceptance. The Enrollment Deposit is
zredited to the student's account only when
us/her enrollment is terminated. Any net
:redit balance (after all charges and/or
ines) will be refunded upon request of the
itudent. For more information, contact the
4dmissions Office.
-lousing Damage Deposit ............... $ 100
Required of all resident students at the
ime of signing a contract, to reserve a
lousing assignment. This deposit is
setained against damages and/or fines and
PAYMENTS
Semester Fees - Prior to the start of
each semester a Statement of Estimated
Charges showing basic charges and
financial aid credits designated by the
Student Financial Services Office is sent to
the student from the Business Office.
Payment Options - (1)Annual
payments, due August 15 as billed;
(2) Semester payments, due August 15 and
January 15 as billed; (3) Payment Plan Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the Estimate of Charges letter; (4) 10-month
Payment Plan - Upon application, College
approval, and payment of a $50 adrninistrative fee, the annual charges may be paid
in 10 equal installmentsbeginning July 15
and ending April 15. No finance charge
will be assessed on accounts which are
current. An application will be sent upon
request.
Financial Information
A finance charge is applied at a simple
rate of 1percent per month on any account
with an open balance of 30 days or more or
on a 10-month payment plan is wluch
payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release
academic student transcripts until all
student accounts are paid in full or, in the
case of student loan funds administered by
the College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and exit
interviews have been completed.
for tuition and/or room (except for the
minimum deduction of $100 to cover
administrative costs).
Augsburg College Refund Policy:
Applies to Augsburg students who
withdraw from all courses in a term and
are not receiving Federal Title IV financial
aid (Federal Title IV financial aid includes
the Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Refund Amount
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 11th day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
W REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencelWithdrawal from College form
available in the Academic Advising Center
or the Registrar's Office. It must be filled
out completely, signed and turned in to the
Regstrar's Office. Students who properly
withdraw, change to part-time, are
dismissed or are released from a housing
contract will have their accounts adjusted
Refund Period
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from al:
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Tuition, fees and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may bc
eligible for a pro-rata refund up to the 60
percent point in time of the term. The
student account will be credited for that
portion of tuition and room for which the
Financial Information 25
student was not enrolled. This calculation
will use federal govenunent guidelines.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in
the brochure, Academic Progress Standards
for Financial Aid. This brochure is available
Augsburg College is required by federal from Student Financial Services and is
regulations to complete two refund calcula- distributed to students on an annual basis.
tions for students who have completed at
Financing higher education could be the
least one full term at Augsburg and receive most significant investment a person or
Title IV funds. Refunds will be based on
family makes in a lifetime. Proper planning
and wise choices are important, not only in
the calculation which provides for the
choosing a college, but also in the methods
greatest refund of tuition, fees and room
used to pay for it. Augsburg College,
charges to the student's account and the
through its Office of Student Financial
greatest refund of financial aid dollars to
Services, will help students and their
the fund from which they were awarded.
families protect access to a quality
The refund calculations used are the
Augsburg education in a time of increasing
Augsburg College Refund Policy as stated
financial challenge.
above and the Federal Refund Policy as
stipulated by federal guidelines stated
Financial assistance awarded through
below.
Augsburg may be a combination of
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pel1 Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Refund Amount
Refund Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in time
through the 25 percent point in
time of the term
25%
After the 25 percent point in time
through the 50 percent point in
time of the term
Students may appeal refund decisions
through the Petition Committee.
scholarships, grants, loans and part-time
work opportunities. The College cooperates
with federal, state, church and private
agencies in providing various aid programs. During the 1995-'96 academic year,
nearly eight out of 10 students at Augsburg
received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA)and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a
student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of depen-
- Financial Information
dent family members, other educational
expenses, debts, retirement needs and
special considerations.
HOWTO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA)or the
Renewal FAFSA. FAFSA forms are
available from the Student Financial
Services Office at Augsburg College or
from high school guidance counselors.
Renewal FAFSAs will be mailed to those
students who applied for assistance during
the prior school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
4. All applicants (and parents of dependent students) are required to provide a
copy of their most recent federal income
tax retum and W-2(s). Spouse's tax returns
are also required if filing separately.
5. New transfer students must submit a
financial aid transcript from each postsecondary institution previously attended
before financial aid will be offered. Forms
are available from the Admissions or
Student Financial Services offices.
WHAT HAPPENS NEXT?
Once all documents are received, we
,.nx,;n..,
+Lo & n C , n A C , l
-;A
C,--l;ooG?.-
+A
determine financial aid eligibility for all
available programs. A financial aid
package will be sent to the student. This
package includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued
eligibility
Subsidized/Unsubsidized Stafford
loan application promissory note
Students are encouraged to complete
and retum one copy of their award letter to
Student Financial Services. In addition, the
student must complete and return the
Stafford loan application promissory note
to receive Stafford loan funds. Applications
for the SELF loan and the Parent PLUS loan
are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs and fraternal organizations for information on aid available
to students who meet their requirements.
In addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children and other sources.
,
>
S,K
.--
;
>LC'&
,
,J.
,'. ,, - ,
,-
-
".< LL :\>
;'
Merit Scholarships
President's Scholarships - President's
Scholarships, which assure g f t assistance
equal to tuition, are awarded annually to
the most academically qualified full-time
freshmen students. These scholarships are
awarded without regard to need. The
awards are renewable for three years based
on academic performance at Augsburg.
Because this is a unified program, full
tuition is assured; that is, the College
guarantees the difference between nonAugsburg grants and scholarships (such
as state scholarships, Pel1 grants, etc.) and
full tuition. Special application is due
Feb. 15. Details are available from the
Admissions Office.
Regents' Scholarships - The Regents'
Scholarships are awarded to incoming fulltime freshmen of lugh academic achievement. Depending on high school class rank
or college entrance test score, Augsburg
will award scholarships of $1,500 to $5,000
each, renewable each year, regardless of
financial need. No special application is
required, but application for admission
must be made by May 1.
Regents' Transfer Scholarships Regents' Transfer Scholarships are
awarded to all transfer students who are
transferring from a two-year college with a
minimum of 84 quarter credits (56 semester
credits) and at least a 3.0 cumulative GPA.
Depending on college GPA, Augsburg will
award scholarships of $3,000 to $5,000 per
year to full-time transfer students in the
day schedule regardless of financial need.
No special application is required, but
application for admission must be made by
May 1.
Transfer Merit Scholarships Transfer Merit Scholarships up to $5,000
are available to full-time students in the
-
,
FC:
J
-r-; -
.3
'
,
< . '
it.q5
-
Financial Information
--
day schedule who are direct transfers to
Augsburg College following two years of
full-time study at a community college or
other approved two-year college. Students
must have maintained at least a 3.3 GPA on
a 4.0 scale and accumulated a minimum of
84 quarter credits in transfer. Scholarships
are awarded without regard to need and
will be renewed for a second year based on
a cumulative GPA of at least 3.0. Special
application is due May 1. Details are
available from the Admissions Office.
Phi Theta Kappa Scholarships These new scholarships are designated for
transfer students from community colleges
who are members of Phi Theta Kappa. To
qualify for one of these $5,000 annual
renewable awards, students must have
completed at least 84 credits and have a
minimum GPA of 3.3 during two years of
full-time study. Award decisions are based
on academic record, letters of recomrnendation, co-curricular activities and a
personal statement. Application deadline is
May 1.
Performing Arts Scholarships - These
recognize student excellence in music or
theater. Students with talents in music
(vocal or instrumental), acting, stage design
or production are qualified for this $1,500
annual award. Selection is based on
individual performance auditions, good
academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with
a co-curricular performance group.
Application deadline is Feb. 15.
Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and
community. Examples of involvement of
recent scholarship recipients included
Amnesty International, Habitat for
27
-
28 Financial Information
-
Humanity, community service and church
activities. Application deadline is March 15.
Community and Public Service
Scholarships - Recognize students of high
academic ability for their demonstrated
contribution to community or public
service. Students eligible for this $2,000
annual, renewable scholarship are those
who have actively participated in community or public service projects and are
planning careers in this area of study.
Application deadline is March 15.
Lutheran Leader Scholarships These scholarships recogruze incoming
freshman of high academic achievement
with a demonstrated record of leadership
within their congregations. Students
eligible for the $1,500 annual renewable
award are those who rank in the top 30
percent of their high school class and have
the recommendation of their pastor.
Application deadline is Feb. 15.
Paired Resources in Ministry and
Education (PRIME) Awards -Augsburg
College will match the first $500 a year of a
student's scholarship or grant from a
Lutheran congregation. The scholarship or
grant check from the congregation must be
received at Augsburg by Oct. 1.
Gif? Assistance (Need Based)
Augsburg Tuition Grants - Available
to students who have shown academic
potential and have financial need. A
student's academic performance, financial
need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships
and Grants - Awarded by the state to
Minnesota residents who have financial
eligibility. For 1995-'96, these ranged from
$300 to $5,890.
Federal Supplemental Educational
Opportunity Grants - A federal program
administered by the College. To be eligible,
a person must be a U.S. citizen or permanent resident, have exceptional financial
need as defined by the program and be
capable of maintaining satisfactory
academic standing at the College. Awards
range up to $4,000 annually.
Federal Pell Grants - Federal Pel1
grants are awarded to students attending
eligible institutions of higher education and
are based on financial need as defined by
program guidelines. The maximum grant
for 1995-'96 was $2,340. Application is
made by filing the FAFSA.
Bureau of Indian AffairsITribal and
State Indian Scholarships - Bureau of
Indian AffairsITribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairsITribal and State Gdian Scholarships, students must be of 1/4 degree
Indian ancestry and be enrolled with a
federally recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the American
Indian Support Program Office. Indian
grants supplement all other forms of
financial aid. Questions may be directed to
the American Indian Support Office on
campus or to your local BIA, Tribal or State
Indian Education Office.
Loan Assistance
Federal Perkins Student Loan -A
federally funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
own onwr\lloA
o t l o o c t h o l f t i m n
C4mnlo
Financial Information
interest of 5 percent and repayment of
principal (at the minimum of $40 a month)
begin nine months after you leave school.
Repayment may extend up to 10 years. The
loan offers a teacher cancellation clause.
The maximum which may be borrowed for
undergraduate study is $15,000 ($30,000
including graduate school).
Federal Stafford Student Loans
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states which
provide such programs. Subsidized
Stafford Loans are need-based loans which
the federal government subsidizes by
paying the interest while the student is in
school and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of
disbursement and the borrower is responsible for all interest. The borrower may
choose to make payments while in school
or may defer payments and allow interest
to accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1,based on the 91-day
Treasury Bill.
The following borrowing limits
apply to the Stafford Loan program after
July 1,1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually (Combined
Subsidized and Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized)
Federal Nursing Student Loan -A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the
baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program (PLUS)
- PLUS is a loan program to help parents
meet college costs of their dependent
children. Parents may borrow up to the
cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum
payment of $50 per month. Application
forms are available at Augsburg College or
the lending institution.
The Student Educational Loan Fund
(SELF) - SELF is administered through the
Minnesota Higher Education Services
Office. Applications are available from the
Office of Student Financial Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness;
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th month
after you leave school. There are no
deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence in
29
30 Financial Information
-
performing the duties assigned. Part-time
work provided by the College is considered
financial aid, just like scholarships, loans
and grants. A maximum of 15 hours of
on-campus employment per week is
recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study Program
and Minnesota State Work Study
Program - Under these programs the
federal or state government supplies funds
on a matching basis with the College to
provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty, staff and friends
of the College, offers more than 400
sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based on
academic achievement, financial need and
selection criteria established by the donor.
A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Admissions.
* Indicates endowed scholarships.
GENERAL SCHOLARSHIPS
ADC TelecommunicationsScholarships
Charles and Ellora Alliss Educational
Foundation Scholarships
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Dain Bosworth/IFG Foundation Scholarship
Alma Jensen Dickerson Memorial Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E.W. Hallet Scholarship
W.R. Hotchkiss Foundation Scholarship
Reuben I. and Marion Hovland Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson and
Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Jostens Foundations Scholarships
Floyd Lorenzen Memorial Scholarship
Memorial Scholarship Foundation Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company Scholarship
Norwest Foundation Scholarship
Clifford and Martha Nylander Scholarshipa
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson Scholarship
Casey A.T. O'Neil Foundation Scholarship
Pentair Challenge Program Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarships
Readers Digest Endowed Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
UPS Foundation Scholarship
Robert W. Warzyniak Memorial Scholar-L.
-*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
I SPECIAL SCHOLARSHIPS
lohn Andrew Adam Memorial Scholarship*
Aid Association for Lutherans
Alne-Swensen Scholarship*
American Express Minnesota Foundation/
IDS Financial Service, Inc.
C.A.L. and Esther Anderson Scholarship
Charles and Catherine Anderson Diversity
Scholarship*
Phyllis M. Baker Memorial Scholarship*
leroy C. and Lorraine M. Carlson Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Laura Ann Erickson Memorial Scholarship*
David J. Formo Memorial Scholarship*
lulian P. Foss Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
King Harald Scholarship
Rev. John Hjelmeland Endowed Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
hternational Dairy Queen, Inc. Scholarship
Catha Jones Memorial Scholarship*
I'orgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
McVay Foundation Scholarship*
Financial Information 31
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial Scholarshp*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
CBS Foundation Scholarship
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
First Bank System Foundation Scholarship
General Mills Foundation Scholarship
General Mills Southeast Asian Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector Foundation Scholarship*
Hearst American Indian Scholarship*
Grace Anne Johnson Memorial Scholarship*
Kerridge/Mueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Financial Information
Medtronic Foundation Scholarship
Minnesota Indian Teacher Training
Partnership
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community Scholarship*
Shakopee Mdewakanton Dakota Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching Assistants scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation
West Publishing Company Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA (Evangelical Lutheran
Church in America) Native Women's
Achievement Award
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship*
Martin 0 . and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Athletic
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarslup*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration1Accounting1
Economics
Allianz Life Insurance Company Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Life Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship
Augsburg College Chemistry Alumni
Scholarship*
Chemistry Department Scholarships
Financial Information
Robert Ellingrod Memorial Scholarship
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Education
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Marjorie and James R. Gronseth Jr. Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0 . I. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Marnmen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg Scholarship*
Lois Oberhamer Nye Memorial Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church - John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Lovell Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Dr. James L. Tuohy Scholarship
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company Scholarship
Mathematics Scholarship
Music
33
34 Financial Information
-
String Scholarships
John and Vera Thut Scholarship*
Tinseth Music Education Scholarship
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship"
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C.A.L. and Esther J.E. Anderson Scholarship*
Kyle A. and Sandra L. Anderson Scholarship
Norman and Louise Bockbrader Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Luthard 0 . Gjerde Scholarship*
Dave Hagert Memorial Scholarship*
Elias P. Harbo Memorial Scholarship*
Arnold and Neda Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial Scholarship
Gerda Mortensen Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship'
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Morris G. C. and Hanna Vaagenes Mission
ary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for Minority Social Work Students*
Bodo F. Suemnig Memorial Scholarship*
Lisa M. Weeding Memorial Scholarship
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre Arts/
Religion Scholarship*
Campus Ministry - 36
Student Government - 36
Student Activities - 36
Social, Cultural, Recreational
Fine Arts - 37
Athletics & Sports - 37
Intramurals - 37
Student Affairs - 38
Academic Enrichment - 38
Program for Students with
Disabilities (CWS) - 38
I
T I P ~ ~ ~ I P ~ ; CLi:c
~ . L Pro:]rClm - 12
- :
,I I:.
- r -. : ,
-
>,v:-81,;
!
8
I
In
.
-
I
-
I
.
I
I
1
''
Colleae Policies - A3
Student Standards of Behavior,
Complaints, Records - 43
Family Educational Rights
and Pr~vacyAct - 43
Discrimination Complainb - 44
E
xperiences in the classroom are an
impo&t part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as
academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where
students, faculty and staff gather each day
to give thanks and hear the Gospel
proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gfts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The College Pastor and Campus
Ministry staff have offices in the Foss,
Lobeck, Miles Center for Worship, Drama
and Communication and are available for
spiritual guidance, counseling, support or
information.
Through student government students
secure a closer relationship with and better
understanding of the administration and
faculty, and provide input into the decision-making process at Augsburg. Student
government also sponsors and directs
student activities, protects student rights
and provides the means for discussions
and action on all issues pertaining to
student life at Augsburg.
Student government is organized into
the executive branch, the legislative branch
and the judicial branch. Elections are held
in the spring for the next year. Freshmen
elect their representatives in the fall of their
first year. Many kinds of involvement are
possible -program planning, writing,
editing or service opportunities. If you
want to get involved, contact the president
or vice president of the Student Body in
their offices in the lower level of the
Christensen Center.
The Student Activities program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities and
organizations which serve the student community. Hundreds of major programming
Student Life
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
Throughout the year, a variety of social
and cultural activities take place on campus
as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge) is
a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the
Augsburg Echo; the yearbook, The
Augsburgian; Student Government and the
Augsburg Student Activities Council.
KCMR, a student-operated nonprofit radio
station serving the needs of Augsburg and
the surrounding Cedar-Riverside community, is located in Umess Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band and
Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical
experience. Students stage several plays on
campus each year under the direction of
the Theatre Arts Deparbnent and have the
opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the Minnesota Intercollegate Athletic Conference
(MIAC) and is a member of the National
Collegiate Athletic Association (NCAA)
Division IU.Men annually compete in
football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, tennis, track
and field and golf. Women annually compete in volleyball, cross country, soccer,
basketball, ice hockey, softball, tennis, track
and field and golf.
When Augsburg announced on Feb. 17,
1995 that it was adding women's ice hockey
as a varsity sport, it became the first college
or university in Minnesota to do so. The
women's ice hockey program at Augsburg
offers participants the same opportunities
that the men's program receives.
INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities. Broomball has been an especially popular coed
sport. Check schedules for times when there
is open use of the gymnasium and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a space
available basis a double-rink ice arena,
gymnasium, six tennis courts, a fitness
center with workout machines and weight
room, and an air supported dome over the
athletic field for winter fitness use by
walkers and runners. (See Fitness Center
on Dage 41.)
37
38 Student Life
-
The Student Affairs Division is comprised of a variety of programs, services
and activities dedicated to complementing
and enhancing students' educational
experience and the academic programs of
Augsburg College. These programs,
services and activities provide students
with an enriched collegiate experience
which celebrates our rich diversity of
student needs and interests; attends to the
social, cultural and career development of
students; and enhances students' academic
performance through direct intervention
and environmental management. The
following information provides a brief
introduction to the major efforts of the
Student Affairs Division.
GAGE FAMILY ACADEMIC ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of Foss
Center is designed to offer students study
skills assistance so that they may achieve
academic success. The Center contains four
offices: The Learning Skills Office, The
Tutor Center, The Learning Laboratory,
and The Center for Learning and Adaptive
Student Services (CLASS).
The Learning Center, located in Room
17, Foss Center, assists students in improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and
concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies and leafning styles. The
staff will assist students in developing
effective and efficient study skills.
The Karen M. Housh.Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content
tutoring in most freshman and sophomorelevel courses. The Center also notifies
students of tutoring labs available, as well
as supplementary instruction sessions, in
which tutors attend the classes and lead
discussions after class on major concepts of
the course.
The JohnEvans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing and mathematics
through the use of computer software.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The CLASS program serves over 150
students and is recognized nationally as a
leader in the field of educating students
with diagnosed learning and physical
disabilities. The CLASS program is a logica
outgrowth of the College's commitment to
provide a high quality liberal arts education for students with diverse backgrounds
experiences and preparation. Augsburg ha:
a commitment to recruit, retain and
graduate students with learning and
physical disabilities who demonstrate the
willingness and ability to participate in
college-level learning.
The staff includes four licensed learning
disabilities specialists, a physical disabilities specialist, and accommodation
specialists, who supervise work-study
students and coordinate accommodation
services for students. One-on-one meetings
between students and specialists are the
centerpiece of the program model. Accommodations include individualized academic support, testing arrangements, tapec
Student Life 39
:extbooks, peer tutors, securing notetakers,
vccess to and training on computers, and
~daptivetechnology, such as a Braille
?rinter, dictation and voice recognition
joftware, and adaptive keyboard equipment. Modified and accessible dormitory
rooms are available.
ship applications, orientation and registration, course work selection, individual education plans, academic advising, career
counseling, employment, community and
professional referrals, internships, student
housing and crisis intervention. It advises
and supports the Intertribal Student Union.
The Groves Computer Lab is especially
lesigned for students with disabilities and
:ontains computers and adaptive equipment
to assist them in their academic progress.
Intertribal Student Union: lTSU serves
as a peer support group for incoming and
currently enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
During the 1980s Augsburg spent
nearly one million dollars to make the
:ampus accessible to persons with physical
disabilities by constructing a skywaytunnel-elevator system that connects 10
major buildings. Augsburg has the oldest
md most extensive learning disabilities
program among the private colleges in
Minnesota.
For more information, please contact
the CLASS office at 612-330-1053 to request
3 copy of the CLASS brochure and/or
schedule an appointment with a specialist.
I AMERICAN INDIAN SUPPORT
PROGRAM
The American Indian Support Program,
located at 621 21st Avenue South, is a
multifaceted office established in 1978 to
recruit and retain American Indian
students. It is a national model of success
and continues to have one of the highest
retention and graduation rates of Indian
students in the state of h4innesota.
Components of the program are:
American lndian Support Services:
Assistance in admissions procedures,
financial aid procedures including BIA,
Tribal and Minnesota Indian State Scholar-
Minnesota lndian Teacher Training
Partnership: MNITm is a cooperative
effort between Augsburg College and the
Minneapolis Public School District,
intended to increase the number of
American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is
designed as a special grant and loan
forgiveness program. Students who are
awarded state teaching licensure may then
apply for loan forgiveness for each year the
student teaches, one fifth of the loan will be
forgiven.
American lndian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language and women's issues. For
more information, contact Dr. Virginia
Allery, 6121330-1385, or see course listings
under Interdisciplinary Studies in the
academic section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
Indian magazines and newspapers and
over 125 VHS videos are housed in the
Sverdrup Library and at the American
Indian Support Program Office. The library
Student Life
project offers both a historical and contemporary perspective on the cultures of
various tribal nations in the United States.
ASIAN AMERICAN SUPPORT
PROGRAM
The Asian American Support Program
was created in 1992 to recruit and retain
Asian American students and to enhance
the quality of their total experience while at
Augsburg College. The program seeks to
create opportunities where Asian American
students can be involved in and contribute
to all aspects of academic and student life.
The Program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
course work selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the Support Program. The
Association carries out various activities
during the academic year to increase the
network of friendship and support for Asian
American and other students at Augsburg.
AFRIKANA SUPPORT PROGRAM
The Afrikana Support Program is
committed to enhancing the education and
personal development of students of
African descent, and to promote cultural
and historical awareness, academic
achievement and social interaction. It
sponsors events and activities, such as
celebrating Martin Luther King's birthday,
Afrikana History Month, the Each One
Reach One mentoring program and
Augsburg Black Alumni Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Afrikana
Support Program Office, as is the PanAfrikan Center.
HISPANIC/LATINO SUPPORT
PROGRAM
The Hispanic/Latino Support Program
offers students individualized attention in
many areas, including academic support,
counseling and advocacy.
Students find assistance in: admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment and placement referrals.
The program advises the Latino Student
Association and supports academic, social,
cultural events, and other activities that
improve the academic and personal
development of Hispanic/Latino students
and provides awareness of the unique
aspects of the Hispanic culture.
The Career Services Department is
committed to assisting all students with
their career planning. This process is an
important part of a student's development
while attending college. To aid students in
this process, Career Services offers students
the opportunity to actively participate in
career seminars, career assessments, oneon-one counseling, self-paced computer
career planning modules, and use of the
Alumni Resource Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education
or nonprofit and government sectors. There
Student Life
is also an annual graduate and professional
school fair for seniors to explore educational options after graduation.
W CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive
environment where students have many
opportunities to gain self-awareness
through personal exploration with the
assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug
use, family problems, motivation, transitions, breaking away from family, selfimage, difficult decisions, eating concerns,
etc. Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a
substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the campus
environment.
Professional staff offer private consultations, individual assessments and group
workshops to accommodate the needs of all
students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement
with Health Promotion services. Academic
and practicum opportunities are also
available to students from a variety of
academic disciplines.
W HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
Health Service and is a family practice
residency clinic affiliated with the University of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide handbook for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the Health Service
Coordinator for information regarding
student health insurance and other services
available through RUFPC.
W FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, a treadmill and other aerobic
workout machines. It includes a weight
room with universal and free weight
systems. All staff, students and faculty may
use the Center.
41
42 Student Life
-
The International Student Services
Office in the Admissions House focuses on
the needs of international students. It also
serves as a resource for those interested in
international events and global issues.
International Students - International
students receive assistance in meeting their
educational objectives through advising on
academic concerns, immigration and visa
problems, financial matters, practical
matters and personal concerns.
New international students participate
in an orientation program before the
beginning of the term which provides
practical information on housing, banking,
using local transportation and course
registration. Students also learn about the
U.S. educational system and adjusting to
life at Augsburg.
(Also see English as a Second Language
on page 73.)
Augsburg Community - Study abroad
Augsburg recognizes the importance of
the residence experience during the college
years. Research indicates that students who
live on campus wiU be more likely to
complete their college degree successfully.
Augsburg provides a diverse and dynamic
residence program which fosters the
development of community, and supports
and enhances the academic experience.
Live-in staff assist students by providing
social and educational programming,
facilitating conflict resolutions and assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services and access to security staff.
Augsburg expects all freshmen and
sophomores, not living at home, to live in
college-operated housing. Housing for
married students and students with
families is available.
Students rent a room at the beginning of
the Fall Term for the entire academic school
year. New students receive room assignments the summer before they arrive at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
works to utilize the cross-cultural perspectives of its international students and
students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff
and student development programs which
include activities sponsored by the CrossFreshmen and transfer students are
Cultural Club, forums on world issues
urged to make the tuition deposit by June 1
sponsored by the Global Community and
Amnesty International student groups, and in order to secure housing. Students who
seminars focusing on issues of cross-cultural deposit after June 1will be provided
housing only if space is available.
communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 53 and Student Teaching Abroad
on page 56.)
All students living on campus must pay
a $100 deposit when they sign the housing
contract. The fee is credited to the student's
account when he or she moves out.
The College houses approximately 700
students in residence hall rooms, apartments, floor houses and townhouses. A
Student Life 43
wide variety of options are available,
including single rooms.
Urness Tower -All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room),
with their own lounge, study and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair.
Linens are not provided.
Mortensen Tower - This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and twobedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall -Opened in fall 1993,
this is the newest residence hall. It contains
four types of living units: two-bedroom
apartments, two-room suites, floor houses
and townhouses. This residence houses 192
men and women. All rooms are furnished
with beds, dressers and desks. It is
equipped with telephones, cable TV and
computer hook-ups.
Special Interest Housing - Students
may submit proposals in the spring for a
program which allows them to live as a
group with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options and
international floors.
W FOOD SERVICE
The Commons - Situated on the top
floor of the Christensen Center, this is the
main food service facility for students,
faculty and staff. This pleasant, spacious
room features small table units for easy
conversation and overlooks the College
A . - A
----
1-
--A
XK-.-L--C
------
TL-
portions are generous and modestly priced.
Students on board plan who live in residence halls eat their meals in the Commons.
Murphy's - Located on the ground
floor of the Christensen Center, Murphy's
features gnll items, pizza, soups, sandwiches and salads, desserts and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
W STUDENT STANDARDS OF BEHAVIOR,
COMPLAINTS, RECORDS
The College has adopted a statement of
standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal.
The College operates in compliance
with the Family Education Rights and
Privacy Act. Students have the right to
inspect certain official records, files and
data which pertain to them and which are
maintained in the Office of the Registrar
and the Placement Office, and to challenge
inaccurate or misleading information.
Persons seeking additional information
on these topics should contact the Vice
President for Student Affairs Office.
W FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of the
various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
75 and in the Student Guide distributed
44 Student Life
-
Augsburg College understands that no
information other than "Directory Information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone
outside of the official personnel (faculty
and administration) at Augsburg. This
means that faculty or others cannot write
letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by the
student to release non-"Directory Information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are
available from the Office of the Registrar.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national or
ethnic origin) - Contact the Office of
Finance and Management, Ground Floor,
Memorial Hall (612/330-1026).
504 Coordinator (for matters based on
physical or mental handicap) - Contact
Vern M. Bloom, Assistant Professor of
Social Work, Memorial Hall 332 (612/3301133).
Title IX Coordinator (for matters based
on sex or marital status) - Contact William
R. Rosser, Vice President for Student
Affairs, First Floor, Memorial Hall
(612/330-1160).
Employment - Contact Director of
Personnel, Ground Floor, Memorial Hall
(612/330-1058).
AU correspondence should be addressed to the designated individual at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the
Human Resources Office.
A
ugsburg College constructs its
curriculum upon the premise that students
must be educated as fully human persons intellectually, spiritually and physically. To
act effectively, human beings must have a
broad grasp of the world from which they
have come as
as the
in which
they live. By providing courses in the
humanities, natural sciences and social
sciences, the genera' education
introduces students to the breadth and
complexity of knowledge and culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning of
spirituality in their lives. Recreation courses
offer opportunities to develop skills in
exercise and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge
in a discipline and to prepare for a career or
further study. Thus, through a balance of
curricular activities supported by full
programs in student life and religious life,
an Augsburg education strives to educate
students in a real world for the real world.
W DECREES OFFERED
Augsburg offers the Bachelor of Arts,
the Bachelor of Music and the Bachelor of
Science undergraduate degrees. Augsburg
also offers the Master of Arts in Leadership, the Master of Arts in EducationLeadership and the Master of Social Work
graduate degrees.
W ACADEMIC CALENDAR
Augsburg follows the 4-1-4calendar,
with Fall and Spring Semesters of approximately 14 weeks separated by a 4week
January Interim. Full-time students nor-
mally take four course credits each semester
and one course during Interim. A maximum
of three course credits can be earned in the
two annual summer sessions, one of four
weeks and one of six weeks.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students can
take courses on another campus during the
regular term. (See Registration on page 59 .
and Calendars on pages 4 and 5.) January
Interim is particularly intended to be a
time for both students and faculty to
employ different styles of teaching and
learning and to investigate questions and
topics in places and ways not possible
during the regular term.
The Interim catalog, published in the fall
of each year, is distributed to all students
and is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad. Augsburg offers two Summer
School sessions. The Summer School catalog
is published in the winter of each year, is
distributed to all students, and is available
by contacting the Summer School Office.
Augsburg Weekend College and
Graduate Programs follow a trimester
calendar (see Augsburg Weekend College
and Graduate Programs, pages 57 and 58).
W FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree and all
consider teaching to be the focus of their
activity. Faculty are involved in social,
professional and a variety of research
.."L:..:L:-
I...L
--.,&
.I
.."L:..:G--
.-
-..---d
Academic Information
ing their teaching. They are actively
The Audio-Visual Center houses a large
involved in an exciting faculty development collection of sound recordings, video tapes
program which introduces them to current
and films, and supplies media equipment
thought in many fields but especially in
free of charge for instructional use. Audio
teaching techniques and theories.
and video tape duplication within the
limits
set by copyright law is available. The
Augsburg's size and small classes
Center
supplies television sets, VCRs,
encourage its tradition of close involvement
video
cameras,
video editing, tape recordbetween professors and students. Faculty
ers,
microphones,
slide, overhead, filmact as academic advisers and participate
strip,
opaque
and
movie
projectors as well
regularly in campus activities. Every
as
screens
and
carts.
Film
bibliographies
freshman is assigned a First Year Experiand
advice
on
materials
selection
are
ence (FYE) adviser and, later, chooses a
available.
Facilities
for
classes
in
broadcastmajor adviser. In this close interaction,
ing are located in the Center.
faculty act as both mentors and models for
students.
The Library and Information Technology Center is scheduled to open during the
1997-98 academic year. The new four-level,
LIBRARY A N D AUDIO-VISUAL
77,000-square foot facility will house all
SERVICES
library functions and bring together the
A relaxed atmosphere, a carefully
other computer departments of the college.
selected collection of both print and nonIn addition, the Center will include an Art
print resources, a helpful staff and friendly Gallery, the Special Collections and
student library assistants are the strengths
Archives, a Curriculum Library and
of the Augsburg Library. The main library
Instructional Technology Lab, library
houses over 175,000 books, journals, records instruction classroom, and facilities for
and microforms. Music, chemistry and art
media viewing and listening. A bridge will
history slide libraries are located within
link the new building to the current library
departmental areas.
which will be renovated to house addiA service-oriented staff provides
tional computer labs and multi-media
students with assistance to meet diverse
classrooms, as well as a lounge and
information needs including instruction in
vending area.
the use of the library, reference service and
guidance in pursuing research. Students
COMPUTER RESOURCES
have access to a wide variety of local,
Augsburg College has built a reputation
regional, national and international
as
a
leader in its commitment to provide
databases. Arrangements are made for
students
with the best access to information
access by students with physical limitations
technology
and training. In Newsweek
and special needs.
magazine's Cyberscope section on Aug. 1,
Students have access via a computerized 1994, Augsburg was cited as one of two
online catalog and daily courier service to
first-rate sources for information about the
all the library holdings of the seven private Internet.
liberal arts colleges of the Twin Cities.
Students have access to over 125 onElectronic access to the world of scholarship
campus computer systems, including 50
is available through the Internet.
47
- Academic Information
personal computers in a main computer
center, 30 personal computers in the
residence halls (available 24 hours a day),
plus another 25 computers located in the
general department offices and the
Sverdrup Library.
FIRST YEAR EXPERIENCE PROGRAM
WE)
The FYE program assists students in
their first Augsburg registration, provides
orientation events before classes begin, and
also includes a seminar series.
A campus-wide computer network
offers a full range of network services.
Augsburg College, a member of the
National Science Foundation's Internet
since 1990, is connected to hundreds of
universities in the U.S. and around the
world. Internet access and a renewed focus
on educational technology allows
Augsburg to integrate these electronic
resources into many different areas of the
learning process.
FYE reflects the College's commitment
to a meaningful introduction to college for
our students - an enriching beginning for
a college career. To provide focus for this
introduction, the FYE seminar is centered
on a series of themes. These themes are
reflected in and expanded upon in readings, discussions and other activities.
Diversity, tradition, change, ways of
knowing and what it means to be an
educated person are all themes associated
with the program. (Also see page 136.)
The construction of the new Library/
Information Technology Center will
enhance further the College's computer
resources for students.
Augsburg maintains its own Gopher
and World Wide Web site. The Web
address is: http: / /www.augsburg.edu
(Also see Honors Computing and
Communication Labs under Honors
Program on page 52.)
ACADEMIC ADVISING CENTER
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and reentering
suspended students regarding GPA
requirements. The Center also coordinates
summer advising for the orientation
program and provides in-service training
and development for faculty advisers.
DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 23
departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities - Douglas Green (Chair).
Art, English, Modem Languages, Philose
phy, Religion, Speech, Communication,
Theatre Arts, College Librarians.
Natural Science and Mathematics Larry Ragland (Chair). Biology, Chemistry,
Mathematics, Computer Science, Physics.
Social and Behavioral Sciences Garry Hesser (Chair). Business Administration, Accounting, Economics, History,
Management Information Systems (MIS),
Political Science, Psychology, Sociology.
Professional Studies - Vicki Olson
(Chair). Education, Health and Physical
Education, Music, Nursing, Social Work.
Academic Information
MAJORSAND MINORS
Majors, or concentrations of study, may
be within one department, within one
division or cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description
section. Unless otherwise indicated, majors
are part of the Bachelor of Arts degree.
Students may contact the Registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Adrninistration/Finance
Business Administration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies'
Economics
Applied Economics
Economics
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary(licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages1
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
-
49
- Academic Information
Accounting
American Indian Studies
Art
Art History
Stud10 Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages'
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Social Welfare
Sociology
Russian, Central and East European Area
Studies'
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg
Registrar's Office.
I CooperativeProgram of the Associated C o k p 4
the Twin Cities and agreements with the Unmersity
Minmwiz lf is possible for students to take bqimfing!
infemd&/admnced courses not available at amsortium 00lLzp in Arabic, Chinese, Hebrew, lapme,
Russimr,and ofher infrequently taught Ianpges.
Students register directly with the ACTC office.
ZDunldegree programs with the University of
Minnesota Institute of Technology, Washington
U n i m d y School of Engineering and Applied Science,
and Midigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching Licensure programs are
offered at Augsburg in KindergartenElementary Education and the following
fields in Secondary Education: EnglishLanguage Arts, French, German, Life
Science, Mathematics, Physical Science
(Chemistry or Physics), Science (grades59)
Social Studies, Spanish, Speech, Theatre
Ark, and in the special areas of Art 6-12),
Band (K-12) and Classroom Music (grades
5-12), Orchestra (K-12) and Classroom
Music (grades 5-12), Vocal and Classroom
Music 6-9), Vocal and Classroom Music
(grades 5-12), Health (K-12) and Physical
Education (K-12). (See Education Department on pages 117-126.)
Students planning to teach on the
secondary level have advisersboth in the
Education Department and the area of Iheb
academic major(s).
Pre-Professional Programs
Students who plan to enter the fields
of law. medicine. dentistrv. ministrv.
Academic Information
science, pharmacy or engineer-
-etr-
ng can profit from a liberal arts education
t Augsburg.
It is recommended that requirements for
dmission to graduate schools or xminaries
e reviewed and the course of study at
Lu&Sburg planned accordingly. A faculty
dviser is available in each field to assist
tudents in their planning. Studentswho
vant to plan a pre-professionalprogram
hould contact the Assistant to the Dean for
Lcademic Advising early in their freshman
.earto arrange for help from the approprite faculty adviser.
Pre-Dentistry -These courses are
mommended to fulfill the minimum
q u k m e n t s of the School of Den*
at
he University of Minnesota: ENG, two
auses;BIO 111,112; PHY 121,122; CHM
15,116 (or 105,106),351,352; MAT 124;
5Y 105. Requirements at other universities
"a7 varyPre-Engineering -See Engineering
legree and major requirements on pages
2i-128.
Pre-Law - Students considering a
a -in law should examine the handbook
tublished by the Association of American
a w Schools. Students may wish to take
aw-related courses to help determine their
&rest in law. Pre-law students should
najor in a discipline of their own chousjng
md will satisfy most law school entrance
quimments with a record of solid achieve
llent coupled with an acceptable LSAT score.
Pre-Medicine -Many medical schools
m
e encouraging a liberal arts education to
y for study in medicine. While a
mjor in chemistry and biology is not
q u i d to apply to medical schools, many
t d e n t s with an interest in the sciences
b o w to major in these fields. Course work
L
.
3
. ,
3 . 1
--1 1 -
includes: CHM 115,116 (or 105,106); CHM
351,352; BIO 113,114; MAT 145,146; PHY
121,122. Because admissions requirements
can vary between medical colleges (e.g.
some require a course in Biochemistry or in
Vertebrate Anatomy), students should
consult with a prehealth sciences adviser in
the Biology or Chemistry departments.
Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical
Therapy -Course work in preparation
for these training programs should be
discussed with a faculty member in the
Biology Department.
Pre-Pharmacy -Augsburg has a
program designed to fulfill minimum
requirements of the College of Pharmacy at
the University of Minnesota: BIO 113,114;
CHM 115,116 (or 105,106),351,352; ECO
112 or 113; ENG 111and a second course;
MAT 145,146; PHY 121,122; electives from
humanities, literature and the arts to fulfill
the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a
theological seminary with any of several
different majors, such as history, philose
phy, English, psychology, sociology or
religion. Recommended preparation
includes REL 111,221; at least two semesters of history (Western Civilization); one or
more courses in the history of philosophy
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine -To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended:
ENG, two courses; MAT 145,146; public
speaking,one course; CHM 115,116 (or 105,
loti), 351,352,353; BIO 113,114; PHY 121,
122; economics, one course; two courses in
art, literature, music, humanities, theatre, or
U ~ w Division
r
modern lanrmaees: and
51
52 Academic Information
-
anthropology, economics, geography,
history, political science, psychology or
sociology courses to fulfill the rest of the
curriculum requirements. Requirements at
other universities may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and
cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the
program as late as the beginning of the
junior year. Students graduate from the
Honors Program upon successful completion of the program, which is noted on
the transcript and which provides an
advantage for both employment and
graduate school application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant, for the years 1995-1997, to establish
two Honors Computing and Communications Labs, one in Foss 20 and the other in
Library 20, and to put the program on a
computational footing. Students entering
the program as freshmen are required to
take an Honors version of CSC 160,
Introduction to Computer Science and
Communications, which establishes crisp
computing and communications skills at
the outset of their collegiate careers. Other
courses in the program make use of these
computing skills in lab-oriented sequence
exploring literature, writing, history,
religion, philosophy and social and natural
science.
During the junior and senior years,
students take four mini-seminars (one full
course credit upon completion), one each
semester and participate in a six-week
Monday Forum program each term.
Seniors take a Senior Seminar during
Interim, which satisfies a Perspective
requirement, and are obliged to complete
an approved Honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
which publishes outstanding student
papers.
Requirements center on full participation in the program and the maintenance of
at least a 3.3 GPA the freshman year, a 3.4
the sophomore year, and a 3.5 the last two
years. Please direct enquiries to Dr. Joan
Griffin, Associate Director of the Honors
Program, 330-1045, or Dr. Lany Crockett,
Director of the Honors Program, 330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges
and institutions in the Twin Cities area on
several programs.
Library and Media Center -Through
CLIC, the Twin Cities private colleges
library consortium, the Augsburg community has direct access to over 1,300,000
volumes.
Associated Colleges of the Twin Cities
(ACTC) -Full-time weekday students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new
perspectives, to get better acquainted with
the other schools or to undertake a specific
course or major not offered on the home
campus. The colleges have coordinated
ralendars The Tntenm term mav alsn he
-
Academic Information
taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA) -Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and Central
America and the Twin Cities.
(See HECUA programs on page 55.)
Air Force ROTC -Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two and three
year AFROTC scholarships. For more information, contact the Office of the Registrar.
Army ROTC -Augsburg students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC -Augsburg students
may participate in the Naval ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies may
apply toward the total credits required for
graduation. Additional military science
credits beyond the one credit allowed will
be classified as nondegree credits.
OPPORTUNITIES FOR STUDY ABROAD
An increasing number of Augsburg
students are taking advantage of the
opportunity to gain academic credit for an
overseas experience. Through study abroad
students may meet with grassroots women's
organizations in Mexico, work in a small
business or artisan program in Kenya,
examine Scandinavian perspectives on
world peace in Norway, or thrill to the
sounds of The Magic Flute at the Viennese
state opera house. Study abroad provides
opportunities to develop critical thinking
skills, strengthen language competencies,
further career paths, experience different
cultures, and gain knowledge about the
increasingly interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of
several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on-campus. Courses abroad can
fulfill major, general education, and
graduation requirements when approved by
academic advisers and department chairs
before departure.
Students receive advice on selecting
programs which best fit their academic,
career and personal objectives. Assistance is
provided with application, course registration, financing, and travel arrangements.
Orientation and reentry programs assist
students in integrating the experience abroad
into their course work and personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus.
Although foreign language skills are an
53
54 Academic Information
-
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Dec. 15
for off-campus study the following year.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room and board for a
semester on-campus. Financial aid is
granted on the same basis as on-campus
study. Cost estimates are drawn up to
assist the Financial Aid Office in awarding
aid to students studying overseas.
The Center for Global Education
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
perspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
conducted in Central America, Mexico,
Namibia and Norway. Students experience
three distinct types of living situations,
which include living with other participants
in a community house, spending several
days in a rural setting and several weeks
living with host families. They also travel
together on two-week seminars -in
Mexico to Central America, and in Namibia
to South Africa. The cost of these programs
is equivalent to full tuition, room and board
for one semester on-campus plus airfare.
Moss, offers this semester or year-long
exchange program in Moss, Norway.
Students are taught in English. Coursg
offered may meet perspectives for g
d
education requirements, or count as
electives in Communication and Nordic
Area Studies. Students live with host
families on the island of Jeley or in studen
housing- To be discontinued Fall 1997.
Women and Development: Latin
American Perspectives - Fall
This program explores the experience oi
women in Latin America, focusing on their
roles in economic development, social
change strategies, and the connections
women are drawing among issues of
gender, race, class and global economics.
The program offers credit in Religion,
Political Sence and Spanish. Application
deadline: April 1.
Sustainable Development and Social
Change (Guatemala, El Salvador, N i i
gua) - Fall
This program introduces students to tht
key issues facing the Central Amerians- Fc
two decades the people of Central Amaim
have been in upheaval and have experienced fundamental social and political
change. Students examine the impact of
revolution and civilwar on the lives and
culture of the people and the environment
of Guatemala,El Salvador, and Nicaragua
Course credit may be earned in Spanish,
Religion,Sociology, and Economics.
Application deadline: April 1.
Southern Africa Societies in Transition
- Fall
Augsburg College/Ostfold, Norway Semester or Academic Year
Augsburg, in cooperation with the
University of North Dakota and the city of
This intensive program of study and
travel is designed to introduce participants
to the central issues facing Southern Africa
Namibia is a nation that has recently gainw
Academic Information
dependence and is making a transition
mncolonialism to independence. Students
dl explore the complex political, social and
amomic dynamics of building a new
ation.Credit may be earned in History,
bliiical Science and Religion. Internships
re available with development agencies~pplicationdeadline: April 1.
iender and the Environment: Latin
-can
Perspectives (Mexico) -Spring
This program introduces students to the
m%-econornicand political issues of the
*with
a focus on the impact of
nvironmental policies on the lives of
romen and men from varying economic
lasses and ethnic groups in Mexico and
h k d America. Students examine this
omplex web of issues and how the people
&Mexicoare responding to the pressures
nfamily, society, and the natural environoentCentral to this program is a service
mning course, in which students gain
landson experience in community service
ndsocialjustice organizationsby conduct~g participatory research or serving as an
Riemalongside people working on gender
ndlor environmental issues. Course credit
may be earned in Spanish, Sociology,
kligion,and Interdisciplinary Studieselication deadline: Oct. 15.
Women and Development: A Southern
Lfrica Perspective - Spring
This intensive study and travel program
i designed to introduce participanb to the
e n i d issues facing Southern A£rica, with
mphasis on the experience of women The
~ogram
introduces students to the skuggle
If women in Southern Africa, to the history
&theirrole in society, and to the situation
bat exisis for women in Africa. Students
may earn credit in Political Science, Religion
nd Sociology. Internships are available
with agencies providing special services to
women Application deadline: Od. 15.
The Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador or
Colombia. All programs emphasize the
impact of the social change and crosscultural factors on the human community.
HECUA programs emphasize intense
language experience, internships and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies, and for non-international programs, see MetrwUrban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Noway - Fall
This interdisciplinaryprogram focuses
on contemporary Scandinavian society,
culture and language, and the development
of cities, urban problem solving and urban
life. Local, regional, and international field
study and site visits in other countries
including
- the former Soviet Union, will
provide comparative perspectives on
welfare states and global politics. Application deadline: March 15.
Community Internships in Latin America:
Colombia - Fall or Spring
This interdisciplinaryprogram enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and inaeasing language skills.
Students study philosophical and ideological perspectives of a variety of community
55
5 Academic Information
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1for Spring Term and
March 15 for Fall Term.
Culture and Society in Latin America:
Colombia or Ecuador - Spring
This interdisciplinaryprogram focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts and the
ways in which ideologies shape perceptions of social realities. Application
deadline: Nov. 1.
Student Teaching Abroad
Selected Education Department students may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota, Morris.
Students have options for student teaching
in dozens of countries through the International Independent School Network.
Students who teach abroad will also do
part of their student teaching under direct
Augsburg faculty supervision. For additional information, contact the Education
Department.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg
professors and through the Upper
Midwest Association for International
Education (UMAIE).Course registration is
held during the Spring and Fall Terms for
the following January. Application
deadline: Oct. 25.
EXPERIENTIAL EDUCATION
PROGRAMS
One advantage of Augsburg's metro
location is its highly successful Experiential
Education programs which link the
College's academic program to Twin Cities
employers and organizations. The result is
a resume that is more attractive to potential
employers after graduation.
Through Internships, Cooperative
Education and Community ServiceLearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service.
Each work or community service placement is closely related t i a student's major,
course work or career interest. Augsburg's
Internship, Cooperative Education and
Community Service programs link employers, community organizations and the
academic program in ways that enrich and
expand a student's educational experience
and personal development. An underlying
assumption is that a liberal arts education
is an effective preparation for careers and
citizenship. The integration of "knowing
and doing" adds breadth and depth to the
liberal arts curridum and assists students
in making more informed academic, career
and personal decisions.
The College's metropolitan location
makes possible a wide range of opportunities. Students have gained valuable
learning experiences in small and mid-size
companies, large corporations, nonprofit
organizations, schools, government agencies and community-based organizations.
Academic Internships
An academic internship is a carefully
planned work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
-
Academic Information 57
2arning agreement plan, negotiated with a
aculty supervisor and work supervisor,
d i n i n g the internship objectives, stratejes and evaluation methods is required.
in academic internship is approved,
upervised and evaluated by a faculty
nember in the department in which the
tudent wishes to earn the Internship credit.
Jpper Division Internships are numbered
*99and Lower Division Internships are
lumbered 199 (see pages 78-79.)
Internships are available in all majors
nd can be taken during a semester (or
Yeekend College trimester), Interim or
ummer session. For extension of an
nternship beyond one term see Evaluation
tnd Grading on page 69.
A maximum of four courses of Internhip may count toward the total courses
equired for the degree.
Iooperative Education
Cooperative Education is a college
,upported and monitored, paid, workearning experience that is closely related to
I student's major or career objective. The
;oal is to combine theory with practice in
vork or service-based settings.
Students also earn money to help defray
rducational costs while gaining important
)n-the-jobexperience. Job placements
ypically are part-time during the academic
rear and/or full-time summer. Co-op jobs
Ire flexible and can begin and end anytime.
zo-op Ed is not credited in and of itself, but
I non-credit Cooperative Education
ranscript entry is available during the
lcademic terms the student is employed.
b o p Ed students are encouraged to
:omplete at least one Internship for credit in
:onjunction with their Cooperative Educaion participation. Ceop Ed is avadable to
Yugsburg students who have completed
their freshman year and are in good
academic standing.
Service-Learning
Augsburg's Service-Learningprogram
combines response to human needs in the
community with a conscious awareness and
understanding of issues, reflection and
educational growth. Augsburg students
learn from and about the community and
society in whch they live by participating in
orientation sessions, direct service-learning
activities and seminars or class discussions.
Through direct service, such as volunteering
at a homeless shelter, tutoring, building
housing for low-income people or working
with environmental groups, students
engage in a dynamic and interactive educational approach which employs reciprocal
learning between the student@)and the
community. Service-Leaming includes
course-embedded community service,
tutoring, internships, cooperative education
and a wide range of volunteer options.
The Service-LearningProgram works
with community organizations and
organizes specific projects to enhance
student involvement and also assists with
and supports the integration of servicelearning into departmental courses. The
program works closely with the student
directed Augsburg LINK program and
Campus Ministry.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means by which
men and women may earn a college degree,
complete a second major or pursue a
personal interest or skill.
Academic Information
Weekend College classes meet on
alternate weekends. There are three
trimester terms during the early September
through June academic year. Students may
take from one to four classes each term.
Although the Augsburg Weekend
College program involves the same courses
as the day school program, the curriculum
is limited to selected liberal arts courses and
the following majors: Accounting, Business
Administration (specializationsin finance,
internationalbusiness, management and
marketing), Communication (concentrations
in general communication, organizational
communication and mass communication),
Computer Science, Economics, Elementary
and Secondary Education, English, Management Information Systems, Nursing,
Psychology, Religion, Social Work and
Studio Art.
W GRADUATE PROGRAMS
Augsburg College offers three
graduate degree programs: the Master of
Arts in Leadership, the Master of Arts in
Education-Leadership and the Master of
Social Work. Catalogs for each degree
program should be consulted for complete
information.
Designed for working adults, the
Augsburg Graduate Program operates on
alternate Saturdays and alternate Thursday
evenings. There are three trimester terms
from early September through June of the
academic year.
The Master of Arts in Leadership
program is based on the subject matter and
approaches of the traditional liberal arts.
This cross-disciplinary program directs its
academic content and pedagogical approaches at situations, issues and problems
relevant to organizational leaders.
A~~v~hi~ro's
nrnoram r ~ r n c m i 7 ~that
s
today's leaders need a broad spectrum of
abilities to provide them with a more
comprehensiveunderstanding of their
world.
The Master of Arts in EducationLeadership program values the role that
good educators play in the lives of students
and operates from the belief that educators
need to exercise leadership within the
workplace without relinquishing the role of
teacher. The program promotes leadership
as a process, promotes productivity within
and beyond the organization and works
toward progress.
The Master of Social Work at Augsburg
offers two concentrations: Family Practice
and Program Development, Policy and
Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a
developmental and holistic perspective.
The Program Development, Policy and
Administration concentrationhas been
developed in response to the growing
demand for creative leadership and
administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
Augsburg College offers selected
courses through Continuing Education.
Inquiries should be addressed to the Office
of the Associate Dean for Academic Affairs.
Canadian Program
The Canadian Program was inaugurated
in 1985with endowment from the
Mildred Joel Bequest for Canadian Studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
uty involvement, increased awareness
~f the importance of Canadian/U.S. relaions, and provision of opportunities to
earn directly from Canadians through visits
md exchanges. For more information
:ontact Milda K. Hedblom, Canadian
?rogram Coordinator.
Elderhostel and College of the Third Age
Augsburg College has a commitment to
ifelong learning and is host to both
Elderhostel and College of the Third Age
xograms. For more information, contact the
Academic Dean's office.
Academic Information
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Separate catalogs of courses are
published by the Interim Office, Summer
School Office, Weekend College Office
and Graduate Program Office for those
sessions at Augsburg, listing registration
times and procedures.
Specific information on registration and
help with registration on another campus
are available from these offices:
Office of the Registrar -Science Hall
114, for Fall and Spring Terms
Interim Office -Memorial Hall 230
I REGISTRATION
Summer School Office -2222 Murphy
Place
A student must be registered for a
:ourse to receive credit for it.
Weekend College Office -2222
Murphy Place
Full-time students normally register for
four course credits per semester and one
:ourse during Interim. Students registered
for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
:redits, students must contact the
Registrar's office to petition the Committee
Dn Student Standing for permission.
Graduate Program Office -2222
Murphy Place
Although a student may register up to
five days after the semester begins,
registration is encouraged at the regularly
scheduled time. Special fees are charged for
late registration. Special fees also are
harged for cancelling or adding courses or
hanging grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
academic year. As some courses are offered
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. AU currently enrolled students
may pre-register during the fall for the
Spring Term and during the spring for the
Fall Term.
Class Confirmation (payment of fees)
AU students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their
registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may
register and confirm during the first five
days, but special late fees are assessed and
added to their account.
59
Academic Information
Withdrawal from College
Former Students
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Office of the
Registrar. A Leave of Absence/Withdrawal
from College form may be obtained in the
Academic Advising Center or in the Office
of the Registrar. Withdrawal from College
cannot occur during final examination
week unless a petition is approved by the
Student Standing Committee. Withdrawal
from College and any consequential
adjustments in accounts are effective as of
the date the Withdrawal from College form
is returned to the Office of the Registrar.
Former Augsburg students, readmitted
to complete a degree after being away fror
the college for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point o
readmission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require reevaluation of prior course work, including
transfer credit, to determine applicability t
current academic requirements.
Leave of Absence
The responsibility for seeing that all
degree requirements are satisfied rests wit
the student. Academic Advisers, Academil
Advising Center, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are
available for counsel and assistance in
program planning.
Students may request a Leave of
Absence for academic or personal reasons.
A Leave of Absence/Withdrawal from
College form must be picked up in the
Academic Advising Center or the Office of
the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitt ~ to
d the Office of the Registrar.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated Leave of
Absence form must be submitted to the
Office of the Registrar prior to the expiration of the previous leave of absence
period or an application for readmission
will be required.
A student on leave of absence is responsible for keeping the Office of the Registrar
informed of his or her mailing address. All
deadlines for financial aid and housing must
be observed by the returning student. A
leave of absence does not defer payment of
GRADUATION REQUIREMENTS
Students who enter an academic
program with a baccalaureate or higher
degree should contact the Registrar's Offic
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 20: Admissions - Special
Students (Second Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remain
ing graduation requirements. Application
forms are available in the Registrar's Offic
All degree and course requirements
must be completed and verified in the
Academic Information
This quick reference checklist is an
bbreviated version of the General Educaon Curriculum requirements for graduaon. As a summary, it is not comprehenive and cannot substitute fully for the
~mpletedegree requirements which begin
n page 60. Students are advised to read
erefully the full graduation requirements
nd to consult frequently with their
dvisers to ensure that all requirements are
let for graduation.
All new freshmen and all freshman
nd sophomore transfer students must
omplete the following requirements
,rior to graduation (transfer credit may
pply to these requirements):
1 Complete the FYE Fall Orientation and
Seminar. (Sophomore transfer students
are exempt.)
1 Satisfy entry level skill requirements in
Mathematics
Writing
Critical Thinking
I Demonstrate proficiency in two
different Lifetime Sports.
1 Achieve a Math Placement Group score
of 111.
1 Complete 33 course credits. Of these:
11must be Upper Division (numbered 300 or above)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ..............14
Music Education (B.M.) ........ .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 55.
O Completion of a major.
17 Maintain minimum grade point
average.
U Complete courses that fulfill the
following Perspective Requirements:
Three Christian Faith perspectives
One City perspective
Two Western Heritage perspectives
from different departments
One Human Identity perspective
One Aesthetic perspective
Two Social World perspectives, from
different departments
One Intercultural perspective
Two Language perspectives, in other
than your native language
Two Natural World perspectives,
from different departments unless a
year-long sequence is taken
C1 Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
Two courses in writing (one within
the major)
One course in critical thinking
One course in speaking
One course in quantitative reasoning
Two lifetime sports
61
62 Academic Information
-
All transfer students (entering with
14 or more credits) must complete the
following requirements prior to graduation (transfer credit may apply to these
requirements):
n
Satisfy entry level skill requirements in
writing.
Demonstrate proficiency in two
different Lifetime Sports.
U Achieve a Math Placement Group score
of m.
Complete 33 course credits. Of these:
11 must be Upper Division (numbered 300 or above)
Two must be Interim courses (The
number of interim courses required
may be adjusted for transfer students
- consult your evaluation of transfer
credit)
No student will be permitted to
count more than three courses from
the same department in meeting
perspective requirements.
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ............. .14
Music Education (B.M) ......... . 1 7
Music Performance (B.M.) ...... .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 63.
O Completion of a major.
Maintain minimum grade point
average.
Ei Complete courses that fulfill the
following Perspective Requirements:
Two Christian Faith perspectives
(One Christian Faith perspective
for transfer students entering with
24 or more course credits)
One City perspective
One Western Heritage perspective
One Human Identity perspective
One Aesthetic perspective
One Social World perspective
One Intercultural perspective
Two Language perspectives, in other
than your native language
One Natural World perspective
fl Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
One course with a writing component within the major
One course with a critical thinking
component
One course in speaking
One course in quantitative reasoning
Academic Information
:ontinuedfrom page 60
Registrar's office prior to the anticipated
date of graduation (there may be no
incompletes or open courses on the
academic record).
Degree requirements include completion of a minim- number of credits, a
major, the First Year Experience (FYE), a
minimum GPA, residence, and general
education courses.
Requirements For Undergraduate
Graduation:
1. Completion of 33 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 course credits may be in
one department, except in certain approved
majors: Accounting (B.A.) - 14; Music
Education (B.M.) - 17; Music Performance
(B.M.) - 20; M9ic Therapy (B.S.) - 17;
Physician Assistant (B.A.) - 19.5; and Social
Work (B.S.) - 15.
The course total must include two
Interims for students whose complete
academic work is at Augsburg.
For transfer students, the course total
must include one less Interim course than
the number of years at Augsburg (but no
more than two Interim courses are required). This is calculated on each transfer
student's evaluation of transfer credits.
No more than these maximums may be
applied toward the 33 total course credits
required: two Interim courses; two courses
by independent/directed study; four
courses of internship; and eight course
credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two
in the major except Elementary Education
(two in the major plus student teaching)
and Nursing (no P/N grading is pennit-
ted); one in the minor if approved by the
department chairperson. Interim courses
taken that are not counted among the credit
total for graduation requirements (extra
interim courses) may still be counted for
meeting perspective or graduation
skills requirements.
2. Completion of a Major - Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) -All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the FYE Fall
Orientation and Seminar. See the program
section on the First Year Experience for a
full description.
4. Grade Point Average -2.0 for
most majors. A minimum grade point
average of 2.0 is required over all courses
taken and specifically over all courses
which apply toward a major or special
program. Some majors, licensure and
certification require higher grades in each
course or a higher grade point average.
(For example, see licensure in education,
music education, music performance,
music therapy, nursing, social work.) See
the departmental section for details.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed. Some departments have a
minimum number of courses which are
required to be taken in residence within
the major. Consult the catalog description
of the major or the chairperson of the
department.
63
- Academic Information
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses and critical thinking courses is
determined by the assessments (see
page 71.)
Freshmen (all students entering Augsburg
with fewer than seven college credit
courses) and Sophomore Transfer
Students having fewer than 14 courses:
Take entry level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
respective tests. Students are required to
take the assessments before registering for
the second term and to have demonstrated
removal of deficiencies by the end of their
first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and Sophomore transfer
students will be required to satisfy all the
graduation skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in
writing will determine placement in an
appropriate writing course.
Advanced transfer students are
required to satisfy all the graduation skill
course requirements, except that only the
writing component course within the majc
is required.
Math Requirement
In order to graduate, students must tal
the Math Placement exam and achieve a
score placing them in Group III(college
algebra skills).
Students with an acceptable transfer
mathematics course will have their
placement level determined by the
Registrar's Office. Students who have
passed the College Board Advanced
Placement Exam should consult the
Mathematics Department. Math placemen
is indicated on the Evaluation of Transfer
Credit form for students who have transfe
courses in college-level math.
All students are required to have their
Math Placement Group determined. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group maj
take the appropriate MAT course or study
on their own and retest. Additional
information about the Math Placement
Exam is available from the Academic
Advising Center.
Academic Information
Please note that all students must attain
~tleast Math Placement Group 111. In
tddition, many courses have Math Placenent Group requirements. In particular,
dIS 379,479; CSC 170,210; SOC 362; PHY
-03; all MAT courses; and all courses with
t Graduation Skill Component in Quantitaive Reasoning have at least Math Placenent Group III as,a prerequisite. In
tddition, MIS 175 and introductory Physics
:ourses have at least Math Placement
;roup I1 as a prerequisite. Students should
,efer to the course descriptions to check the
dath Placement Group prerequisites for
:ourses that they are interested in taking.
Lraduation Level Skills
General Education includes enhancenent of certain skills during the years in
:ollege. Slulls related to writing, critical
hinking, speaking and quantitative
,easoning are deliberate components of
:ertain courses. Completion of the requisite
:ourses with a minimum grade of 2.0 or P
s required for graduation. Students are
'equired to have two courses with writing
:omponents (at least one within the major)
md one course each with critical thinking,
;peakingand quantitative reasoning
:omponents. These courses can simultaleously satisfy skill requirements and
paduation requirements for the major or
;enera1 education perspectives.
All Writing Graduation Skill courses
lave the prerequisite of ENG 111, all
bantitative Reasoning Graduation Skill
:ourses have the prerequisite of Math
racement Group In, and all Critical
b & i n g Graduation Skill courses have the
>rerequisiteof passing the Entry Level
Zritical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the Day program who
are not Health and Physical Education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two
lifetime sports. Lifetime Sports are nocredit courses, are not counted as meeting
Interim course requirements and are not
included in the 33 course requirement.
LIBERAL ARTS PERSPECTIVES
The General Education Liberal Arts
Perspectives have the primary goal of
providing the basis for beginning to
understand what it means to be a human
being. The goals of the Perspectives are
achieved through a variety of courses
which have been approved as meeting the
criteria established for each Perspective.
Students will choose from a list of
courses meeting the Liberal Arts Perspectives, available from the Office of the
Registrar. These choices are controlled by
the following policies:
1. A student will choose a minimum
of one course from each required perspective category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
4. No student may count more than one
course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may be
used to meet the perspective, "The Charac-
65
66 Academic Information
-
ter and Mission of Augsburg College: The
Christian Faith."
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, "The Natural World."
Up to two courses of the same modem
language may be used to meet part of the
perspective, "Intercultural Awareness."
RATIONALE FOR PERSPECTIVES
Augsburg, in its Mission Statement,
declares the College exists "To nurture
future leaders of service in the world by
providing high quality educational
opportunities which are based in the liberal
arts and shaped by the faith and values of
the Christian church, by the context of a
vital metropolitan setting, and by an
intentionally diverse campus community."
One way which the College seeks consciously to realize this Mission is through
its General Education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the
liberal arts as expressed in the General
Education component of the college curriculum which is divided under two headings: liberal arts perspectives and skills.
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of
viewpoints, each of which has something
valuable to contribute to the whole. These
perspectives are not strictly identified with
traditional disciplines, but are understood
in ways which encourage multi-disciplin-
ary reflections on the questions at issue.
They combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the Mission Statement are embodied in the
General Education Perspectives: "The
Character and Mission of Augsburg
College: The Christian Faith and the City."
These Perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach which derives from
the Christian roots of the College and its
location in the city, deserve special
consideration in Augsburg's educational
program.
The third feature - that Augsburg is a
liberal arts institution - is also emphasized in the other General Education
Perspectives. Certain dimensions of human
life - of what it is to be human -form thc
core of the required liberal arts experience.
These overall perspectives on what it is to
be human can themselves be studied from
the vantage points of the various academic
disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the Perspective on Human Identity.
But the person exists in both a social
community and a natural world. Hence,
the importance of the Perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on sipficant aspects of this
heritage. Thus, the Perspective on the
Western Heritage. At the same time, to
Academic Information
focus on the West alone would be ethnocentric. We live in a global society. Hence
the Perspective on Inter-Cultural Awareness. Attention to moral values is found not
only in the Perspective on the Character
and Mission of the College: the Christian
Faith, but throughout the other perspectives as well. The Perspective on Aesthetic
Values enables students to focus on
aesthetic works created by themselves or
others, which convey fundamental insights,
express beauty and enhance life.
Finally, the Mission Statement emphasizes that we are concerned with academic
excellence. Tlus has a number of features,
including the way we teach all the courses
in General Education. Beyond this,
academic excellence presupposes that
students have the requisite skills to do
college-level work. The General Education
Requirements are couched in a context
which pays attention to the skills of both
incoming and graduating students. Entrylevel skill requirements in a number of
critical areas, including reading, writing,
mathematics and critical thinking, will be
assessed and help given to students who
need it. Graduation-level skills are also
emphasized, so that students not only
maintain but develop their skills during
their Augsburg experience.
The General Education Requirements
provide a coherent way to address the
Mission of Augsburg College. They are not
the only way, neither do they guarantee
that students who graduate from Augsburg
possess the desired knowledge and
character traits. What they do is provide a
coherent description of the context in
which we liberally educate students, a
clear statement of expected outcomes and
an opportunity for students to see and
understand the complexity of what it is to
be human and Christian in an urban set tin^.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission of
Augsburg College: The Christian Faith
This Perspective focuses on Augsburg
as a College of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in Scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all
students should reflect upon the Christian
Scriptures, theologcal concepts, ethical
values, their own faith and values, and
religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2 and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology and area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this Perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith Perspective while registered at Augsburg.
Perspective: The Character and Mission of
Augsburg College: The City
This Perspective focuses on the
College's location in the heart of a metropolitan area. From this Perspective,
students should gain an understanding of
and critically reflect upon the city with its
diverse populations, cultural, govemmen-
67
-
Academic Information
tal and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences or by designated or college approved non-credit
experiences (such as volunteer service or
college programs). Experiences that satisfy
the requirement must be accompanied by
GST 209 seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet h s Perspective.
Perspective: Western Heritage
This Perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this
Perspective. One course is required to meet
this Perspective for transfer students
entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as persons, men
and women with unique abilities, values,
beliefs, experiences and behaviors.
Human ldentity (HI)
One course credit is required to meet
Perspective: Aesthetics
Aesthetic creations convey fundaments
insights and values, express beauty and
enhance life. This Perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this Perspective.
Perspective: The Social World
This Perspective is intended to help
students learn to identify, examine and
critique social, economic or political
systems: to understand how and why such
systems develop, to see the connections
among these systems and to use this
knowledge as a participant in society.
Social World (SW 1 and 2)
One course must focus on current
theories and methods of a social science.
Two course credits from different departments are required to meet this Perspective. One course is required to meet this
Perspective for transfer students entering
with 14 or more course credits.
Perspective: intercultural Awareness
This Perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should become
better able to communicate with persons of
other cultural backgrounds partially by
being introduced to a specific culture other
than European or mainstream North
American cultures.
In addition, students are to gain entry
Academic Information 69
md read a language other than their
native language. For this part of the
Perspective, students are required to have
jemonstrated proficiency in a modem
ianguage or American Sign Language for
nearing students.
The modem language requirement will
3e determined by assessing previous
2xperience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Westem
:ulture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural Awareness Perspective.
(IA 2 and 3)
Study of a modem language other than
khe native tongue. Up to two course credits
~f a beginning language or one at your
placement level is required. Students with
previous language study should contact an
ldrnissions counselor or the Registrar's
3ffice for placement information. Students
whose native language is not Enghh should
:ontact the Academic Advising Center.
Modem Language
Course Placement
Experience
or Requirement
,-.
Lollegelevel -none
:0-2 semesters in High School)
111,112
Zollege level - 111
:3-4 semesters in High School)
112
Zollege level - 112
:4-6 semesters in High School)
211
Zollege level - 211
:7 semesters in High School)
212
Zollege level - 212
:8 or more semesters in High School) No
course
required
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing
students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled IA-2 and IA-3 Perspectives.
Perspective: The Natural World
This Perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts and
methods will be provided to equip students for critical and intelligent participation in public debates on technical issues.
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
Perspective unless an approved one-year
sequence is taken. One course is required to
meet h s Perspective for transfer students
entering with 14 or more course credits.
EXPLANATION OF GRADES
Student achievement in courses is
measured primarily by final examinations.
Shorter tests, written papers, oral reports
and other types of evaluation also are used.
Most courses are offered with grading
options - traditional grading on a 4.0 to
0.0 scale or the Pass/No Credit system,
in which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
2
Academic Information
In order to receive a grade of P, a
student must achieve at least a grade of 2.0.
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank
each as a "C".
0.5
0.0
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation Requirements, page 63.
Certain courses have restrictions and
are offered on one grading system only
(i.e., Lifetime Sports are graded only P/N).
In courses where there is a choice,
students will be graded on the traditional
system unless they indicate on their
registration that they wish to use the
P/N grading option. Any changes in choice
of grading system must be made according
to dates published each term. A fee is
charged for any changes after the first five
days of classes. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of
excellence
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission of the instructor oj
the course; must file a form stating the
reasons for the request, the work required
to complete the course, the plan and date
for completing the work with comments
from the instructor; and must file the form
with the Office of the Registrar. If permission is granted, the necessary work must be
completed in enough time to allow
evaluation of the work by the instructor
and filing of a grade before the final day of
the following semester. If the work is not
completed by that date, the grade for the
course becomes a 0.0.
Internships, Independent Studies and
Directed Studies may sometimes last
longer than one term. When this is the case,
they must be completed by the grading
deadlines within one year from the
beginning of the first term of registration.
A grade of X is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A final
grade will be issued at the end of the term
in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Academic Information
A course in which a grade of 0,0.5,1.0,
1.5, or N has been received may be re2eated for credit. Courses in which higher
yades have been earned may not be
aepeated for credit and a grade, but may be
iudited. All courses taken and grades
2arned each term remain on the academic
.ecord. O n y the credits and grades earned
he second time, for legitimately repeated
:ourses, are counted toward graduation
md in the grade point average.
A course is given a grade of W when it
s dropped after the deadline for dropping
:lasses without a notation on the record.
Iuditing Courses
Students who wish to take courses
~ i t h o ucredit
t
or grade may do so by
.egistering for Audit (V). Full-time
itudents may audit a course without
:barge. The charge for part-time students is
isted under College Costs in the Financing
four Education section on page 22. The
jignature of the instructor is required to
.egister an audit. Students who audit a
:ourse should confer with the instructor
vithin two weeks of the beginning of the
, e m to determine expectations, attendance
md any other requirements. If expectations
lave been met, the course will be listed on
he transcript as having been audited. If
:xpectations have not been met, the
:ourse will be listed with a grade of W
Withdrawn).
kade Point Average
The grade point average (GPA) is
)ased on final grades for all work at
lugsburg. It does not include credit and
~ a d points
e
for work transferred from
)her colleges. Courses taken on the P/N
;rading option are recorded, but not
:omputed in the GPA. The formula for
:om~utinethe GPA is:
GPA = Total grade points divided by
number of courses taken.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified in August and at
the end of the Fall and Interim terms.
Sophomores - Seven courses
completed.
Juniors - 16 courses completed.
Seniors - 24 courses completed.
International Baccalaureate Program (IB)
Courses earned from the International
Baccalaureate Program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines are available at the Registrar's Office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that
learning can and does take place in many
life situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that compose the academic
program of a liberal arts college. The APL
program (Assessment of Previous Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: 1)it is
relevant to course work in a field of study
within the Augsburg liberal arts curriculum, and 2) it can be objectively demon-
71
72 Academic Information
-
strated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students
may have their previous learning assessed
for credit recogrution. The following is a
brief description of each of these means of
assessment:
Advanced Placement Program
Test (AP) - Advanced placement in
courses beyond the beginning level is
granted to students with scores of 3,4
and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the department.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP) - This is a series of
standardized tests which have been
developed by the College Board and are
offered to students for a small fee at
regional testing centers. (The regional
testing center for this area is the University
of Minnesota.) Students who score at or
above the 65th percentile on a subject
examination may receive academic credit
for that subject at Augsburg College.
Additional information about CLEP tests is
available from the Office of the Registrar
and the Academic Advising Center.
Departmental Comprehensive Exams
- These are available for students to use in
obtaining credit for previous learning if the
following conditions are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The Registrar approves the student's
request to take the exam. Credit for
departmental exams is available on a pass/
no credit basis only, and there is a charge
per exam of one-half of tuition for a full
course credit.
The Portfolio Assessment Program This is a credit assessment alternative in
which a faculty team completes a credit
evaluation of a learning portfolio submitted by the student. The faculty team is
composed of two faculty members from
fields of study directly related to the
student's previous learning. Students who
wish to prepare a portfolio of previous
learning for credit assessment should
consult the Office of the Registrar. In
completing the evaluation of a student's
previous learning, the faculty team applies
the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
and/or systematic study of content material found within liberal arts course work.
The learning has been objectively
verified by individuals in addition to the
presenting student.
The learning lends itself to both
qualitative and quantitative measurement.
The learning relates well to the
student's educational goals.
The learning and skills involved
are current and could be used at the
present time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic
work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is
strongly recommended that the process no
be used when four or fewer courses remair
for graduation. There is an application
deposit to initiate the credit assessment
process, and a charge for each semester
Academic Information
credit applied to the student's transcript if
credit is approved. Credit is available on a
pass/no credit basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
Upper Division requirements and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning -While Augsburg
College recogruzes the validity of
learning that takes place outside the
traditional classroom, this learning must be
placed in the context of formal study in
campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning,
the student may use any combination of
the four assessment processes available
in the APL program: AP exams, CLEP
exams, departmental comprehensive
exams and credit granted through portfolio
assessment.
English as a Second Language (ESL)
Program
Students who declare a language other
than English to be their primary language
or who are citizens of another c o w must
take the ESL placement test in conjunction
with the English writing placement test at
orientation. Students' placement in ESL,
ENG 101 Develoumental writ in^. or ENG
111 Effective Writing will be determined by
their scores on the Michigan test (80-100
range for exemption from ESL) and by a
writing sample.
Near the end of each term of the English
as a Second Language course, an objective
test will be administered to all students in
the class. The score on this test and the
grade eamed in the class will determine
whether additional ESL course work is
required. Usually a score of 80 to 100 and a
course grade of 3.5 or 4.0 will fulfill the
student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass ESL
placement test at 80 percent or higher. The
ESL course can only be counted twice in
the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language
requirement for graduation.
1 ACADEMIC PROGRESS, PROBATION
AND DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman -A student who has taken
fewer than seven courses with a cumulative GPA of 1.6 or higher
Sophomore -A student who has
taken fewer than 16 courses with a cumulative GPA of 1.7 or higher
Junior- A student who has taken
fewer than 24 courses with a cumulative
GPA of 1.9 or higher
Senior - A student who has taken 24
or more courses with a cumulative GPA of
9
n
-- L:-L--
73
2 Academic Information
It should be noted that a minimum
GPA of 2.0 is required for graduation with
certain majors requiring a higher minimum GPA.
decision within 10 days to the Committee
on Student Standing.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore who receives three
zero grades will be considered for probation or dismissal. However, dismissal from
the College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who
have a poor academic record may be
strongly advised to withdraw before the
end of a term. Those on probation who
voluntarily withdraw from the College, as
well as those who are dismissed, must have
special permission to re-enroll.
The Dean's List, compiled after
each semester, lists students whose grade
point average for a semester is 3.5 or
better. Students must be full-time students
(a minimum equivalent of three full
course credits for a weekday schedule
student or two equivalent full course
credits for a Weekend College student),
graded on the traditional grading system,
with no incompletes in courses offered for
credit. Courses taken outside of a program's calendar (i.e., crossover courses
taken in a Weekend College trimester term
by a day program student or in a semester
term by a Weekend program student) are
not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Students may be removed from
probation when the cumulative GPA
reaches the minimum levels stated above.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to
dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the
Dean's List
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirement$
by the end of the Spring Term may quahfy
to participate in commencement if: 1) no
more than 3 course credits/requirements
will remain in their program at the end of
the Spring Term, and 2) the remaining
requirements will be completed in the
Summer or Fall Terms following participation in commencement. Candidates for
graduation who will complete Summer or
Fall Terms will be noted as such in the
commencement program.
Academic lnformation
Veterans of Military Service
Augsburg is approved by the State
Approving Agency for Veterans Education.
Veterans should consult with the Office of
the Registrar about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans Adrninistration regarding repayment of educational
assistance funds received.
I FOUR YEAR ASSURANCE PROGRAM
This program applies to students who
enter the Day School schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years - if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA and
follow advising guidelines - or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits are
completed) in order to qualify. Contact the
Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974, as amended (FERPA)
provides certain rights to students regarding their education records. Each year
Augsburg College is required to gyve notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to Inspect and Review Education
Records - You have the right to review
and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to Request Amendment of Education Records - You have the right to seek
to have corrected any parts of an education
record whch you believe to be inaccurate,
misleading or otherwise in violation of
your right to privacy. Tlus includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to Give Permission for Disclosure
of Personally Identifiable lnformation You have the right to be asked and to give
Augsburg your permission to disclose
personally identifiable information
contained in your education records, except
to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission.
Right to withhold Disclosure of
"Directory Information" -FERPA uses
the term "Directory Information" to refer to
those categories of personally identifiable
information that may be released for any
purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the "Directory
Information" listed below. Please consider
very carefully the consequences of any
decision by you to withhold "Directory
Information." Should you decide to inform
Augsburg College not to release "Directory
Information," any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
75
2
Academic Information
"Directory Information" includes
the following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
The student's photograph
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to
release it. Augsburg assumes no liability
for honoring your instructions that such
information be withheld. Forms for
withholding disclosure of "Directory
Information" are available from the
Registrar's Office. If the completed form is
not received by the Registrar prior to Sept.
15, it will be assumed that all "Directory
Information" may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to Complain to FERPA Office You have the right to file a complaint with
the Family Educational Rights and Privacy
Act Office, Department of Education, 600
Independence Ave. S.W., Washington, D.C.
20202, concerning Augsburg's failure to
comply with FERPA.
Right to Obtain Policy: -You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the
Registrar's Office.
A
\ s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses
which make it more accessible to students.
These courses can be arranged in various
ways to construct majors, to create the
substance of a broad general education and
to give students the opportunity to study
areas of particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a
program. A syllabus containing a more
detailed explanation of content, approach
and requirements for a particular course can
be obtained from the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals
and its place in the College's program. A
listing of requirements for individual majors
and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered Fall and/or
Spring terms unless otherwise indicated.
The Schedule of Classes published by the
Associated Colleges of the Twin Cities
(ACTC) each spring lists offerings and
locations for Fall and Spring terms.
Since some courses are offered alternate
years, it is important that the student review
with an adviser to ensure that all requirements can be met.
Descriptions and schedules for courses
offered in January Interim, Summer School,
Augsburg Weekend College and the Master
of Arts in Leadership, Master of Arts in
Education-Leadership and the Master of
Social Work programs are published in
separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for one-half
or one-quarter course credit, are offered in
the Division of Professional Studies. Unless
noted, all courses are one course credit. A
full course has the approximate value of
four semester credits or six quarter hours.
Most courses meet for three 60-minute
periods or two 90-minute periods a week, in
addition to laboratories.
Numbering
Courses numbered below 300 are Lower
Division courses. Courses numbered 300
and above are classified as Upper Division.
In general, courses in the 100s are primarily
for freshmen, 200s for sophomores, 300s for
juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description. A student may
enroll in a course when a prerequisite has
not been fulfilled if there is prior approval
by the professor teaching the course.
Every department offers opportunities
Departments and Programs 79
course description and process for registering is normally the same for each department. Some departments have additional
statements and that will be found in the
departmental course listing.
INTERNSHIPS
Registration for Internships consists of
the following steps:
1. Obtain the Internship Registration
Permission Form from the Internship and
Cooperative Education Office and secure
the signatures of the faculty supervisor and
director of Internships and Cooperative
Education.
199
399
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may preregister without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available from the Internship and Cooperative Education Office) must be negotiated
with the faculty member responsible for
grading the experience and the work
supervisor. The completed original is
turned in to the Internshp and Cooperative
Education Office, with copies made for the
faculty, supervisor and student.
lnternship
A work or service-based learning experience at the sophomore level in whch a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
lnternship
A work or service-based learning experience at the junior-senior level in which a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunitiesinherent in the placement. Participation in a concurrent seminar is often expected. Prior to the b e p n i n g of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an Instructor. Open to all students, but normally taken by sophomores and
juniors. Approval must be secured from the instructor and the department chairperson
in writing before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to junior
and senior majors. Approval must be secured from the instructor and the department
8o
-
ACCOUNTING
See listing under Business Administration
and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
&
t is important as a field of study for
our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher and art historian is to
celebrate visual experience through a
variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such as
language, history, drama, music, literature,
philosophy, theology, business, physical
education and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines and
attitudes. At Augsburg, art study is further
enhanced by associations with a sipficant
number of art galleries and museums in the
Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Norman Holen,
Philip Thompson
Studio Art Major
Majors are required to begin their programs with the Studio Arts Foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
Art
or ART 225 Communication Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
And two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
Licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th and 20th Century Art
Two studio courses:
ART 102 Design
or ART 107Drawing
ART 118 Painting I
or ART 221 Sculpture
Honors Majors
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting high
quality work, and special projects such as
senior exhibition and research. Application
should be made to the Department Chair
before the last tern of the senior year.
Studio Art Minor
Five courses including ART 240, ART
107 and three additional studio courses.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
I STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
9RT 102
Design
A study of design as the unify~ngfoundation for the visual arts. Two- and
three-dimensionalprojects demonstrating the use of the basic design
elements and principles.
9RT 107
Drawing
Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork.
81
-
** Art
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the
Department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with
emphasis on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students
need access to a 35 mm, single lens reflex camera. Materials will cost
approximately $200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. Learn to model, carve,
cast, weld and assemble the respective media.
ART 223
ART 224
Print Making I
An introduction to traditional and experimentalmedia and methods of
printing. Intaglio, relief, stencil and mono methods are explored.
Publication Design
An introduction to basic publication formats and production using
electronic layout software, emphasizing principles and tools of typography, layout and color.
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design.
Students will use the computer to develop their visual communication
skills as they create designs using typography, symbols, logos and
illustrations.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on
handbuilding and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual
arts, particularly within the United States. Other content includes poetry,
dance, mythology, ritual, religion and drama of many American Indian
tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
Art 83
ART 330
ART 351
Communication Design II
An advanced study of graphic design using the computer to create visual
communications for the print medium. (Prereq.: ART 225)
Ceramics II
Advanced work in ceramics with an emphasis on throwing or
handbuilding and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in
transparent watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, including
silk-screen, etching and woodcut, including Japanese woodcut technique.
(Prereq.: ART 223)
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Westem world from prehistoric to modem times.
Includes reading, research, viewing of slides and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections a year.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine
arts, the "traditional" arts and the work of Native American women.
(Prereq.:ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting,
sculpture and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
- Art
ART 388
19th and 20th Century Art
European painting, sculpture and architecture from Neoclassicism
through the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See description on page 79.
ART 299
Directed Study
See description on page 79.
ART 399
Internship
See description on page 79.
ART 499
Independent StudyIResearch
See description on page 79.
ASIANSTUDIES
See listing under East Asian Studies.
B
iolow is the study of life and it is
natural that we, as contemplative living
zreatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
tarth is filled with an enormous variety of
living organisms. Since humans are a part
3f the biological world, an understanding
~f the basic biologcal processes common to
311 organisms, as well as those features
which are unique to humans, is essential to
~ttainself-understanding
- and to provide a
basis for wise decisions.
-<
Even the simplest organisms are
incredibly complex and a complete
understanding of even one of these has, as
yet, eluded biologsts, even though some
~rganismshave been subjected to years of
intensive scrutiny. Biology will thus
zontinue to be a fertile field for research for
many years to come.
Still, in recent decades great strides
have been made in understanding important biological processes, particularly those
at the cellular, molecular, and ecosystem
levels. Biological research has also provided some extremely important benefits to
humans, including advances in medicine,
3griculture and food science.
Because a complete understanding of
2iological systems depends on applications
~f the principles of physics and chemistry,
3 firm background in the physical sciences
is also important, to support the student's
xoad-based understanding of biology.
For many, an undergraduate major in
2iology serves primarily as a basis for
hrther study. Augsburg graduates have
3one on to further studies in the Life
;ciences, leading to careers in college or
miversity teaching, basic and applied
research, and public health. Others have
mtered professional programs in medicine,
veterinary medicine and dentistry. Other
graduates have gone directly into a variety
of careers, including secondary education
and laboratory technology.
Biology Faculty
Esther McLaughlin (Chair),William
Capman, Mary K. Chelberg, Robert
Herforth, Dale Pederson
5
e n
Major
Nine courses including:
BIO 113 General Biology
BIO 114 General Biology
BIO 215 Introductory Cellular Biology
and at least one from each of the five
following groups:
I.
BIO 351 Invertebrate Zoology
BIO 352 Comparative Vertebrate
Zoology
BIO 473 Animal Physiology
11.
BIO 361 Plant Biology
BIO 440 Plant Physiology
111.
BIO 355 Genetics
BIO 481 Ecology
IV.
v.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any Upper
Division biology course, including an
Interim course.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
86 Biology
-
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
CHM 223 Elementary Organic Chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
Math Placement Group IV
a two-semester sequence in organic
chemistry. Many medical schools also
require two semesters of calculus. Students
should consult the pre-medical adviser in
the department for information specific to
medical school application.
Graduate and Professional Training
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved Independent Study with an
oral defense of the research report. Application should be made no later than the
first term of the senior year.
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant,
physical therapist, veterinarian, etc.) have
specific requirements which should be discussed with an adviser in the department.
Minor
Teaching Licensure Major
Five courses, including BIO 113,114
and three Upper Division courses; CHM
105/106 or CHM 115/116.
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
iden* current Minnesota teacher
licensure requirements.
Honors Major
In planning their courses of study,
students are encouraged to work closely
with members of the Biology faculty.
Normally both General Biology and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology
and Organic Chemistry in the second year.
Pre-medical Biology Major
The same as the biology major, including a two-semester sequence in physics and
Cooperative Education
The Department works with the
Cooperative Education Office in identifying and defining Co-op Ed experiences in
laboratories and other settings in the Twin
Cities. Students interested should consult
with the Biology Department Cooperative
Education Coordinator.
Biology 87
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics,
organ systems, and human impact on the environment. (Three hours
lecture. A student may not receive credit for both BIO 101 and 103. Does
not apply to the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered.
(Three hours lecture, three hours laboratory. Does not apply to the major
or minor. Spring)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours
lecture, three hours laboratory. A student may not receive credit for both
BIO 101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three
hours lecture. Does not apply to the major or minor. Spring)
BIO 113
General Biology - lntroductory Organismal Biology
An introduction to organismal biology for science majors, including
diversity, physiology, and structure. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Fall)
BIO 114
General Biology - lntroductory Genetics, Evolution & Ecology
An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Spring)
BIO 215
lntroductory Cellular Biology
An introduction to structure and function in tissues, cells, and subcellular
organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,
114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in 223 or
351. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology,
behavior, life history and phylogeny. (Three hours lecture, four hours
laboratory. Prereq.: BIO 113,114. Fall: alternate years)
BIO 353
Comparative Vertebrate Zoology
Vertebrate phylogeny approached by comparative study of structure and
function of the major organ systems. (Three hours lecture, three hours
..
---
.
88 Biology
-
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi and plants, including the
study of structure, physiology, life histories and phylogeny. (Three hours
lecture, four hours laboratory. Prereq.: BIO 113,114. Fall '96, Spring
thereafter)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their
components, energetics, and intermediary metabolism and its integration.
(Three hours lecture. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth,
development and water relations in plants including the relationship of
process to structure and life history. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA
technology, maintenance of cellular compartments, cell-signaling, cell
cycle, and cytoskeleton-extracellularmatrix interactions. (Three hours
lecture, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement and
sensory perception as well as neural and hormonal control of these
functions, emphasizing vertebrates. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor.
Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes which
occur during embryonic development of animals, including genetic
control of development. (Three hours lecture, four hours laboratory.
Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, indus-
trial and medical issues are discussed, with particular attention paid to
human pathogens. (Three hours lecture, three hour laboratory, one hour
tutorial. Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic
environment. Topics include physiological ecology, energy flow, nutrient
cycling, a survey of biomes, population and community ecology, and
conservation. (Three hours lecture, four hours laboratory, some Saturday
field trips. Prereq.: BIO 215, MPG IV.Fall)
BIO 491
Biology 89
Seminar (.O course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest
speakers are often invited. A noncredit requirement for the major. (Spring)
Internships and Independent Study Courses:
BIO 199
Internship
See description on page 79. (Prereq.: BIO 113,114)
BIO 299
Directed Study
See description on page 79.
BIO 399
Internship
See description on page 79. (Prereq.: BIO 215)
BIO 499
Independent StudyIResearch
See description on page 79. (Prereq.: BIO 215)
INFORMATION
SYSTEMS- BUS, ACC,
0
ur mission is to prepare students
for professional careers in business or for
paduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The Department
fosters close ties with the corporate
community which provide a wealth of
practical expertise, a variety of internship
opportunities, and future job prospects.
The faculty believe they can best
serve both the student and the community
by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
MIS
major there are four specializations:
Marketing, Management, Finance, and
Jntemational Business. Within the Account
ing major there are three specializations:
General Accounting, Public Accounting,
and Managerial Accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 63), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation.
Arnin Kader (Chair, International Business
Coordinator),John C. Cerrito (Management
Coordinator), Steven J. LaFave, Lori L.
Lohman, Fekri Meziou (Marketing CoordiTransfer Students
nator), Thomas Morgan, Milo A. Schield
(Finance Coordinator),Magdalena M.
Transfer students must complete at
Paleczny-Zapp, Kathy Schwalbe (MIS
least four of the Upper Division courses
Coordinator), and Stuart M. Stoller
required in the major at Augsburg or
(Accounting Coordinator).
obtain an exemption from the Department.
Transfer courses must be approved by the
Department. Courses taken more than 10
years ago will not be accepted.
Majors
Advisina
J
The Department of Business, Administration, Accounting and MIS offers three
majors: Business Administration (BUS),
Accounting (ACC), and Management
Mormation Systems (MIS).
Specializations
Within the Business Administration
Students who plan to major in Business
Administration, Accounting or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
advising, departmental faculty can counsel
mninrc nn their r n r ~ ~ rnccict
c
mainrc in
Business Administration
2btaining internships or jobs, and provide
letters of recommendation for prospective
2mployers or graduate programs.
Internships
Students are strongly encouraged to
work with the Cooperative Education and
Department faculty to obtain an Internship
:BUS/ACC/MIS 399) during their junior or
T
he major in Business Administration
xepares students for professional careers
n business administration or for graduate
studies. The four specializations within this
najor share a common business core. This
:ommon core provides students with a
>roadfoundation so they can readily adapt
:o internal changes in interests and goals
md to external changes in circumstances
md opportunities.
3usiness Core
LO courses including:
3CO 112 Principles of Macroeconamics J
ICO 113 Principles of Microeconomics v
VIIS 175 Principles of Computing f o r d
Business
2CC 221 Principles of Accounting I fl
4CC 222 Principles of Accounting I1
3US 242 Principles of Management
3US 252 Principles of Marketing
vIIS 379 Quantitative Methods for
Business and Economics
3US 301 Business Law
3US 331 Financial Management
senior year. Although an Internship counts
as part of the 13 courses allowed in the
major, students may petition for an
exception. An Internship may satisfy the
perspective on the City. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Consult your adviser on this
matter.
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of the following:
ECO 311 Public Finance
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 315 Money and Banking
MIS 479 Intermediate Quantitative
Methods for Business and
91
92 Business Administration
-
Specialization in International Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional in either BUS 362
International Business or ECO 360 International Economics.
Students must also complete three
semesters of a foreign language (or
equivalent).The language requirement
may be waived for international students.
Contact the International Business Coordinator for details on language equivalents or
other configurations.
Combined Major in Business
Administration and Economics
11courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other Upper Division Economics
course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 242
or BUS 331 Financial Management
and one other Upper Division Business
Administration, Accounting or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in Business Administration
Six courses including:
ECO 112 or ECO 113, ACC 221 and 222,
BUS 242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in Accounting or
MIS.
Minor in International Business
Six courses including:
ECO 112 or ECO 113, ACC 221, BUS 242 or
BUS 252, and three courses in International
Business (one may be in International
Economics).
Students should consult the area
coordinator concerning acceptable alternatives in International Economics.
Principles of Management
Development of the theory of management, organization, staffing,
planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
BUS 295
Topics
T
PC-IIITPC
dicrii~cinn<m e ~ t i n with
v ~ members nf the staff or visiting
-
Business Administration
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
IUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizationsunder the Uniform Commercial Code.
IUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various
business practices; emphasizes conceptual precision in thinking, writing
and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or jr/sr standing)
IUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital cost/budgeting,
leverage, dividend policy. (Prereq.: ECO 113, ACC 222)
IUS 340
Human Resource Management
Personnel function in business, acquisition and utilization of human
resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society. (Prereq.: BUS 242)
IUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results;
evaluation of effectiveness. (Prereq.: BUS 252,357, ECO 113, or consent of
instructor)
IUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design,
evaluation, and personal selling into a coherent promotion mix. (Prereq.:
BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not
both.
IUS 368
IUS 433
Advertising
An introduction to print and broadcast advertising and promotion as
important elements in modem marketing and communications. Note:
Either 355 or 357 can be taken for graduation credit but not both.
International Business
Introduction to problems/possibilities and appreciation of perspective
required for successfully doing business in an international context.
(Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor.
Spring)
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural
perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: Junior standing or consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on
decision making, presentation through literature, readings, lectures and
case material. (Prerea.:BUS 331. ACC 322)
93
-
94 Business Administration
-
BUS 438
Investment Theory
Appraisal of the risk/return relationships of various types of securities:
extensive coverage of capital markets and portfolio management. (Prereq
all core courses or consent of instructor)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss -its identification, measurement
and evaluation. Reviews techniques for loss prevention and control.
Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Integration of marketing with other business functions; marketing
management and decision-making, planning marketing programs,
channels of distribution, pricing, product selling promotion policies.
(Prereq.: BUS 352 and either BUS 355 or 357)
BUS 465
International Management
Private sector manager's perspective of national/intemational institution
and strategies, structure, practices and effects of a national corporation in
the world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in a
international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.:
BUS 252,362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international business problems and policies. (Prereq.: consent of instructor)
lnternships and Independent Study Courses:
BUS 199
Internship
See description on page 79.
BUS 299
Directed Study
See description on page 79.
BUS 399
Internship
See description on page 79.
BUS 499
Independent StudyIResearch
See description on page 79.
In.
he major in accounting prepares
tudents for professional careers in a wide
rariety of accounting-related positions.
'his major has three tracks: General
iccounting, Professional Accounting and
vlanagerial Accounting. The General
iccounting specialization is adequate for a
vide variety of positions. The Professional
iccounting track includes two specializaions: public accounting and managerial
:ccounting.The public accounting specialzation is recommended for positions with
:PA firms. The managerial accounting
pecialization is recommended for positions
vith large or rapidly-growing companies.
The two professional specializations
elate to two professional designations: the
3PA and the CMA. A Certified Public
iccountant (CPA) focuses on external
eporting; a Certified Management
iccountant (CMA) focuses on internal
eporting. The public accounting specialzation includes the materials emphasized
)n the CPA exam; the managerial specialzation includes the materials emphasized
In the CMA exam. Both the CPA and CMA
lesignation have an experience requirenent in addition to passing the national
!xam. Under the rules of the Minnesota
itate Board of Accountancy, Accounting
najors in the Public Accounting specializaion are qualified to sit for the CPA
:xamination during their last semester.
iccounting Core
4 courses are required for this major (an
lxception to the 13-course limitation)
ncluding:
T O 112 Principles of Macroeconomics
3C0 113 Principles of Microeconomics
dIS 175 Principles of Computing for
~usiness
BUS
BUS
ACC
ACC
MIS
242
252
221
222
379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting I1
Quantitative Methods for
Business and Economics
Business Law
Financial Management
2
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting Core (14 courses) plus ACC 326
Tax Accounting and 423 Auditing.
Specialization in Managerial Accounting
Accounting Core (14 courses) plus ACC 424
Internal and Operational Audit and MIS
375 Management Information Systems in
the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
hterested juniors or seniors should contact
the Department Chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175,379,
ECO 112 or 113.
This minor is recommended for majors
--
. .
-
2
Accounting
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of 221. Introduction to business activities, accounting for
corporations.Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making and behavioral
considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts,
FASB statements and other relevant issues as applied to assets. (Prereq.:
ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts,
valuation concepts, FASB statements and other relevant issues as applied
to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well
as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS
242,252, MIS 379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of
instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to
form the basis of opinion on a set of financial statements. (Prereq.: ACC
323)
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and
operation auditing using problem-solving. (Prereq.: ECO 113, ACC 221,
222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 495
-
Accounting 97
Advanced Accounting
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
ACC 299
ACC 399
ACC 499
-
Accounting for business combinations, consolidations, governmental
accounting, partnership accounting and fund accounting. (Prereq.:
ACC 323)
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
T
he major in Management Information
Systems prepares students for professional
careers in information systems. MIS studies
information systems as both a resource and
a tool for decision-making. Students learn
to analyze and evaluate existing systems
and to design and program new systems.
MIS is an extensive major (16 courses) and
includes courses from Computer Science,
Mathematics, Economics, Business and
Accounting, as well as from MIS.
Management Information Systems Major
16 courses including:
A. Six courses in Economics, Business and
Accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
B. Three courses in Mathematics and
Computer Science:
CSC 170 Structured Programming
MAT 121 Finite Mathematics
or any higher level math course
and one of the following:
CSC 210 Data Structures
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UNIX and C
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to
Computer Science and
Communications
MIS 370 Advanced Computing for
Business
or CSC 352 Data Base Management
and Design
MIS 375 Management Information
Systems in the Organization
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
and one of the following:
MIS 376 Project Management
MIS 479 Advanced Quantitative
Methods for Business and
Economics
ECO 318 Management Science
CSC 340 Introduction to Networking
and Communications
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in MIS
Seven courses including:
MIS 175 or CSC 160, ACC 221, BUS 242 or
BUS 252, MIS 370 or CSC 352, MIS 375,
ECO 113 and one of the following: MIS 376
475,479 or ECO 318
Mathematics Placement Croup (MPC)
Requirements
MIS 175,370,379,479, CSC 170,210 and
all 100 level Math courses have Placement
Group requirements. Since all majors in
Business, Economics and MIS must take
MIS 379, they all must have at least MPG III.
MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing
concepts and specific skills in using microcomputer software (Windows,
Word, Excel, Access, PowerPoint, e-mail, and the World Wide Web).
Emphasis on solving business-related problems using software, especially
Excel. Students with a strong computer background are encouraged to
take MIS 370 instead of M E 175. (Prereq.:MPG 11)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the area of
Management Information Systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG III,
MIS 175 or CSC 160 or strong computer background)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems,
business process re-engineering, understanding the technology architecture and information systems resources. (Prereq.:ACC 221, BUS 242 or
252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical
and communications skills needed to manage inevitable changes.
(Prereq.:ACC 221, BUS 242, MIS 175 or 370.)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading
and interpreting data. Topics include descriptive measures, probability,
sampling distributions, estimation and hypothesis testing with emphasis
on applied problems in business and economics. (Prereq.: MIS 175 and
either Math Placement Group III or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and
Computer Aided Software Engineering (CASE) tools. Techniques used
include data and process modeling, file and database design, and user
interface design. A course-long project is used to complete a rudimentary
system design. (Prereq.: MIS 375 and 370 or CSC 352)
MIS 476
Information Systems Projects
Using skills developed in MIS 376 and 475, generate a complete and
99
loo
MIS
MIS 479
Intermediate Quantitative Methods for Business and Economics
Utilize computer packages relevant to statistical analysis. Areas of interest
include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations.
(Prereq.: MIS 379) ,
Internships and Independent Study Courses:
MIS 199
Internship
See description on page 79.
MIS 299
Directed Study
See description on page 79.
MIS 399
Internship
See description on page 79.
MIS 499
Independent Study/Research
See description on page 79.
c
hemistry is the science of the changes
in matter, examining those changes and
working toward an understanding of them.
Correlating the results of physics and
opening the vistas of molecular biology,
chemistry has been described as the central
science because matter includes the entire
physical world such as the things we use,
the food we eat and even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving
scientific problems, and also capable
of providing a public understanding of
their work including potential problems
as well as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the General Education Curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The Department is on the List of
Approved Schools of the American
chemical Society (ACS) and offers a
chemistry major which meets the chemistry
background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of
sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to compete successfully with
their peers of similar ability in graduate
school or research positions.
*To provide programs of study for
professional goals in addition to the
traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain
lifelong learners, thereby remaining
competent in their field however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
*To present the excitement of chemistry
to non-science majors as an example of the
methodology of the natural sciences in
examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world and
the reflection of the implications and
limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), John J. Carroll, Arlin
E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
and one additional course from:
CHM 364 Physical Chemistry
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
lo*
-
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121,122 General Physics I, I1
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
Because Upper Division courses have
mathematics and physics prerequisites,
students should plan to take MAT 145,146
in the freshman year and PHY 121,122 in
the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
idenfdy current Minnesota teacher licensure requirements.
Pre-Medical Chemistry Major
The same as the Graduation Major. In
addition, medical schools expect at least
two courses (and usually more) in biology.
Students should consult members of the
Chemistry Department for assistance in
planning a course program early in their
college career.
E BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
MAT 245 Mathematical Structures
or approved math course
PHY 121,122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional mathematics, research experience,
reading ability in German and computer
proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemis-
try, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses which must include:
CHM 105,106 or CHM 115,116, CHM 353,
and two other Chemistry courses from:
CHM 223, CHM 351,352, CHM 361, or BIO
367
Note: credit will not be granted for both
CHM 105 and 115, or for both CHM 106
and 116. Other restrictions are in the course
descriptions.
Chemistry lo3
A prerequisite must be completed with a grade of 2.0 or P, or higher to count, otherwise, permission
of the instructor is necessary. These requirements also must be met when using thefirst term of a
two-term course in registeringfor the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry.
Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 11)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100
to environmental, organic and biochemical problems of societal interest. A
laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses.
(Prereq.: CHM 100, MPG III)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confident about their background
in chemistry. Students may go into CHM 351 or 353 from CHM 106 and
major in chemistry. (Three hours of lecture, one three-hour laboratory.
Prereq.: MPG II. Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon
equilibrium and the chemistry of the elements. (Three hours of lecture,
one three-hour laboratory. Prereq.: CHM 105, MPG m.Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists.
Includes chemical equations and calculations, energetics, and bonding
theory with examples from inorganic chemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: high school chemistry, MPG III. Fall )
/'
CHM 116
CHM 223
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour
lectures, one three-hour laboratory. Prereq.: 115. Spring)
Elementary Organic Chemistry
This one-semester course is designed for students whose professional
goals require a survey of organic chemistry. Topics covered include
synthesis, properties and reactions of selected aliphatic and aromatic
compounds. This course will not count toward achemistry major, nor will
credit be given for this course if CHM 351,352 is taken, nor does it fulfill
the prerequisite requirement for CHM 352, nor does it meet biochemistry
'04 Chemistry
requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Fall)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on
mechanisms and multi-step synthesis. Descriptive material is correlated
by means of modem theories of chemical bonds, energy relations and
reaction mechanism. (Three one-hour lectures, one four-hour laboratory.
Prereq.: CHM 106 or 116. Fall: CHM 351; Spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of
a variety of samples, and includes trace analysis. (Three hours of lecture,
one four-hour laboratory. Prereq.: CHM 106 or 116. MPG III. Fall)
CHM 361
Physical Chemistry
The basic theoretical concepts of chemistry; thermodynamics, kinetics and
quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116;
MAT 145,146; PHY 121,122. Fall)
CHM 363
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. CHM 363 is to be taken in the fall and involves
experiments related to CHM 361. (One four-and-one-half hour laboratory.
Prereq.: CHM 361 or concurrent registration.)
CHM 364
Physical Chemistry
Applications of concepts studied in CHM 361 to areas of solutions, phase
equilibria, electrolytes, molecular structure and electrochemistry. (Three
one-hour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments
relating to CHM 364. (One four and one-half hour laboratory. Prereq.:
CHM 364 or concurrent registration. Spring)
CHM 464
Advanced Organic Chemistry
Organized around the problems of identifymg organic compounds in the
laboratory. Lecture topics include structure-spectracorrelations for IR,
UV, NMR and mass spectroscopy; use of the literature (including
Beilstein); and further study of organic reactions. (Three hours of lecture,
six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German recommended. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and
electron spectroscopy, radiochemical, chromatography, thermal, and
electroanalytical methods are covered. (Three one-hour lectures, one fourand-one-half hour laboratory. Prereq.: CHM 353,361 or consent of
-
Chemistry 105
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular
orbital models. Reactivity and bonding in coordination, cluster and
organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour
laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger'swave equation and
uses the equation to solve molecular model problems. Approximate
solutions are introduced and used to develop molecular orbital theory for
molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of
instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors
and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience
before graduation which may be obtained by working on a summer
research project (not counted as a course) or by research participation
during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial
research projects. (Prereq.:junior or senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 79.
CHM 299
Directed Study
See description on page 79.
CHM 399
lnternship
See description on page 79.
CHM 499
Independent StudyIResearch
See description on page 79. (Prereq.:junior or senior standing)
LOMMUNICATION
See listing under Speech/Comunication
and Theatre Arts.
T
he Augsburg Computer Science
Department strives to give students a
sound theoretical and practical foundation
in computer science. We offer both a B.A.
and a B.S. major. The computer science
curriculum places emphasis on networks,
communications and the use of computers
as an information access tool. The course
work provides students a strong base in
computer science, with emphasis on
concepts rather than on applications. We
encourage students to strengthen their
course work by electing an Internship or
Cooperative Education experience. Our
location in the Twin Cities provides us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Larry Ragland (Chair), Larry Crockett,
Noel Petit, Charles Sheaffer
BACHELOR OF ARTS
Computer Science Major
11courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC
~ h e o r yof Computation
CSC
Introduction to Networking
and Communications
CSC
Principles of Computer
Organization
CSC
Advanced Topics in Computer
Science
Augment Calculus I
MAT
or
MAT 122 Calculus for the
Social and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 330 Theory of Computation
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 4-40 Advanced Networking and
Communications
CSC 495 Advanced Topics in Computer
Science
MAT 145 Augment Calculus I
MAT 146 Augment Calculus I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
or MAT 247 Introduction to
Applied Mathematics
or MAT 355 Numerical Analysis
and two electives from CSC courses above
200, at least one of which is above 300.
Computational Economics
The computational economics major ha!
been designed to serve a need for students
to have some basic understanding of
computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone Independent Study.
Students interested in this major should
C o m ~ u t e rScience
2onsult with the faculty in computer
science, in economics, or one of the
:oordinators.
Coordinators: Jeanne Boeh, Department of Economics. Larry Ragland,
Department of Computer Science.
Major in Computational Economics
K4T 145 Augment Calculus I
or MAT 122 Calculus for the
Social and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 495 Advanced Topics in Computer
CSC 160
Science
112 Principles of Macroeconomics
113 Principles of Microeconomics
312 Intermediate Macroeconomics
313 Intermediate Microeconomics
318 Management Science
315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
ECO
ECO
ECO
ECO
ECO
ECO
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Six courses including CSC 160,170,210,
345, MAT 145, and one Upper Division
Computer Science course.
Introduction to Computer Science and Communications
Use of the computer as an information accessing tool through e-mail,
Internet, newsgroups, and remote access to the library; an introduction to
computer science topics in hardware, software, and theory. (Prereq.:MPG
m)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development and programming using C. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG IV)
CSC 210
Data Structures
Data structures such as linked lists, stacks and queues; recursion; objects,
classes and methods. (Prereq.: CSC 170)
CSC 261
Electronics
See under PHY 261.
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
'07
lo8
-
Computer Science
CSC 271
COBOL
Study of the COBOL programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
CSC 272
UNlX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and
has done programming in some other language. (Prereq.: CSC 170 or
another course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching/sorting; mathematical algorithms, scheduling, and tree and graph
traversal algorithms. The limitations of algorithms, the classes P and NP,
NP-complete problems and intractable problems. (Prereq.: CSC 210 and
MAT 145)
CSC 330
Theory of Computation
Basic theoretical principles embodied in formal languages, automata and
computability. Topics include regular and context-free languages, finite
automata, Turing machines, the halting problem and unsolvability.
(Prereq.: CSC 170 or 345; MAT 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.:
csc 345)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems,
instruction sets and assembly language programming. (Prereq.: CSC 160)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC
210)
CSC 440
Advanced Networking and Communications
Network management; client/se~erdatabases and workstations; TCP/IP,
IPX, Appletalk networks. (Prereq.: CSC 340)
CSC 445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management,
interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating
systems. (Prereq.: CSC 345)
Com~uterScience
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of programming
languages. Topics include programming language syntax and semantics,
parsing, compilers, interpreters, data structures, control structures and the
run-time environment. (Prereq.: CSC 210)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in
other courses. This course may be repeated when the topics vary. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See description on page 79.
CSC 299
Directed Study
See description on page 79.
CSC 399
Internship
See description on page 79.
CSC 499
Independent StudyIResearch
See description on page 79.
109
A
major in East Asian Studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program which is available
as a result of the cooperation and crossregistration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China and other East Asian nations
and to gain a functional knowledge of the
language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
Studies include government service,
international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology and theatre.
This major is also recommended for those
interested in education and work with
social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser, and are distributed as
follows: four courses in an East Asian
language; four additional courses, two of
which must be Upper Division (strongly
recommended that one of these be a historj
course on China or Japan); and an East
Asiarl Studies Seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea and the People's
Republic of China. Study abroad strengthens the East Asian studies major by
offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamliie University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermedi.
ate courses in Japanese. There is a contractual arrangement with the University of
Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia which would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate, with
the consent of the campus adviser. Faculty
advising is recommended at all stages of
the major to plan a coherent and effective
program.
Each campus has a member on the
ACTC East Asian Studies committee who
can assist students. The current advisers
are: Augsburg College - Martha Johnson
330-1715, Hamline University - Richard
Kagan 641-2433, Macalester -Yue-him
Tam 696-6262, St. Catherine -Martha
Hardesty 690-6189, St. Thomas - Robert
Foy 962-5603.
Approved Augsburg College courses
for the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368 Responding to the Challenge
of Japan
HIS 104 The Modem Non-Westem
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take Independent
Studies (299,499) or topics courses relating
to East Asian Studies in various departments, subject to consent of instructor and
approval of program director.
111
T
he Economics Department offers a
program which stresses a strong theoretical
background, quantitative analysis and an
emphasis on national and international
issues. Students who graduate with an
Economics major are well prepared to
continue their education in a variety of
fields or to work successfully in business
and government because of the strong
liberal arts emphasis within the major.
Currently, four majors are offered. The
Economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The
Applied Economics major generally leads
to careers in the business world or govemment. Computational Economics meets the
challenge of the changing career opportunities in the fields of Economics and Computer Science. Finally, the combined
Economics/Business Administration major
is designed for those who want more flexibility in planning their program of study.
The study of Economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying Economics are: Economics deals
with current problems; Economics is a
successful and prestigious social science;
Economics employs theoretical models and
the scientific method; an Economics major
prepares students for community leadership; and an Economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
finance, service in government, educational
administration, private and public intemational service and industrial relations. A
degree in Economics may prove to be a
valuable credential.
Students are also able to combine an
Economics major with other disciplines
such as Business Administration, Intemational Relations, Mathematics, Computer
Science, Management Information Systems
(MIS), Political Science, History and Nordic
Area Studies.
Transfer students majoring in the Economics Department must take at least four
Upper Division Economics courses at Augsburg, one of these must be ECO 312 or 313.
Internships are recommended. Students
must consult with the Department chair
and the Internship office before registering
for academic credit.
Economics Faculty
Satya P. Gupta (Chair),Jeanne Boeh,
Edward Sabella
Maior in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other Upper Division courses:
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121 Finite Mathematics
or MAT 122 Calculus for the Social
and Behavioral Sciences
The complete calculus sequence is very
strongly recommended for those planning
graduate study in Economics. Computer
courses are also stron~lvrecommended.
Economics 113
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312 Intermediate
Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human
Identity
Major in Computational Economics
See Computer Science, page 106.
Combined Major in Economics and
Business Administration
Five Economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
And one other Upper Division Economics
course
and six Accounting/Business Administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379 Quantitative Methods for
Business and Economics
and one other Upper Division Business
course
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis
from the Augsburg major requirements.
The state requirements may also be
subject to change after publication of this
catalog. Students therefore should consult
with the Augsburg Education Department
to iden* current Minnesota teacher
licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112,113,312,313, and one
additional Economics Upper Division
course. Other configurations may be
permitted by consulting with the Department chair.
Note: Students who plan to major in the
Department are strongly encouraged to
select a Department adviser as soon as
possible in order to carefully plan their
program of study.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295,495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making with
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds and Health
Economics.
Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are fundamental
microeconomic tools, e.g. crime prevention, education, discrimination.
(This is a basic course designed for those students who do not plan to
major in Economics or Business Administration or MIS).
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary
and fiscal policy, international trade. Application of elementary economic
theory to current economic problems. May be taken independently of
ECO 113or 110. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm,
market structures and income distribution. Application of elementary
economic theory to market policy. May be taken independently of ECO
110 or 112. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political,
economic, philosophical and social settings of the time. Emphasis will be
on tracing long-term secular trends in economic thinking. (Prereq.: ECO
112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economics problems and policies.
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures; the impact
of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.:ECO 113. Fall: alternate years)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment and price level analyzed
via macromodels. Attention paid to areas of monetary-fiscal policy,
growth and the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113. Spring)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate
Economics
economic activity. Emphasis placed on monetary theory and policy.
(Prereq.: ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries
that rely on different economic systems for the allocation of resources,
including systemic changes in Eastern Europe. Theoretical models are
examined and compared to real-world variants. (Prereq.: ECO 112 or 113:
on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of
management science to prepare students to make better business and
economic decisions. Emphasis is on applications such as transportation,
marketing, portfolio selection, environmental protection, the shortest
route, inventory models, etc. (Prereq.: ECO 113, MPG m. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of
payments; exchange rate systems and commercial policy. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical
deforestation, despoilation of air and water, ozone depletion, global
warming, etc. that arise in the process of economic development to better
the standard of living of the developed and developing countries.
(Prereq.: ECO 112 or 113: on demand)
ECO 413
Labor Economics
Analysis of labor markets: labor as a factor of ~roduction:determination
of wage collective bargaining; labor legislation and effects upon society.
(Prereq.: ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business.
Among the topics considered are theories and practices in forecasting,
estimation of demand and cost functions, and an analysis of economic
problems of relevance to management. (Prereq.: MIS 379, ECO 313: on
demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO
312,313, MAT 122)
-
- Economics
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See description on page 79.
ECO 299
Directed Study
See description on page 79.
ECO 399
Internship
See description on page 79. (Prereq.: 50 percent of major or consent of
instructor)
ECO 499
Independent StudyIResearch
See description on page 79.
T
he Education Department maintains
teacher education programs which are fully
accredited by the Minnesota Board of
Teaclung and the National Council for
Accreditation of Teacher Education
(NCATE). These programs lead to endorsements or licensure for kindergarten,
elementary, a wide variety of secondary
subject areas, and K-12 licenses in art,
health, music, or physical education.
Students must apply for acceptance into
the Education Department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300400 level
courses. Students complete a semester of
full-time student teaching within the
Department's 45-mile service area.
The Education Department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
Education Department adviser at the outset
of coursework.
Student Teaching Abroad
Selected Education Department
students may participate in an Interna-
Kindergarten-Elementary Major and
Licensure Requirements:
EDU 210 Learning and Development
in an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
tional Student Teaching Abroad program.
Students have options for student teaching
in dozens of countries through the international and American School network. Those
interested in further information should
contact the Education Department.
Students who student teach abroad will do
part of their student teaching in the Metro
area under direct Augsburg faculty
supervision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson, Ann
Fleener, Gretchen Irvine, Susan O'Comor,
Vicki Olson, Jean Strait
Note:
Major changes in Minnesota teacher
licensure are expected to be implemented
prior to the year 2000. At the date of this
catalog printing those changes have yet to
be announced. All candidates for teacher
licensure will have to meet the standards
set by the State and meet the State's
timeline requirements. Teacher candidates
are strongly encouraged to maintain
frequent contact with an Education
Department faculty adviser.
EDE 351 Techniques of Teaching
Reading
EDE 352 Creating Learning
Environments: Kindergarten Elementary and Field
Experience
EDE 381 Kindergarten-Elementary
Curriculum: Art, Music
l8 Elementary Education
-
EDE 382 Kindergarten-Elementary
Curriculum: Mathematics
EDE 383 Kindergarten-Elementary
Curriculum: Physical Education
EDE 384 Kindergarten-Elementary
Curriculum: Social Studies,
Thematic Studies
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDE 387 Kindergarten-Elementary
Curriculum: Language Arts
EDE 388 Human Relations
EDE 481,482,483 Student Teaching K-6
EDE 484 Student Teaching K-6 (optional)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
PHY 103 Conceptual Physics
or MAT 131 Mathematics for the
Liberal Arts
and EDE 377 K-El Science Methods
PHY 103
Students must complete an academic
minor.
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
A GPA of 2.5 overall, 2.5 in the major,
2.0 in the minor, and grades of P in student
teaching courses are required for licensure,
as well as minimum grades of 2.0 in all
Education courses. The equivalent of two
full courses graded P/N plus student
teaching is the maximum allowed for the
elementary education major. P/N grades
for EDU 388 Human Relations and student
teaching are counted in the eight P/N
graded course maximum allowed for
graduation for all elementary and secondary teacher education degree students. The
criteria for acceptance into the Department
Licensure Program are available in the
Education Department.
Conceptual Physics
(See Physics Department for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that arenot treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection, preparation,
production and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course.
ID,,,,,
. DDCT\
Elementary Education 119
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources
in reading, including the diagnosis and correction of reading difficulties.
(Prereq.: PPST)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand Field
Experience
The study of strategies and methods of teaching and learning in the
contexts of educational, psychological and sociological theories.
(Prereq.: PPST)
EDE 375
Discovery Learning in the World of Kindergarten
(.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, jr/sr standing, take as close to student
teaching as possible)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music
(.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics
(.5 course)
Examination and preparation of materials and resources for mathematics
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 383
Kindergarten-ElementaryCurriculum: Physical Education, Health
Examination and preparation of materials and resources for physical
education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 384
Kindergarten-ElementaryCurriculum: Social Studies, Thematic Studies
(.5 course)
Examination and preparation of materials and resources for social studies
and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 387
Kindergarten-ElementaryCurriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST, EDU 265)
EDU 388
Human Relations
(.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
-
.
,.
- 0 . .
..
..
- Elementary Education
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481,482,483,484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under
the supervision of college and elementary school personnel. (Prereq.: All
K-Elementary course work satisfactorily completed, admission into the
Education Department Licensure program, PPST, P/N grading only.)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Internships and Independent Study Courses:
EDE 199
Internship
See description on page 79.
EDE 299
Directed Study
See description on page 79.
EDE 399
Internship
See description on page 79.
EDE 499
Independent StudyIResearch
See description on page 79. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
neet all specific requirements of the
iducation Department. Secondary Educaion students are expected to consult with
{ducationfaculty regarding state requirenents for teacher licensure, in addition to
:onferring with the student's major field
~dviser.
Licensure Requirements in the state of
vfinnesota for teaching in secondary
;chools are met through the Augsburg
Zollege Education Department Licensure
xogram: Baccalaureate degree; academic
najor in an approved teaching area; and
he following courses:
3DU 210 Learning and Development in
an Educational Setting
!DU 265 Orientation to Education in an
Urban Setting and Field
Experience
3DU 341 Media Technology
ZDS 350 Reading in the Content Areas
ZDS 354 Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teaching/Seminar (for
Art, Health, Music, and Physical
Education teaching majors)
HPE 114 Health Safety Education (or
equivalent) (for Art, Health,
Music, and Physical Education
teaching majors)
Secondarv Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in Education, 2.5
in teaching major/minor and P in student
teaching required. All required EDU/EDS
courses must have a grade of 2.0 or higher.
Application for and acceptance into the
Augsburg Licensure Program required.
Criteria for admission to the program are
available in the Education Department.
Art, Health, Music, and Physical
Education Licensure
A person preparing for licensure in one
of these areas follows the secondary
education program even though he or she
plans to teach at the elementary school
level. A person with a major in one of these
special areas will take four courses in
student teaching and do some student
teaching at both the secondary and
elementary levels. In addition to 354, the
art major will register for 361,362; the
music major for 355-359.
Art, health, and physical education
teacher education programs lead to
licensure for grades K-12. Music teacher
education programs lead to licensure in the
following areas: 1) Band (K-12) and
classroom music (5-12); 2) Orchestra (K-12)
and classroom music (5-12);3) Vocal and
classroom music (K-9); or 4) Vocal and
classroom music (5-12).
121
'2 Secondary Education
Modern Language Licensure
minor fields providing the student has a 2.
For modem language teachers (French,
German, Spanish), see Modem Language
Department for information on the
required competency exams.
GPA inthat
has
the
methods course for that field,
has
student taught in the field. Students may
not student teach in a minor only.
Licensing in a Minor Field
(Also see Natural Science Licensure on
page 192 and Social Studies Licensure on
Page 230.)
Teacher licensure is available in several
EDU 210
Learning and Development i n an Educational Setting
A survey of educational psychology topics as applied to teaching and
learning. Special emphasis is placed on classroom applications. PSY 105
Principles of Psychology is strongly recommended.
EDU 265
Orientation t o Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opporhmity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDS 282
Introduction t o Special Education
(See Special Education for course description.)
EDS 295
Topics i n Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description) (Prereq.: PPST)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assisl
students in teaching reading through the content areas. Major: Required
for Secondary Education. Upper Division. (Prereq.:PPST)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their application for teaching in learning
settings. Laboratory experiences. (Prereq.: PPST)
EDS 355
Music Methods (K-12)
Trends and issues in music education. The development of music skills
and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring)
EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings
(.5 course each)
Study and application of instructional methods, materials and techniques.
Courses offered on two-year cycle. Even year: Woodwinds. Odd year:
R,-,,
A
,
D,rr..rr:,,
CC:,-.ID-,-,,
. DDCT\
Secondary Education '23
Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art in the
elementary, middle and junior high schools. For art teaching majors only.
(Prereq.: EDS 354 and PPST. Fall)
Art Methods (Senior High School)
(.5 course)
Procedures, materials and issues relating to the teaching of art in the
senior high school. (To be taken concurrently with 361. Prereq.: EDS 354
and PPST. Fall)
English Methods
Materials and methods suitable for students in secondary schools.
Emphasis on the preparation of lesson and unit plans. Some teaching
experience in a local high school. The study of adolescent literature is
included. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall)
Physical Education Methods (K-6)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world
language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem
Language Department. Joint Day School and WEC. Fall)
Physical Education Methods (7-12)
(.5 course)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Natural Science Methods
(-5 course)
Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom
textbooks and materials. Development of a file of teaching materials and
references. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Joint day school and WEC. Fall)
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary
school classrooms. Emphasis on instructional strategies and curriculum
development. Consult with the Education Department. (Prereq.: EDS 354
and PPST. Joint day school and WEC. Fall: WEC)
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and
theatre, and directing of co-curricular speech and theatre activities.
(Prereq.: EDS 354 and PPST. Spring)
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Spring)
'24
Secondary Education
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description.)(Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society an1
final theoretical preparation to approach student teaching. (Prereq.: senio:
standing, EDU 265 and PPST)
EDS 481,482, 483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervisio:
of college and secondary school personnel. Three courses required of all 7
12 licensure majors and four courses required of K-12 Art, Music, and
Physical Education licensure majors. ~ o kor
r more courses required of
double majors. (Prereq.: completion of all education coursework and
admission to the Department, PPST, P/N grading only.)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics wiU be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
See Department listing for a description ofthefollowing approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Internships and lndependent Study Courses:
EDS 199
Internship
See description on page 79. Student must consult with the departmental
Internship Coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 79.
EDS 399
Internship
See description on page 79. Prior to the beginning of the term, interested
students should consult with the departmental Internship Coordinator
regarding requirements and permission to register.
EDS 499
Independent Study/Research
See description on page 79. A projected program must be outlined which
meets the approval of education faculty.
Non-Licensure Education Majors -
on-Licensure Education Studies Major
3U 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264 Orientation to
Education (.5)
with EDS 252/EDE 263 Clinical
Experience
DU 210 Learning and Development
DU 353 Intemational Education
DE 352 or EDS 354 Creative Learning
Environments
DE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
DU 388 Human Relations
DE or EDS 399 Internship
DS 478 School and Society
. Select one from the following:
NG 223 Writing for Business and the
Professions
DL 325 Public Administration
3C 349 Complex Organizations
3C 362 and 363 Statistical Analysis
and Research Methods
SY 357 Behavior Analysis
SY 230 and 330 Research Methods I & II
. Select one from the following:
SY
SY
SY
SY
PC
WK
367
369
361
371
345
361
Behavior Analysis
Psychological Assessment
Personality
Psychology of Gender
Organizational Communication
Social Responses to Human
Needs
Other A, B course options may be
ossible. Students must achieve a minilurn grade of 2.0 in each Education course.
.minimum GPA of 2.0 in the major is
Non-Licensure Elementary Education
Major
Complete the same coursework as listed
in the Elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 Intemational Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Brain and Behavior
PSY 356 Environmental Psychology
PSY 359 Psychologcal Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 361 Social Responses to Human
Needs
Other course options may be possible.
Complete an academic minor or second
major. Minimum grade of 2.0 is required in
all Education courses. A cumulative, major,
and minor GPA of 2.0 is required for
graduation.
Minor
The Special Education minor offers 6
courses (5 plus 1prereq. for PSY course)
that encompass an interdisciplinary
perspective related to the field of disability.
The minor is designed to fit the needs of
students in various disciplines interested in
disability issues. This minor consists of a
minimum of six courses:
EDU 282 Introduction to Special
Education
EDE 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A cross
cultural perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of
Psychology
either course is a required prerequisite for
PSY 351,352,353, or 357.
EDU 282
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
EDU 495 Topic in Education: Only Topic
in Special Education
PSY 361 Psychological Assessment
PSY 357 Behavioral Analysis
Prerequisite: EDU 282, PSY 230
Students should contact the Director oj
Special Education at the outset of
coursework.
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues
related to schools, family and society are examined, as well as existing
attitudinal barriers and current methods of support. (Fall)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population
plus on-campus seminar. (Students planning to take this course should
consult with the Special Education Coordinator about a placement prior
to registering for the course. Prereq.: completion of special courses for
Special Education minor or consent of instructor. Spring)
'NCINEERINC
I
A
ugsburg College has cooperative
rrange&ents kith three universities to
low-the student to earn a Bachelor of Arts
egree from Augsburg College and an
ngineering degree from either the
rniversity of Minnesota Institute of
echnology, Minneapolis; Washington
rniversity School of Engineering and
,pplied Science, St. Louis, Missouri; or
Iichigan Technological University,
[oughton,Michigan. Because of the special
:quirements and opportunities of these
rograms, early consultation with the
,ugsburg Engineering Adviser is necesary. Applications for these programs
$quirethe recommendation of the
agsburg Enpeering Adviser.
ngineering Adviser
tuart Anderson
lniversity of Minnesota
The Institute of Technology and
~ugsburgcooperative arrangement
rovides for two dual degree engineering
rograms:
achelor of Arts/Bachelor of Engineering
B.A. / B.E.) enables students to receive a
'achelor of Arts degree from Augsburg
Iollege and a Bachelor of Engineering
egree from the University of Minnesota.
he program typically involves three years
t Augsburg and two years at the Institute
f Technology.
Students may apply for the program
fter completing the sophomore year. At
hat time, they will be informed of their
tatus in the program and any further
onditions necessary for final acceptance
to the program. Formal application to the
nstitute of Technology may be completed
luring the second semester of the junior
,ear at Augsburg.
Bachelor of ArtsIMaster of Engineering
(B.A. / M.E.) enables students to receive a
Bachelor of Arts degree from Augsburg
College and a Master of Engineering degree
from the University of Minnesota. This
program involves four years at Augsburg
and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./
B.E. curriculum with the addition of several
extra courses that are completed at
Augsburg during the senior year to
minimize the number of undergraduate
courses, if any, that students must take at
the University before proceeding through
the graduate curriculum. The number of
such courses varies by IT department and
area of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated
during the second semester of the junior
year at Augsburg. Formal application for
the program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University (Three Year Plan)
Michigan Technological University (Dual
Degree Plan)
These two programs enable students to
receive a Bachelor of Arts degree from
Augsburg and a Bachelor of Engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
12*
-
Engineering
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for
admission to the engineering school if they
will complete course requirements, have
the requisite cumulative grade point
average and are recommended by the
Engineering Adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg Engineering
Adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their
applications will be evaluated using need
and academic performance as criteria.
Minimum course requirements for
admission to the Dual Degree or ThreeTwo Programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four Mathematics courses are required:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 Mathematical Structures and
Reasoning I
MAT 247 Mathematical Structures and
Reasoning I1
Additional courses to meet general
education requirements and a total of 27
courses at Augsburg. Normally MAT 124,
125 or 145,146 and PHY 121,122 are taker
in the freshman year. Students interested i
Chemical Engineering also should take
CHM 351,352.
- ENG
T
hose who study. English
believe that
.
m intense concern for words, ideas, and
images helps people understand who they
Ire and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology, English is concerned with individual
and group behavior. With philosophy,
English is interested in ideas and in the
relation between meaning and language.
With science, English is interested in
discovering order and determining
structures. With speech and communication, English studies the effective use of
language. With history and the other social
sciences and humanities, English studies
the way people have acted and thought at
different times and in different cultures.
The Augsburg English Department
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine their
skills through working in Internships on
and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the Writing Lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary,
secondary and college education, joumal-
ism, government, law, the ministry, library
science, medicine, advertising, public
relations, publishing, writing and other
professions and businesses.
English Faculty
Kathryn Swanson (Chair),Candyce Clayton,
Robert Cow& Cathleen Dalglish, Pauline
Danforth, Douglas Green, Joan Grifh,
David Hudson, Susan Hyman, Diana
Kordas, Marilyn Kramer, Roseann Lloyd,
John Mitchell, Catherine Nicholl, Ronald
Palosaari, John S h t
Major
Nine courses above 111, including:
ENG 225 Intermediate Expository
writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature: Homer to
Dante
or ENG 272 European Literature:
Renaissance to the Modem
Period
Two survey courses in British literature
from:
ENG 331 British Literature: Medieval to
Elizabethan
ENG 336 British Literature: 17th and
18th Centuries
ENG 337 British Literature: the
Romantics and the Victorians
One Upper Division course in American
literature:
ENG 350 American Literature to 1920
or ENG 351 American Literature
,
Since 1920
One 400 level course
Two additional electives
130
-
English
Majors are encouraged to consult their
adviser
A student
with a
Or
program
that involves considerable work in the
English Department should also work
closely with an adviser in the Department.
English-Language Arts Teaching Major
10 courses, including those listed under the
maior. and:
ENG '345 Introduction to the English
Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in nonWestern literature (for example, ENG 361).
In addition, the ACTC courses, Communication Skills in the English Classroom
and Teaching Mass Media, are required.
Courses in early American literature,
Shakespeare, and film are recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English Department
and the Education Department in order to
meet the professional requirements within
the Education Department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
submit proposal to Department Chair by
Oct. 15 in senior year for Department
approval. Submit and defend paper before
faculty committee. Honors project may be
an Independent Study program (refer to
Departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an Upper Division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG
111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English Education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably Upper
Division). These courses must be taken
before the Department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of
students to determine their placement in
an appropriate writing class. Students who
do not show competence in composition
skills - such as stating and supporting a
thesis, organizing clearly, and constructing
paragraphs and sentences - are required
to enroll in ENG 101 Developmental
Writing where they receive more individual instruction than is possible in
ENG 111Effective Writing. These students
must pass ENG 101 Developmental
Writing before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG 111)
and Developmental Writing (ENG 101) can
-
English 131
elect the traditional grading system or P/N
grading in consultation withtheir instructor up through the last week of class
(without special permission/petition).
Students who choose to receive a traditional grade in either course will receive a
grade of N if their work is below a 2.0.
ENC 101
Prerequisites
Effective Writing is strongly
recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division literature course
is ENG 245
to Literature
or consent of the instructor.
Developmental Writing
A preparatory course for ENG 111Effective Writing, this course is
required of students identified by the English Placement Test as needing
additional preparation in composition. Students receive course credit, but
this course does not fulfill the graduation requirement in writing. The
minimum passing grade for this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and
writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically,
and revising for clarity and style. A Writing Lab is provided for those
needing additional help. The minimum passing grade is 2.0.
ENC 216
American Indian Literature
A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature
reflects and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses.
Testing determines placement in these courses, and testing, as well as
course performance, determines whether the ESL requirement is met.
Students continue in ESL until the requirement is completed. (Fall: ENG
217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing
for business and professional careers. The writing of reports, letters and
proposals is emphasized. Students are encouraged to use material from
their own areas of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing
ENG 111. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading
and writing. (Prereq.:ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of
creative writing and to various genres, emphasizing poetry and short
fiction, but including journal keeping and creative prose. (Prereq.: ENG
111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the
print media. Students consider how to recognize news, gather and verlfy
facts, and write those facts into a news story. An introduction to legal and
ethical questions is included. (Prereq.: ENG 111)
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and
historical evolution of the film medium. Includes the viewing and analysis
of both feature length and short films illustrating the international
development of film form and selected esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry and drama, drawing
on works from several periods, different cultures and races, and male and
female writers. Introduction to Literature aims in particular to develop
students' critical and analytical skills in reading literature and writing
about it as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to representative works that yield an understanding of
the Westem heritage and American world views. Themes could include
the emergence of national identity, the relationship between humankind
and God, the place of women and of racial and ethnic minorities in the
development of American thought. (Fall)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer,
Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference
to their mythological foundations, their cultural background, their
influence on later literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes,
Rabelais, Voltaire, and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
English 133
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
ENC 327
Advanced Journalism: Interviewing and Editing
Emphasis is on interviewing, organizing and writing the story, editing the
work of others, and learning layout and design. Students conduct interviews and critique the interview skills of others and laboratory sessions
devoted to layout and design. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development
of English poetry and drama in the English Renaissance. (Prereq.: ENG
245 or consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets to Blake, with attention to the historical, intellectual
and social influences and the major Literary movements. (Prereq.: ENG 245
or consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting
contribution to the forms of poetry and prose. (Prereq.: ENG 245 or
consent of instructor. Spring)
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creative writing in a single genre, as announced in the class schedule.
(Prereq.: ENG 226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues
concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, the
development of the English language, and the social impact of language.
(Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational
investigation and the interpretation of quantitative data in the writing of
expository essays and news reports. This course is designed for persons
wishing to explore the use of computer-assisted research and those
preparing to enter the communication professions. (Prereq.: ENG 225 or
ENG 227 or consent of instructor. MPG 111.)
ENG 350
American Literature to 1920
Reading and analysis of selected American writers from colonial times to
WWI. Issues relating to race, class, and gender, conceptions of the
individual in relation to society, and regional differences are studied.
(Prereq.: ENG 245 or consent of instructor. Fall)
'34 English
ENC 351
American Literature Since 1920
A study of some recent and contemporary works. Writers are selected to
represent the literary variety and the regional, ethnic and racial diversity
of the men and women who have responded significantly in literary
works to the changing conditions of modem American life. (Prereq.: ENG
245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestem, of the 20th century. (Prereq.:ENG 245 or consent of instructor.
Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. (Prereq.:ENG 245 or consent of instructor
All 400-level courses will involve some reading and study of literay criticism or, in the case of
writing classes, of what writers and/or composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th cen?
beginnings to the 20th century. Novels studied are selected from the
works of such authors as Defoe, Richardson, Fielding, Steme, Austen,
Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of
instructor. Alternate years)
ENC 438
Shakespeare
Study of major plays -comedies, histories and tragedies. Additional
plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the
conventions of professional writing, including appropriate styles, voice,
subjects, and techniques for gathering information. (Prereq.: ENG 225 and
consent of instructor. ~ l t e m a t years)
e
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches
with which graduate programs in English expect some familiarity. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literary and cinematic
texts. (Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Jhdividual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. Sample topics include Contemporary
Poetry and Women and Fiction. (Prereq.: consent of instructor)
English 135
lee Department listing for a description of the following approved elective:
'HR 325
Playwriting
nternships and Independent Study Courses:
.NC 199
lnternship
See description on page 79.
.NC 299
Directed Study
See description on page 79.
.NC 399
lnternship
See description on page 79.
.NC 499
Independent StudyIResearch
See description on page 79. Open to junior or senior English majors with
an overall GPA of 3.0 and consent of Department Chair.
lee listing under Interdisciplinary Studies.
T
he initial months after entering
college as a first year student are a period
of transition. The faculty and staff wish to
assist students in making a successful
transition to being college students and to
help them become part of this academic
community. Students are introduced to the
character of the College, its heritage as an
urban liberal arts college of the church, the
process of learning in a community where
ideas are valued and treated seriously, and
the logistics of being college students.
The First Year Experience (ME)
is
composed of three parts: Summer Registra-
FYE 101
FYE Seminar
tion, Fall Orientation, and the FYE Seminars.
Participation in the Fall Orientation
program and in the FYE Seminars is
required of all students who begin
Augsburg College as freshmen in the day
schedule program. Students who meet the
requirement satisfactorily by attendance at
and participation in an FYE Seminar will
receive a notation of a passing (P) grade f o
FYE 101 on their official transcript and a
0.25 credit. Students without a P for FYE
101 will not be permitted to graduate with
an Augsburg degree.
(.25 course)
A series of Fall term meetings with an M E adviser to discuss issues
related to becoming an active member of the Augsburg College comrnunity of learners. Discussion will be based upon readings from a variety of
disciplines and sources collected in the Augsburg Anthology. (P/N grading
only; evaluation based on attendance and participation.)
FOREIGNLANGUAGES
See listing under Modem Languages.
FRENCH
See listing under Modem Languages.
s
ome courses help to integrate learning
around topics in ways which are different
from the more traditional disciplines. Gen-
CST 009
Cooperative Education
era1 Studies includes specialized academic
enrichment programs, an integrative proseminar created by cooperating faculty.
(.O course)
Placement in a Co-op Education assignment, satisfactory completion of
the evaluation process, and participation in seminars conducted by
Cooperative Education staff. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize and
evaluate claims, this course is designed specifically to strengthen critical
thinking skills of entering students who are determined to need such skill
enhancementby the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and
improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary,
spelling, test-taking, concentration and memorization, conflict management, assertiveness training, and motivation strategies.
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/
cooperative education use that experience as a catalyst for learning about
the Twin Cities as an urban community system. Students do a series of 5-6
reflective assignments designed to introduce them to a systematic way of
thinking about how their particular organization functions in the larger
community. The semhar enables the student to meet the objectives of the
City Perspective. Permission of Instructor. Non-credit.
GERMAN
See listing under Modem Languages.
v
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the Department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
f l e d athlete as well as the occasional
participant will find ample opportunity for
athletic and develovmental activities.
The
Education
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in Physical
Education; men's and women's intercollegiate athletic programs; intramural
programs for men and women; and athletic
facilities for developmental and recreational activities.
The Health Education Department
prepares students for careers in school
health education and wellness. This
program offers a comprehensive health
component in examining prevention and
promotion needs for individuals, schools
and the community.
All Health and Physical Education
majors must receive a grade of 2.0 in all
courses with an HPE prefix applying to the
major.
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Richard Borstad, Marilyn Florian, Paul
Grauer, Alvin Kloppen, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Jeff Swenson
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
m E 320 School Health Curriculum
mE 390 Instructional Methods and
Materials
HPE 410 Administration and Supervision
of the School Health Program
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
-Child
or PSY 352 Developmental
Psychology: Adolescent and
Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
Health and Physical Education 139
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
HPE 101,110,114,115,216,320,390,
450, BIO 103. Students interested in the
Teaching Minor should consult with the
Health Education Department Adviser.
1 PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 231 Individual and Dual Sports
HPE 232 Dance
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
HPE 475 Prevention and Care of Athletic
Injuries
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
HPE 101,115,210 223,231,232,351.
There is no PE teaching minor in Minnesota
Public Schools.
Coaching Endorsement (not a major)
BIO 103 Human Anatomy and
Physiology
HPE 114 Health and Safety Education
HPE 310 Psychology of Sport
HPE 350 Kinesiology
HPE 475 Prevention and Care of Athletic
Injuries
HPE 489 Practicum (arrange through
Department Chair)
One course from:
HPE 476 Coaching of Football
HPE 477 Coaching of Basketball
HPE 478 Coaching of Hockey
HPE 479 Coaching of Track and Field
W E 480 Coaching of Baseball/Softball
HPE 483 Coaching of Volleyball
Internship in Athletic Training
BIO 103 Human Anatomy and
Physiology
W E 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 475 Prevention and Care of Athletic
Injuries
And advanced athletic training (ACTC
schools)
Also required: 1500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
140
-
Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modlfy personal health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to
the individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall and Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall and
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health
program. Includes common childhood health problems with an emphasis
on prevention. (Fall and Spring)
HPE 316
Human Sexuality
A study of the psychological, social and biological components of human
sexuality. Open to all students. (Spring)
HPE 320
School Health Curriculum (.5 course)
Techniques for developing a course of study based upon growth and
development for grades K-12. Special work units in nutrition and diseases.
(Prereq.: HPE 110. Interim - odd numbered years)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education.
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal bases, school health services and relationships to community health program and resources. (Prereq.: HPE 110.
Interim - odd numbered years)
HPE 450
Current Health Issues
(.5 course)
This course uses "critical thinking" skills to examine current health issues
in text and media from a sociological, political, economical and medical
perspective. (Prereq.: HPE 110. Fall - even numbered years)
-
Health and Physical Education 141
I PHYSICAL EDUCATION
IPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two Lifetime Sports meet the General Education
requirements. (Part-time students should consult with Department Chair.)
No course credit. (Fall and Spring)
IPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring)
IPE 210
Introduction to Physical Education
(.5 course)
History, principles and philosophy of physical education and sport.
(Spring)
IPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills
relative to physical activity. (Spring)
IPE 223
Team Sports
Theory and practice in team sports including history, rules and skill
development. (Spring)
IPE 231
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules and skill development. (Fall)
IPE 232
Dance
(.5 course)
Theory and practice in performing American heritage and international
folk dances. Practice in teaching and performing selected social dances.
(Interim)
IPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from
early childhood to grade 12 and the role of school-based health and
educationprograms for special needs and handicapped students.
(Fall)
IPE 310
Sport Psychology
(-5 course)
The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in
sports, and the effect that participation in sport or physical activity has on
the performer. (Spring - even numbered years)
IPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership and decision making for Physical
Education and athletic programs. (Prereq.: HPE 210. Fall)
IPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prerea.:BIO 103. Fall)
'42 Health and Physical Education
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiolog
cal principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health ant
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials and issues for teaching physical education in
grades K-6. An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair
for prerequisites. Fall)
HPE 368
(.5 course)
Physical Education Methods (7-12)
Procedures, materials and issues for teaching physical education in
secondary schools. (Consult with Department Chair for prerequisites.
Spring)
HPE 473
Physical Education Curriculum
(.5 course)
Examination and preparation of materials and resources for physical
education with laboratory experience. (Prereq.:HPE 210. Fall)
HPE 475
(.5 course)
Prevention and Care of Athletic Injuries
Preventing and treating common athletic injuries. Practical experience in
taping and training room procedures. (Prereq.: BIO 103, HPE 350. Interin
HPE 476
Coaching of Football
(.5 course)
Theory, technique and administrative aspects of coaching football.
(Fall - odd numbered years)
HPE 477
Coaching o f Basketball
(.5 course)
Theory, technique and administrative aspects of coaching basketball.
(Interim - odd numbered years)
HPE 478
Coaching of Hockey
(.5 course)
Theory, technique and administrative aspects of coaching hockey.
(Interim - even numbered years)
HPE 479
(.5 course)
Coaching of Track and Field
Theory, technique and administrative aspects of coaching track and field
(Spring - even numbered years)
HPE 480
Coaching of Baseball/Softball
(-5 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Spring - odd numbered years)
HPE 483
Coaching of Volleyball
(.5 course)
Theory, technique and administrative aspects of coaching volleyball.
(Interim - odd numbered years)
HPE 489
Health and Physical Education 143
[ternshipsand Independent Study Courses:
PE 199
Internship
See description on page 79.
PE 299
Directed Study
See description on page 79.
PE 399
Internship
See description on page 79.
PE 499
Independent Study/Research
See description on page 79. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The
distinguished medievalist J.R. Strayer
expressed it this way: "No community can
survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as
much as by laws, which is to say that we
are ruled by the collective memory of the
past. It is the memory of common experiences which makes scattered individuals
into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating
the future. History majors are prepared to
be active and contributing members of
their society. The study of history, which
has long held a major role in the liberal
arts, is an entry to elementary and secondary education, graduate study in several
fields, and a wide range of employment
opportunities which require abilities in
communication, conceptualization, and
processing of information.
History Faculty
Richard Nelson (Chair),Jacqueline deVries,
William Green, Donald Gustafson, Christopher Kimball
Major
Eight courses plus one seminar. At leas
four of these courses must be Upper
Division. A major must have at least one
course (either survey or upper level) from
each of the four areas: ancient and medieval; modem Europe; U.S.; and nonWestem.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis fron
the Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
Five courses, at least t h e e of which
must be Upper Division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the junio
year; two years of a foreign language at thc
college level (or its equivalent); an honors
thesis (equal to one course credit) to be
defended before a faculty committee.
History 145
Prerequisites
First year students should enroll in
me or more of the 101-104 courses. 200eve1 courses are normally reserved for
ophomore or Upper Division students.
Jpper Division courses are numbered
100and above.
llS 101
llS 102
llS 103
l l S 104
l l S 220
l l S 221
llS 222
Satisfactory completion of a Lower
Division course is normally required before
enrolling in an Upper Division course. See
instructor for permission.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical
world of Greece and Rome, and the Middle Ages of Europe into the 13th
century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of
the Middle Ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia
and Africa of the last 200 years.
America to 1815
A survey of the contacts between American, African, and European
cultures and the political, religious, and racial diversity which formed
colonial life including a study of independence, expansion, and democratization of the new republic.
19th Century U.S.
A survey emphasizing cultural, social, political, and economic changes
resulting from immigration, expansion, sectionalism, slavery, Civil War,
and Reconstruction.
20th Century U.S.
A survey focusing on the nation's adjustment to industrialization and
urbanization, the emergence of the U.S. as a world power, the rise of a
strong federal government, the implications of increasing racial and ethnic
diversity, and the impact of affluence.
146
-
History
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of
frontier urbanization, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform.
HIS 228
American Legal History
An examination of the social, economic and intellectual factors in American history which, combined with English and cclonial antecedents,
contributed to the emergence of our modem legal system.
HIS 241
Topics in African-American History
Selected topics in African-American history not regularly examined in
other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions
of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 2461371
The American and Scandinavian Shared Heritage
Key aspects of the cultural history of the United States and Scandinavia
from the 19th century to the present with emphasis on the Atlantic
migration and the similarities and differences between these cultures.
(Offered only in the Augsburg College/Ostfold, Norway program. See
International Studies)
HIS 31 1
Topics in Women's History
Exploration of selected topics in women's history not regularly examined
in other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian
period through European exploration and settlement to the present,
emphasizing American Indian contributions to world culture, tribal
structure and inter-governmentalrelations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly
examined in other departmental offerings. The specific topics to be offerec
will be announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through
the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, the emergence of the
. . A
. ...
History
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings
through the age of industrialization to the present, including the dynamics
of urban growth and planning, politics and reform, and the growth of
urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th
and 20th centuries, emphasizing the nature of work, working class life and
community, evaluation of organized labor, and the relationship of
workers and union to the state.
HIS 346
Namibia and South Africa: An Historical Perspective
A survey of Namibia and South Africa including the experience of
indigenous peoples, the impact of South African occupation, the war for
independence, and the roots of apartheid and its institutionalization.(For
offerings see International Studies)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's
historical development from pre-Colurnbian times to the present day.
(For offerings see International Studies)
HIS 352
Modern Germany
A survey of the social, political and cultural development of Gemany
after 1871 focusing on the question of Germany's sondenveg (special path)
and examining such topics as romanticism, unification, the rise of National Socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources
will include literature, film, music, and artwork) to explore a period of
dramatic change in British politics, society, culture and international
status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing,
achievement in the arts, religion and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's
contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance
and the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe
L
A
.
.
.
.I
L
-
-
- -
-
..
147
- History
public roles, sexuality, life cycles and familial roles in the Renaissance,
early American, Edightment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
A continuation of HIS 380. Emphasizing class, racial and ethnic differences among women, this class examines the changing legal, political,
economic, social and sexual status of women in Europe and North
America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history which are not included
in regular course offerings. The specific topics to be offered will be
announced prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and
conflict, the building of European empires in Asia and the Americas, and
the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major and enrollment is normally restricted
to students who have nearly finished their course work. Selected topics
will be announced prior to registration. Permission of the instructor is
required. (Offered at least once each year, during the Fall term.)
lnternships and Independent Study Courses:
HIS 199
Internship
See description on page 79.
HIS 299
Directed Study
See description on page 79. A maximum of one course in Directed Study
may be applied to the major.
HIS 399
Internship
See description on page 79.
HIS 499
Independent StudyIResearch
See description on page 79. A maximum of one course in Independent
Study may be applied to the major. (Prereq.: 3.5 GPA in History)
I
nterdisciplinary Studies covers a
oad spectrum of experience and course
ork. Through Interdisciplinary courses,
udents gain greater insight and undermding of cultures and perspectives
fferent from their own. Through these
.periencesstudents are better prepared
become contributing members of the
obal community.
Augsburg also offers students the
)portunity to major and minor in
'omen's Studies, and to minor in Metrorban Studies and American Indian
udies.
For other Interdisciplinary course
itings, see International Studies.
American Indian Studies is a minor that
ves students the opportunity to learn
,out the original, indigenous cultures of
4s 105
North America. Courses are cross-disciplinary representing religion, language, art,
history, English and women's studies
departments. Interdisciplinary courses are
offered as well in cinema and contemporary issues. This integrated course of study
exposes students to the beauty and richness
of the diverse tribal cultures still existing in
our c o w today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian Studies to get a minor.
The only requirements are INS 105 and at
least one Upper Division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
Studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation
and urban issues, cross-cultural influences, art, music and language.
(Required for American Indian Studies minor.)
JB 111, OJB112 Beginning Ojibwe
NC 216
I S 233
(See Modem Languages for course description.)
American Indian Literature
(See English Department for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues conceming the biological,
evolutionary and historical origins of women's roles and status in society.
- Interdisciplinary Studies
Comparative roles of women are examined in tribal contexts across
various indigenous cultures. Studies include the role of women in Native
American and African tribes, peasant societies of eastern Europe, Mexico
the Middle East and China. (Cross-listed with the Women's Studies
Department.)
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United
States since the Indian Reorganization Act (1934).Emphasis is on such
current issues as tribal sovereignty, treaty rights and education. The
tension of cultural change and religious, traditional persistence among
selected American Indian tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood anc
television, are studied. Films are viewed from 1913 to the present in orde
to provide an understanding of how American Indians were portrayed ir
film historically, how this image has evolved over the past century and is
reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Art Department for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their
contributions to Indian community life today. (Prereq.: one course in
Women's Studies or American Indian Studies or consent of instructor.
This course also applies to Women's Studies.)
HIS 326
American Indian History
(See History Department for course description.)
REL 370
American Indian Spirituality and Philosophical Thought
(See Religion Department for course description.)
REL 231
Religion in African-American History
(See Religion Department for course description.)
INS 232
The African-American Experience in America
An o v e ~ e w
of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience.
HIS 241
Topics in African-American History
(See History Department for course description.)
Interdisciplinary Studies 151
Metro-Urban Stcldies is a transdisci)linary major and minor taught by faculty
n sociology, economics, history, political
icience, psychology and other related
iisciplines. The Metro-Urban Studies
wogram seeks to blend classroom and field
:xperience, theory and internships whch
ocus the content of liberal leanring on the
netropolitan community and the process
)f urbanization.
The Metro-Urban Studies major and
ninor are designed to provide underpaduate preparation for postgraduate
;tudies in planning, architecture, law,
sublic administration, environmental
;tudies, social welfare, government,
:omunity organization and theology.
t'he program and General Education City
>erspectiveintroduce students to the wide
rariety of developing careers related to
lrban and metropolitan affairs and equip
itudents with the analytical and theoretical
001s required to understand the metropolian community.
Internships, Community Service,earning and Cooperative Education are
ivailable as ways to enhance the quality of
he major and make fuller use of the
!xtensive metropolitan opportunities
ifforded by the College's location. The
ligher Education Consortium for Urban
4ffairs (HECUA) and Associated Colleges
)f the Twin Cities (ACTC) enrich the
~verallprogram.
Metro-Urban Studies Faculty
2arry Hesser (Director, SOC), Andrew
4oki (POL), Jeanne Boeh, (ECO), Robert
Zlyde, Norman Ferguson (PSY), Chris
Gmball (HIS),Michael O'Neal (SOC)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the
Modem Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
PSY 356 Environmental Psychology
SOC 362 Statistical Analysis
or MIS 379 Quantitative Methods for
Business and Economics
SOC 363 Research Methods
or POL 484 Political Analysis
Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus one additional approved urbanrelated course. (Courses fulfilling the City
Perspectives generally meet the urbanrelated requirement.)
HECUA off-campus programs are
highly recommended, especially the MUST
Twin Cities program. Students interested in
graduate school are encouraged to take
ECO 113 Principles of Microeconomics.
Minor
POL 122, SOC 211, HIS 225 and two of
the following: PSY 356, HIS 335, SOC 381 or
INS 399.
The Internship, INS 399, is highly
recommended where appropriate. Other
combinations are feasible if approved by
the Director of the Program.
15*
-
Interdisciplinary Studies
Internships and Independent Study Courses:
INS 199
Internship
See description on page 79.
INS 299
Directed Study
See description on page 79. (Prereq.:POL 122 or SOC 211)
INS 399
Internship
(2 course credits)
See description on page 79. Internships place students with sponsoring
organizations that provide supervised work experience for a minimum of
24 hours a week.
INS 498
Independent Study - Metropolitan Resources
An independently designed course which a student (or group of students)
develops utilizing the metropolitan resources available, e.g., lectures,
symposia, performances, hearings. The course is designed in consultation
with and evaluated by a Department faculty member. (Prereq.: POL 122 oi
SOC 211 and consent of instructor)
INS 499
Independent StudyIResearch
See description on page 79. (Prereq.: POL 484 or SOC 363)
INTRODUCTION TO URBAN STUDIES
OPTIONS THROUGH HECUA
Augsburg co-founded and plays a
leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinaryfield learning programs of exceptional quality, located in
Scandinavia, South America, Central
America and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinaryreadings connect experiences and direct observation
with theory and research on the impact of race, class and gender on social
inequality and unequal urban development. Competing theories and
strategies for urban and neighborhood development are examined in the
context of dominant ideology and perspectives of people who challenge it.
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods provide varying - at times competing -views on the Twin Cities
Interdisciplinary Studies 153
and oral history provide data to idenhfy inequality and to assess theories
and strategies for explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 79.
11. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers and
community organizers for understanding the differences between formal
institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and
culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions
integrate aesthetic theory and artistic expression with issues of social
change and activism.
INS 399
Internship
See description on page 79.
Major
(Formerly Scandinavian Area Studies)
Nordic Area Studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway and Sweden) not
only as a geographical area, but as an
integrated cultural region with a shared
history, common values, and a high degree
of political, social, and economic interdependency. Courses in Nordic Area Studies
postulate a Nordic regional identity as a
context in which to appreciate the differences between the five individual countries
and to understand the complexity of their
interactions among
. themselves and the
global community.
Coordinator
Eight Upper Division courses.
Minor
Four Upper Division courses.
Other Requirements
Note: At least four of the Upper
Division courses required for the major
must be Augsburg courses. The remainder
may be transfer credits included in the
major on approval of the program coordinator. Students graduating with a major or
minor must also present the equivalent of
intermediate level competence in a
Scandinavian language. See Norwegian
language course listings under the Modem
Language Department.
Recommended supporting preparation:
Study in Denmark, Norway, Sweden,
Finland or Iceland (see International
- Interdisciplinary Studies
Metro-Urban Studies, SUST or Oslo Year
Program), and elective courses or a second
major such as Norwegian, History, Political
NAS 330
Science, Urban Studies, Business Administration, International Relations, Sociology
or Social Work.
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian
language required. (Fall: alternate years)
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion
is based on reading selected works in translation from all five Nordic
countries. Norwegian majors will be required to do appropriate readings
and written work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th
century dramatists. Lectures provide a context for understanding the
development of Nordic drama. Norwegian majors will do appropriate
readings and written work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term.)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term.)
ART 382
Scandinavian Arts
(See Art Department.)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term.)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term.)
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 79.
NAS 299
Directed Study
See description on page 79.
NAS 399
Internship
See description on page 79.
NAS 499
Independent StudyIResearch
See description on page 79.
I
nternational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen from
a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for an
Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give
students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their
studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in History, Political Science,
International Business or a foreign language. Numerous combinations of majors
and minors are possible with the Intemational Relations major.
Director
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four tenns of college
work in a modem language
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 352,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331, SPA
332, NAS 330 (See Modem Languages.)
Interim courses, seminars, Independent
Study, topics courses and courses at other
colleges/universities can be considered
here with the approval of the Program
Director, as well as a fourth term or higher
of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
GPA of 3.6 in the major; 3.0 overall.
In addition to fulfjlling the requirements
for the major, the student must complete
an Honors Thesis no later than March 1of
the senior year and must defend the thesis
before a faculty committee. Students should declare their intention to
complete an Honors Major by the end of
their junior year.
Minor
ECO 112 or 113, HIS 103 or 104, and
'26
International Studies
POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Note: Only the fourth or higher term of
languages counts toward the major;
1
nternational Study at Augsburg College
is intended to motivate students to act
responsibly and effectively in society by
expanding their awareness of other
cultures, deepening their understanding
of the human condition on a global scale,
and helping them to understand the
connections between social justice and
global interdependence. The Center for
Global Education administers international study opportunities available
to Augsburg students.
Study abroad is an integral part of
several majors at Augsburg, but will add
an international dimension to any academic program. Students majoring in a
variety of disciplines, from the natural
sciences to mathematics, study abroad each
year. Students normally receive the same
number of course credits abroad as they
would if studying on-campus. Courses
abroad can fulfill major, distribution1
general education and graduation requirements when approved by the Director of
Academic Programs Abroad and appropriate faculty before departure.
prerequisite courses or competencies
cannot be credited toward the 13 required
courses. Students should confer with the
Program Director about regional and
disciplinary concentrations possible within
the major; for example, a concentration in a
geographic area or one of the major
disciplines in the program.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus
through the Center for Global Education.
Students must apply by Dec. 15 for study
off-campus for the next year. The cost for
many programs is equivalent to full room,
board and tuition for a semester on-campus
plus airfare. Financial aid is granted on the
same basis as on-campus study.
International study programs approved
through Augsburg are listed below. For
information on these or other programs,
contact the Director of Academic Programs
Abroad.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
International Studies
?erspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
:onducted in Mexico, Central America,
Vamibia, and Norway. Students experience
three distinct types of living situations,
which include living with other participants in a community house, spending
several days in a rural setting and several
weeks living with host families. They also
travel together on two-week seminars: in
Mexico to Central America, and Namibia to
South Africa.
I WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) - FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
~pprovedfor credit in Women's Studies. Application deadline is April 1.
5PA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Mexican instructors.
(Required course. Placement level determined by Program Director.)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women.
Latin American development and educational theories and practices are
examined, as well as social change strategies.
POL 359
Topics: Women in Comparative Politics -Women in Latin America
An examination of critical global issues affecting Latin America and the
impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade,
political ideologies, and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging "Theology of Liberation."
I GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmentalpolicies on the lives of women and men
from varying economic classes and ethnic groups in Mexico and Central America. Students
2xamine this complex web of issues and how the people of Mexico are responding to
pressures on family, society, and the natural environment. Application deadline is Oct. 15.
157
'58
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks, taught by Mexican instructors. (Placementlevel determined by
Program Director.)
SPA 356
Latin American Literature - 20th Century Voices
Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry,
and testimonials of indigenous peoples, Central American refugees.
SOC 286
Social Stratification
Students examine the key social, political and economic forces which have
shaped the experience of women and men in the region. Particular
attention is paid to the forms, causes and consequences of inequality
which exists in Latin American societies.
REL 311
Theology, Ethics, and The Environment
This course focuses on the ethical implications of policies which affect the
environment in Mexico and Central Ameria. Students examine different
religious and ethical perspectives and visit a variety of sites where
environmental devastation has taken place, as well as ecological reserves.
SOUTHERN AFRICA SOCIETIES IN TRANSITION (NAMIBIA)
- FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained
independence and is making a transition from colonialism to independence. Students will
explore the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice and human rights and examines basic
theories of development as well as particular strategies of development
that are being implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with
people representing a variety of religious perspectives and roles within
churches and religious organizations.
HIS 346
Namibia and South Africa: An Historical Perspective
This course is an overview of the history of Namibia and South Africa,
including the experience of indigenous peoples, the impact of occupation
by South Africa and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the
legacy of apartheid in Namibia with particular focus on the social and
political movements that have evolved in the struggle for independence.
International Studies
I AUGSBURG COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR
Augsburg, in cooperation with the University of North Dakota and the city of Moss,
~ffersthis semester or year-long exchange program in Moss, Norway. Twenty U.S.
itudents and 20 Norwegian students join to explore the cross-cultural dimensions of a
~arietyof fields. To be discontinued in Fall 1997.
UOR 1111112 Beginning Norwegian
This course aims to develop the four basic language skills of speaking,
listening, reading and writing. Special emphasis is placed on helping
students learn to use Norwegian in their daily lives. Television, movies,
newspapers, and visits by native Norwegians are utilized.
IlS 2461371
The American and Scandinavian Shared Heritage
An exploration of key aspects of the cultural history of the United States
and Scandinavia from the 19th century to the present. Emphasis is on the
Atlantic migration and the similarities and differences between these
cultures, especially in their movement from agrarian to industrial society.
UAS 2501350 Comparative Social Structures in Scandinavia and the United States
This course examines concepts basic to the study of sociology, including
group interaction, social institutions and culture. It also explores the
development and current status of social structure in Scandinavia and the
United States.
iPC 332
Intercultural Communication
This course explores both the opportunities and the problems associated
with communication between people from different cultural backgrounds.
Factors such as ethnocentrism, stereotyping, prejudice, role expectation,
values, and non-verbal symbols are examined.
iPC 346
Theories of Communication and Media
This course explores the relationship between communication and media
by examining texts, ideas, media products, and technical facilities. Special
attention will be given to the social, psychological, ethical and demographic issues from U.S. and Scandinavian cultures.
'OL 250
Comparative Politics: Scandinavia and the U.S.
This course examines the political and administrative systems of the U.S.
and Scandinavian countries with an emphasis on Norway. Particular
attention is given to the common origins of political tradition and practices in the U.S. and Norway.
I SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR,
NICARAGUA - FALL
This program introduces students to the key issues facing the Central Americans. For
wo decades the people of Central America have been in upheaval and have experienced
imdamental social and political change. Students examine the impact of revolution and
:ivil war on the lives and culture of the people and the environment of Guatemala, El
ialvador, and Nicaragua. Application deadline is April 1.
159
1
60
-
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Guatemalan instructors.
(Placement level determined by Program Director)
SOC 267
Cultural Ecology
This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization
and modernization on indigenous cultures.
ECO 325
Sustainable Development
This course examines the concepts of economic development and growth
in the "Third World." Students are introduced to the theories of economic
development and definitions of sustainable development. They study the
relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past
and present, given the factors of political oppression and social injustice.
Students examine the "theologies of liberation."
W WOMEN AND DEVELOPMENT:A SOUTHERN AFRICA PERSPECTIVE (NAMIBIA)
SPRING
-
This intensive travel and study program is designed to introduce participants to the
central issues facing Southern Africa, with emphasis on the experience of women. The
program introduces students to the struggle of women in Southern Africa, to the history
of their role in society and to the situation that exists for women in Africa. Application
deadline is Oct. 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A farnily stay will serve as a laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice, and human rights, with special emphasis
given to the experience of women. The course examines basic theories of
development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people
representing a variety of religious perspectives and roles within churches
and religious organizations.
POL 359
Topics: Women in Comparative Politics - Southern Africa
This course is an integrative seminar focusing on the participation of
women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia.
International Studies
THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Colombia
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language
experience and field study. The cost is
equivalent to full tuition, room and board
for one semester on-campus plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)
- FALL
This interdisciplinaryprogram focuses on the contemporary Scandinavian societies
and issues of the development of cities, urban problem solving and urban life. Local,
regional and international field study and site visits in Scandinavia and the former Soviet
Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the Chair of the
Modem Language Department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world
of super powers and their role in issues of peace, conflict resolution and
arms control, East-West relations, European security, trade and the Third
World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as
reflected in its art and literature. Selected works for s w e y of Norwegian
history with emphasis on the contemporary period. Field study, site visits
(theaters, museums, galleries) and discussions with artists active in a
variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices
as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional
cultures to urbanized and advanced industrialized nations. Emphasis on
Norway, with field travel to other capitals for a comparative view.
161
16*
-
International Studies
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL
This semester in the city program is located in either Bogota, Colombia or Quito,
Ecuador. This interdisciplinaryprogram focuses on the relationships between Third
World development and the consequences of urbanization, especially inequality in Latin
America. Analyses of competing theories of development are integrated with field study
in the host city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language
emphasizes acquisition of skills for maximum participation in SAUS
program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics,
culture and arts with emphasis on program sites as case studies. Focus is
on economic development issues, theories and models applicable to
Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin
America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies and urban elites.
Models and theories of urbanization and development are compared.
INS 363
Wealth, Poverty and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis
on field study in barrio communities and site visits to public and private
agencies dealing with urban problems.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)
- FALL OR SPRING
This interdisciplinaryprogram enables the student to combine intense involvement in
a community-based organization with the study of community development process and
the increase of language skills.
CULTURE AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR - SPRING
This interdisciplinaryprogram focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express
a variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as
manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships
International Studies 163
among art, ideology and society. Intensive readings include works by
theorists from Europe, the U.S. and Latin America.
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their
implications, with special attention to ideologies of diffusion, dependence
and Marxism.
Internships and Independent Study Courses:
Check with the spec$c International Studies program directorfor requirements in the program.
INS 199
INS 299
INS 399
INS 499
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
See listing under Business Administration,
Accounting and Management Information
Systems.
A
t least since Socrates, scholars have
appreciated the value of mathematics in
developing the skills of critical thinking,
understanding abstract concepts, and
analyzing and solving problems. Coupled
with the more modem needs of quantitative reasoning, these skills are still essential
for any liberally educated person. Mathematics courses at Augsburg are intended
to help develop these skills in three ways.
Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should
include a variety of perspectives on our
culture and heritage, a study of mathematics and its influences is an important part
of a liberal arts education.
The Department aims to provide its
majors with skills necessary to serve the
larger community through a variety of
careers. Mathematics majors are prepared
for graduate school or work in industry or
service professions. Students may pursue a
concentration in applied mathematics or
the more traditional major. Internship and
Cooperative Education options help
students take advantage of Augsburg's
proximity to the many technically-oriented
enterprises in the city.
Additionally, an increasing number of
academic disciplines require a working
knowledge of the tools of mathematics.
This Department serves students majoring
in a wide variety of fields. Toward the goal
of serving students with a diversity of
needs, the Department uses a calculus
curriculum in which students leam
concepts in the context of learning skills of
mathematical investigation. A major
federal grant supported the development
of this AUGMENT curriculum.
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
Major
Eight courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 AUGMENT Calculus 111
MAT 246 AUGMENT Linear Algebra
MAT 314 Abstract Algebra
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
CSC 170 Structured Pronrarnminn
or CSC 270 FORT&
or CSC 272 Unix and C
And three electives from MAT courses
above 200, at least two of which are above
300.
.,
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
licensure requirements. For many years,
however, the mathematics requirements f o
licensure have been the same as for the
major, with the electives specified as MAT
351, MAT 373, and MAT 441.
Mathematics
Mathematics Major with concentration in
Applied Mathematics
Ten courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus I1
MAT 245 AUGMENT Calculus JlI
MAT 246 AUGMENT Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
PHY 121 General Physics I
PHY 122 General Physics 11
CSC 170 Structured Programming
or CSC 270 FORTRAN
or CSC 272 Unix and C
And three electives from:
bMT/PHY 327 Special Functions of
Mathematical Physics
MAT 328 Complex Analysis
MAT 355 Numerical Analysis
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 481 Topics in Mathematics (must
be approved)
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Honors Major
GPA of 3.5 in the major, 3.1 overall, and
Independent Study at an advanced level.
Mathematics Minor
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus II
hlAT 245 AUGMENT Calculus m
MAT 246 AUGMENT Linear Algebra
or MAT 247 Modeling and
Differential Equations
And one elective above MAT 300.
Note: At least one mathematics course
above 200 must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, the student must have appropriate
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students
who have transferred in a college-level
mathematics course taken at another
college may have their Math Placement
Group determined by the Registrar's
Office. Students who have passed the
College Board Advanced Placement Exam
should consult with the Mathematics
Department. All other students must take
the Augsburg Math Placement Exam. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group may
work with the Academic Enrichment
Center to take the appropriate MAT course
or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic
Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
165
-
166
Mathematics
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic and other models. Emphasis
on applicationsto the social and natural sciences, business and everyday
life. Successful completion advances students to MPG III. Students in
MPG 111or IV should consult the department, as should students preparing for MAT 114. (Prereq.:MPG I1 and either a year of high school algebra
or consent of instructor)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric
functions. For students planning to take MAT 145. Students who have
completed MAT 145 or calculus may register for credit only with consent
of instructor. Successful completion advances student to MPG N.(Prereq.:
MPG m)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear
programming and graph theory. (Prereq.: MPG III. Fall, odd years)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the
social and behavioral sciences. Students who have completed MAT 145
may not register for credit. (Prereq.:MPG 111. Offered occasionally)
MAT 131
Mathematics for the Liberal Arts
An examination of the interactionbetween the development of mathematics and that of civilization. Primarily for students not intending further
study in mathematics. Students who have completed MAT 145 may not
register for credit. (Prereq.:MPG III. Offered occasionally)
MAT 145,146 AUGMENT Calculus 1 & 11
Concepts of calculus. Emphasis on skills of mathematical investigations.
(Prereq.:MPG IV for MAT 145; MAT 145 or consent of instructor for MAT
146. Fall: MAT 145; Spring: MAT 146)
MAT 153
The Beauty of Fractal Mathematics
Concepts of fractal geometry. Emphasis on using computer software to
experience mathematics as a form of artistic expression. (Prereq.: MPG III.
Offered occasionally)
MAT 245
AUGMENT Calculus Ill
Concepts of vectors and multivariable calculus. Emphasis on using logical
structures to read proofs. (Prereq.: MAT 146. Fall)
MAT 246
AUGMENT Linear Algebra
Concepts from linear algebra and other fields such as dynarnical systems,
analysis, number theory, and abstract algebra. Emphasis on using logical
structures to write proofs. (Prereq.: MAT 245. Spring)
MAT 247
Modeling and Differential Equations
A --l:--L.---
'2--
- -.-:A-
- L 2:--:-1:---
E--L--:-
-- --LL---L--I
Mathematics
modeling, differential equations and numerical methods. Part of AUGMENT program. (Prereq.: MAT 245. Spring)
MAT 314
Abstract Algebra
Concepts such as groups, rings, integral domains and fields. (Prereq.:
MAT 246. Fall)
MAT 324
Analysis
Concepts of calculus in a more abstract setting. (Prereq.: MAT 246 or 247.
Spring)
MAT 327
MAT 328
Special Functions of Mathematical Physics
(See PHY 327)
Complex Analysis
Concepts such as complex functions, limits, derivatives, integrals, series,
conformal mapping and applications. (Prereq.: MAT 246 or 247. Fall, even
years)
MAT 351
Modern Geometry
Concepts such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 246. Spring, even years)
MAT 355
Numerical Analysis
Concepts such as approximating solutions of nonlinear equations, linear
systems of equations and differential equations, curve fitting, and error
analysis. (Prereq.: MAT 245, computer programming course. Offered
occasionally)
MAT 363
Chaotic Dynamical Systems
Concepts such as periodicity, bifurcation and many aspects of fractals.
(Prereq.: MAT 246 or 247. Spring)
MAT 373
Probability and Statistics I
Concepts such as enumeration techniques, discrete and continuous
probability distributions, Chebyshev's inequality and the central limit
theorem. (Prereq.: MAT 245. Fall)
MAT 374
Probability and Statistics II
Concepts such as sampling distributions associated with the normal and
other distributions, methods of estimation, hypothesis testing, regression,
analysis of variance and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 441
Foundations of Mathematics
Concepts such as set theory, logic, axiomatics, and development of the
real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring, odd
years)
MAT 481
Topics in Mathematics
Study of an advanced topic. (Prereq.: MAT 246 or MAT 247 and consent of
instructor. Interim or Spring)
- Mathematics
MAT 491
Mathematics Colloquium
(.O course)
Information about contemporary developments, career opportunities, and
other interesting ideas in mathematics presented by students, faculty
members or outside visitors. Carries no course credit. (Fall, Spring)
Internships and lndependent Study Courses:
MAT 199
lnternship
See description on page 79.
MAT 299
Directed Study
See description on page 79.
MAT 399
lnternship
See description on page 79.
MAT 499
lndependent StudyIResearch
See description on page 79.
METRO
URBAN
STUDIES
See listing under Interdisciplinary Studies.
T
he Modem Languages Department at
Augsburg College contributes many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The Department is
committed to the view that education
should go beyond career preparation and
that familiarity with the language and
culture of another people is an essential
step in the development of a truly global
perspective.
The Modem Languages Department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian and Spanish. Introductory courses in Arabic, Ojibwe and
Russian are offered at Augsburg, and
courses in Chinese, Japanese, Latin and
Greek are available to Augsburg students
through the College's affiliation with
ACTC, a consortium of Twin Cities
colleges.
In addition to courses in language and
culture, the Department offers linguistics
courses in which students may go beyond
the study of individual languages to
investigate the general principles that
operate in and shape all languages.
Knowledge of several languages,
perhaps combined with the study of
linguistics, is essential in preparing for
careers in second-language education and
translation, but also represents a valuable
special qualification in many other professions. Students anticipating careers in
international business, social work, the
diplomatic corps, the health professions, or
the ministry may wish to take a second
major or minor in modem languages. In
addition, a minor in languages or linguistics is a valuable research tool for those
intending to pursue graduate study in most
academic disciplines.
Modern Languages Faculty
Frankie Shackelford (Chair), Ruth Aaskov,
Mary Kingsley, Pary Pezeckian-Weinberg,
R o m h Soto, Donald Steinmetz
Major
Majors must take nine Upper Division
courses, five to seven of them at Augsburg
and two to four on an approved studyabroad program.
The major consists of 9 Upper Division
courses including: 350; two courses in
culture; two courses in language (311 or
above); two courses in literature; two
electives (from any of the three areas
above).
Minor
Minors must take at least two Upper
Division courses at Augsburg. 311 is a
prerequisite to all other Upper Division
courses.
The minor must include four courses
above 212, including one each in language,
literature and culture.
Honors Major
Majors seeking Departmental honors
must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA
overall and honors thesis demonstrating
ability in Independent Study for one course
credit. Consult Department Chair for
details.
'70
Modern Languages
Transfer Students
Teaching Licensure
Transfer students intending to major or
minor in languages must take a ininimum
of one Upper Division course per year at
Augsburg. See Department faculty for
limits on non-Augsburg courses.
Teacher candidates in French, German
and Spanish must consult with the Department of Education for specific information
and enrollment in the program as well as
for information on Special Methods
courses. All transfer teacher candidates,
including those who have completed a
college language major elsewhere, must
take at least two courses in language,
literature, or culture at Augsburg. A 3.0
average in Conversation and Composition
(311) is a Departmental requirement for
teaching majors. Licensure requires
successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
Study Abroad
Study abroad is required of all language
majors (minimum of one semester) and
highly recommended for minors. An
advanced-level Internship in the major
language (399) or an interdisciplinary
Internship (INS 199), linking language
skills with community service and career
exploration, is strongly encouraged.
W CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French
Aimed to develop communication skills of understanding, speaking,
reading and writing. Through conversations, classroom practice and
readings, these courses work toward the discovery of French culture and
way of life. Four class meetings per week. Laboratory work is an integral
part of the course. (Fall: 111;Spring 112)
FRE 211, 212
Intermediate French
Selected articles, interviews and literary readings are the basis of practice
in communication, vocabulary building and developing greater ease in
reading and writing French. Review of basic structures and grammar.
Laboratory work. (Fall: 211; Spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English
Modern Languages 171
translation. Through assigned readings, class discussion and written
reaction, students become acquainted with artistic qualities and culturalhistorical sigruficance of these works. Sophomore standing. Does not
count toward a French major or minor. (On demand)
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy and facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effective organization
of ideas. Laboratory assignments. A prerequisite to other Upper Division
courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking
and writing. Attention to grammatical structures, French turns of phrase
and elementary stylistics for business and personal use. French phonology
and speech group practice, study of spoken models from the media.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of
French intellectual, political, social and artistic self-awareness. Readings,
reports, extensive use of audio-visual materials. In French. (Prereq.: FRE
311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that
promote understanding of French-speaking people and their contribution
to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of
instructor. Spring: on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: FRE 311 or
consent of instructor. Spring: on rotational basis)
FRE 355
20th Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theater, poetry, the essay, and criticism. Classes,
oral and written reports and laboratory texts in French. (Prereq.: FRE 311
or consent of instructor. Spring: on rotational basis)
'72
Modern Languages
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking and writing on topics of intellectual, social
or political interest, the student acquires extensive training in the four
skills at an advanced level. Attention to accuracy and effectiveness,
characteristic levels of expression, refinements in style and organization.
Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.:
FRE 311 or consent of instructor. On demand)
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 79.
FRE 299
Directed Study
See description on page 79.
FRE 399
Internship
See description on page 79.
FRE 499
Independent StudyIResearch
See description on page 79.
GERMAN (GER)
GER 111,112 Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and reading and writing basic German. Goals: ability to read
extended narratives in simple German, insights into German culture and
participation in short conversations. Laboratory materials available. ( F a
111;Spring: 112)
GER 211, 212 Intermediate German
Aims at developing basic skills into working knowledge of German.
Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials
representing contemporary German life and literature. (Fall. 211; Spring:
212)
GER 244
German Literature in Translation
Principal works of German literature representing Medieval to modem
periods are read and discussed in English. Readings are considered in the
context of German cultural history as well as in context of the universal
human condition. Credit for this course does not apply to a German major
or minor. Sophomore standing. (On demand)
Modern Languages 173
GER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German.
Intensive practice in speaking is supplemented with exercises in written
composition. (Fall)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking
peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to
the Thirty Years War (1643). In German (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria and
Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual, geopolitical, artistic and
scientific history of the German-speaking peoples. In German. (Prereq.:
GER 311 or consent of instructor. Spring: on rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to Literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: GER 311 or consent of instructor. On demand)
GER 351
German Literature through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm
and Stress, Classic and Romantic literature. Readings and discussion in
German supplemented by lectures on the history of German literature in
its cultural and geopolitical context. (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism
and Impressionism. Lectures include the literary reaction to the decline of
idealistic philosophy and the rise of technology and science. Readings and
discussion in German. (Prereq.:GER 311 or consent of instructor. Spring:
on rotational basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings
in German with class discussions designed to aid students' self-expression
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle
for expressing ideas and opinions. Emphasis on written composition
including control of style. Oral practice through use of German as
classroom laneua~e.(Prerea.:GER 311 or consent of instructor.Fall)
74 Modern Languages
-
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Lectures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns.
Lectures treat the historical development of the drama. (Prereq.: GER 311
or consent of instructor. On demand)
Internships and Independent Study Courses:
CER 199
Internship
See description on page 79.
CER 299
Directed Study
See description on page 79.
CER 399
Internship
See description on page 79.
CER 499
Independent StudyIResearch
See description on page 79.
JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles,
with focus on linguistic universals and psycholinguistics. Theoretical
questions will be approached by studying samples of various languages.
No prerequisite. Recommended for all language majors and minors.
(On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The
theories will be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 79.
-
Modern Languages 175
LIN 499
Independent StudyIResearch
See description on page 79.
NORWEGIAN (NOR)
Two courses in Norwegian are also offered as part of the 0stfold Program, listed
under International Studies.
NOR 111, 112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111;Spring: 112)
NOR 21 1
Intermediate Norwegian
Continued acquisition and refinement of communication skills (speaking,
listening, reading, writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used
as a basis for class activities and writing exercises. Includes grammar
review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 31 1
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science
and literature form a basis for class activities and frequent writing
practice. (Prereq.: NOR 211 or equivalent. Spring)
NOR 331
NOR 350
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural
developments, such as Norway's changing role in the global community,
into an historical context. Readings in history are supplemented by
lectures, newspaper articles and video tapes. In Norwegian. (Prereq.: NOR
311 or consent of instructor. Fall: alternate years)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.:NOR 311 or consent of instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a
basis for the study of major works from earlier periods, including several
in nynorsk. Readings, lectures, discussion, journals, essays and oral
reports in Norwegian. (Prereq.:NOR 311 or consent of instructor. Fall:
alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary
and cultural readings. Students serve as peer-tutors for those registered in
NOR 311. Readings, journals, discussion, role-playing, written and oral
6
,
. :- \T --.--- :-- /lJ
. X T n D 911 -- ------ - K
.-.:
.
..
-----
L
:--L..-A--
P
-\
Modern Languages
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 79.
NOR 299
Directed Study
See description on page 79.
NOR 399
lnternship
See description on page 79.
NOR 499
Independent StudyIResearch
See description on page 79.
Two courses in Ojibwe (Cruppewa) are offered at Augsburg, both as part of the
Modem Language Department and as part of the American Indian Studies minor.
OJB111, 112 Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa),
Emphasis is on vocabulary, reading, writing and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires
two years of language for the major (see page 227). See Russian, Central and East European Studies Program Campus Adviser for more information.
RUS 111, 112 Elementary Russian
Aimed to develop reading, writing, understanding and conversational
skills through oral classroom practice, elementary readings, short compositions and a growing acquaintance with Russian culture. Extensive use of
the language lab. (Fall: 111;Spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall:
111; Spring: 112)
SPA 21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that
stimulate intellectual growth and promote cultural understanding,
SPA 249
SPA 311
SPA 312
SPA 331
SPA 332
SPA 350
SPA 352,353
SPA 354
-
Modern Languages 177
students review all of the basic structures of Spanish and build conversational skills through class discussions. ( F a 211; Spring: 212)
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted
with the salient artistic qualities and cultural-historical significance of the
readings. Credit for this course does not apply to a Spanish major or
minor. (On demand)
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratory work. This
course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212
or equivalent. Fall)
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve
oral and written expression with emphasis on conversational facility,
stressing idiomatic usage and the finer points of grammar. (Spring: on
rotational basis)
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world
civilization through historical, intellectual, literary and artistic movements. h Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on
rotational basis)
Latin American Ciiilization and Culture
A study of the d t u r a l heritage of the Spanish American countries from
the preColumbian civilizations to the present. In Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works of
literature. (Prereq.: SPA 311 or consent of instructor. On demand)
Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Representative Hispanic American Authors
An introduction to Spanish-Americanliterature. Lectures, discussions,
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of
instructor. Note: Students who have taken SPA 356 [taught in Mexico]
178
--
Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral
expression through conversations, discussions, reports, debates, written
compositions and grammatical exercises. (Pre;eq.: SPA 311 or consent of
instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th century in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring:
on rotational basis)
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 79.
SPA 299
Directed Study
See description on page 79.
SPA 399
Internship
See description on page 79.
SPA 499
Independent StudyIResearch
See description on page 79.
MUS
M
usic has the power to move and
:hange us. Whether we experience music
is a listener, teacher or performer, it adds
i sigruficant and satisfying dimension to
Iur lives.
The Music Department at Augsburg
Zollege offers courses in music and music
2erformance to give students access to this
sential aspect of human history and
:ulture. In addition, all students of the
Zollege community have the opportunity
:o participate in choral and instrumental
membles which perform locally, nationilly and internationally.
Augsburg College is an institutional
nember of the National Association of
Schools of Music and the National Associaion for Music Therapy. The Music Departnent serves the general education needs of
itudents and offers professional training in
nusic. The Music major combines a broad
:ducation in the liberal arts with preparaion for graduate and professional opportuuties. Students may choose from among
our majors in three degree programs:
3achelor of Arts -Music Major; Bachelor of
vlusic - Performance Major; Bachelor of
vlusic - Music Education Major, and
3achelor of Science - Music Therapy Major.
Pauline Sateren, Robert Stacke, Sonja
Thompson
Music Performances Coordinator
Mary Ella Pratte
Bachelor of Arts
Freshmen will enroll in the regular
Bachelor of Arts program. Theory and
keyboard placement tests are required of
all incoming students and will be given
during the first week of classes. The
petition to be accepted as a B.A. candidate
will be submitted to the Department prior
to registration for Upper Division courses.
Bachelor of Music - Education
In addition to opportunities as profesiional musicians, teachers of music and
nusic therapists, graduates have access to a
vide variety of careers! Leaders in the
xofessions and business regard a liberal
lrts major as an excellent preparation for
,atisfyingand effective service in many
bccupational areas.
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
Bachelor of Music - Education candidates
must perform (Level I1 repertoire) in their
major performance medium for a faculty
panel. They may then apply, with a copy of
their transcript, to the Department for
admission to the Bachelor of Education
program (by end of sophomore year).
Additionally, Music Education majors must
apply to the Education Department for
acceptance into the music education
licensure program. Departmental approval
and a cumulative GPA of 2.5 in all music
courses is necessary for the education
licensure program.
vlusic Faculty
Bachelor of Music - Performance
vlerilee Klemp (Chair),Jill Dawe, Bridget
)oak, Stephen Gabrielsen, Nancy
h n d a h l , Peter Hendrickson, Robert
Carl&, Roberta Metzler, Paul Ousley,
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
1
80
Music
Bachelor of Music - Performance candidates must perform (Level 11repertoire) in
their major performance medium for a
faculty panel. They must then apply to the
Department before the end of their second
semester of study. A cumulative GPA of 2.5
in music courses and a 3.0 in performance
studies must be maintained.
Bachelor of Science - Music Therapy
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. The piano proficiency exam must
be completed. Students should consult
with the Director before applying to the
Music Therapy program. An equivalency
program is available for those who have a
four-year college degree.
Music Minor
Candidates must apply to the Department prior to registration for Upper
Division courses (see Student Handbook).
Freshman Performance Scholarships
May be available to freshmen taking
lessons for credit. Consult with individual
instructors or the Music Office.
in a major ensemble of their major instrument during their residency at Augsburg.
In certain circumstances, this may be
waived for equivalency students.
Ensembles
Auditions for membership in ensemble:
are scheduled, following application,
during summer orientation sessions,
during the first week of the school year, or
by arrangement with the individual
ensemble director.
Honors Major
Candidates for the honors program are
nominated each spring from among those
juniors who have attained a GPA of at leas
3.0 in music courses. A faculty committee
must approve the candidate's honors
project proposal and certify successful
completion. The following possibilities are
indicative of acceptable projects: a senior
thesis and its defense; an additional senior
recital of graduate quality; composition of
work for vocal and/or instrumental
ensemble; conducting an ensemble concert
or combinations of the above. Consult the
Music Department Student Handbook for
more information.
Transfer Students
Transfer/Equivalency/Certification
students will enter the music program on
probation, subject to Departmental
approval. A performance hearing that is
supported by a department application and
the student's transcript(s)will take place
the first semester in residence. All students
will be required to take the theory placement test the first week of class. Passing the
piano proficiency test the first semester of
residence is strongly recommended.
All students are required to participate
Core Curriculum (required of all majors):
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
101
102
111
112
201
202
211
212
231
232
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills 11
Materials of Music IJI
Form and Analysis
Aural Skills IJI
Aural Skills IV
History and Literature of Music
History and Literature of Music I
lus ensemble participation, performance
tudies, and recital requirements as given
nder each specific degree and major.
ilso, French or German study as stated in
;enera1 Education Requirements and in
pecific degree requirements.
I BACHELOR OF ARTS
llusic Major
Offers the broadest education in liberal
rts and prepares the student for the
reatest range of graduate, business and
lrofessional opportunities. Students who
?tend to pursue non-performance gradute study, or desire to enter one of the
nany music-related business fields of
mployment, most often choose this course
f study.
Requirements: 12 course credits
:ore curriculum plus:
h e music credit elective
md two semesters chosen from:
hUS 311,312 Composition
AUS 341 Basic Conducting
hUS 342 Choral Conducting
AUS 344 Instrumental Conducting
/IUS 331 Music of the Baroque Era
LUS 332 Music of the Classical Era
LUS 333 Music of the Romantic Period
LUS 334 Music of the 20th Century
LUS 458 Senior Recital
'erformance Studies
iight quarter course credits in the major
instrument/voice
iight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
'our semesters in a non-credit small
Augsburg ensemble
Ceyboard proficiency
'ass three Music Repertoire tests
Music
Consult the Music Department Student
Handbook for more information on
individualized degree requirements.
Music Minor
Six course credits including:
MUS 101,102 Materials of Music I, I1
MUS 111,112 Aural Skills I, 11
MUS 231 History and Literature of Music I
or MUS 232 History and Literature of
Music 11
MUS 341 Basic Conducting
And one additional course in Music
History or Conducting
Plus four consecutive quarter courses
in a major ensemble concurrent with
four quarter courses of Performance
Studies in the student's major instrument.
Music minors also must pass one Music
Repertoire test.
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation
necessary to become teachers of music in
the public schools. This preparation
includes course work which allows the
student to become certified to teach at the
elementary through the secondary levels.
Requirements: 16.5 course credits
Core curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits in the major
instrument/voice
Four half course credits in the major
instrument/voice
181
18*
-
Music
Two full course credits in the major
instrument/voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Half junior recital
MUS 459 Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument or voice
Keyboard proficiency
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in the major performance medium.
Choose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
254,435
Instrumental emphasis - MUS 152,
155, and one course credit of music elective
Other Requirements
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creating Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
Take three of the following four:
EDS 356,357,358,359 Music Methods:
Brass and Percussion,
Woodwinds, Strings, Vocal
rnc
900
..--- D-I-L---
u
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
Consult the Education Department and
Music Department Student Handbook anc
program adviser.
BACHELOR OF MUSIC
Music Performance Major
This degree emphasizes intensive work
in the major private study area. The
program is made available only to a few
students of exceptional performing ability
who are selected on the basis of an audition/application process.
The program prepares performers for
professional performing opportunities
and/or graduate school auditions.
Requirements: 19.5 course credits:
Core Curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits and six full
course credits in the major instrument/
voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Full junior recital
MUS 459 Full senior recital
Eight quarter courses in a major Augsburg
ensemble on the major instrument/voicc
Four semesters in a non-credit small
Augsburg ensemble
Keyboard proficiency test
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major
Music
hoose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
54,435, one course credit of music
ective. French or Geman to fulfill
inguage requirement.
Piano or Organ emphasis - MUS 301,
32,436,456, one-half course credit of
lusic elective.
Instrumental emphasis - MUS 301,302,
ne and one-half course credits of music
lectives.
Consult the Music Department Student
[andbook for more information.
I BACHELOR OF SCIENCE
lusic Therapy Major
Fulfills academic and clinical requireLents for registration with the National
ssociation for Music Therapy, Jnc., and
repares students for the professional
?rtificationexamination developed by the
ertification Board for Music Therapists.
his course of study is chosen by students
rhowish to become registered music
lerapists. Consult Department for
zcreditation details.
Requirements: 16.5 course credits
ore curriculum plus:
he of the following three:
MUS 152 Basics of Singing or
MUS 155 Class Piano or
MUS 158 Class Guitar
KJS 271 Music Therapy Techniques and
Materials
IUS 274,275 Music Therapy Practicums
IUS 311 or 312 Composition I, I1
KJS 341 Basic Conducting
IUS 372,373 Psychologcal Foundation of
Music I, I1
[US 374,375 Music Therapy Practicums
IUS 472 Human Identity Through the
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
Performance Studies
Eight quarter course credits in the major
instrument/voice
MUS 458 Half senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Two semesters in an Augsburg small
ensemble (no credit)
Keyboard proficiency, guitar proficiency
Pass three Music Repertoire tests
Achieve a minimum grade of 2.5 in each
music therapy course
Additional required courses:
EDS 282 Introduction to Special
Education
Two of the following three:
EDS 356,357,358 Music Methods: Brass
and Percussion, Woodwinds,
Strings
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
SOC 362 Statistical Analysis
or PSY 230 Research Methods:
Design, Procedure and Analysis I
APPLIED MUSIC
Ensembles (MUE)
One quarter course credit per semester
is granted to members of major ensembles
(MU! 111,112,121,141). Other ensembles
carry no credit. Traditional grading is
required for music majors and minors in
..
-
.
.
183
'84
Music
regster for credit with either traditional or
P/N grading, 'or may choose no credit
status with audit (V) designation. A
maximum of two course credits in ensemble may be counted toward graduation
requirements.
Performance Studies for Credit
Four elements are required of music
majors/minors - lessons, jury examination at end of each semester, mandatory
attendance at student performance recitals,
master classes, and attendance at off- and
on-campus performances. See Music
Department Student Handbook for details.
Areas of Concentration
The music major/minor student must
declare an area of concentration. A
secondary area, required of Music Education students, necessitates additional
lessons, jury examination and performance.
Lessons: Private instruction in voice,
piano, organ and any instrument is
available for all students in the following
categories:
No credit - one half-hour lesson and
three hours of practice per week.
One-quarter course credit - one halfhour lesson and four hours of practice per
week.
One-half course credit - two halfhour lessons and eight hours of practice
per week.
One course credit - two half-hour
lessons and 12 hours of practice per week.
Performances: All students registered
in Performance Studies for credit must
perform each year in a general student
recital, at the end of each semester for a
faculty panel (jury examination), and
additional performances as required by th
instructor.
Listening: All music majors/minors
registered in Performance Studies for
credit are required to attend designated
music events during each semester
(recommended: four on-campus and four
professional off-campus events for music
majors, and a total of four events for musi
minors during each semester). Failure to
attend the required number of recitals,
major ensemble concerts, other designatec
events, the Student Performance recitals
and master classes will be a factor in
determining the final grade received in
Performance Studies. Music majors must
pass a total of three Music Repertoire test:
music minors must pass one. Consult the
Music Department Student Handbook for
contents of Music Repertoire tests and
specific degree requirements.
Recitals: A committee composed of thc
student's teacher and two other music
faculty members will determine the final
grade for all recitals. A pre-recital hearing
may be requested for students performing
recitals that partially fulfill degree require
ments. The charge of the recital jury shall
be to determine if the recital is likely to be
adequately prepared by the recital date fo
the student to receive a grade of 3.0 (B.M.
Performance) or 2.5 (B.A., B.M.- Educatio
B.S.) as specified in Department guideline
Concurrent registration in Performance
Studies in the major performance medim
is required for recital performance.
Students should carefully read the
Music Department Student Handbook anc
consult regularly with their applied
teacher. The following guidelines provide
an outline of requirements and procedure
which must be followed by all recitalists.
Music 18s
Departmental Sponsorship
Level IV for Music Performance majors.
Recitals required for the fulfillment of
the B.M., B.A. or B.S. degree requirements
or Honors Major will be sponsored by the
Music Department. Other student recitals
may be departmentally sponsored.
2. B.M. degree senior recitals (MUS 459)
will be one hour in duration at repertoire
Level IV for Music Education majors and
one hour in duration at Level V for Music
Performance majors.
3. B.A. and B.S. degree senior recitals
(MUS 458) will be one-half hour in duration at repertoire Level m.
Duration and Repertoire Level
All departmentally sponsored recitals
must be representative of the academic
guidelines set forth in this catalog and
Repertoire Lists available in the Music
Department.
Keyboard Proficiency
1.B.M. degree junior recitals (MUS 358)
will be one-half hour in duration, and will
be at repertoire Level 111 for Music Education majors and one hour in duration at
B.A., B.M. and B.S. candidates must
pass the Piano Proficiency test by the end
of their sophomore year. Consult the Music
Department Student Handbook for specific
requirements.
Many music courses are offered alternate years. Consult the ACTC Class Schedule or
the Music Department for course offerings in each term.
THEORY
MUS 101
Materials of Music 1
(.5 course)
Notation, scales, intervals, triads, keyboard harmony and principles of
part writing. To be taken concurrently with MUS 111. (Prereq.: Theory
Placement Test. Fall)
MUS 102
Materials of Music 11
(.5 course)
Diatonic harmony, secondary dominants and simple modulations. To be
taken concurrently with MLJS 112. (Spring)
MUS 111
Aural Skills 1
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight
singing and harmonic dictation to parallel progress in MUS 101. (Prereq.:
concurrent registration in/or completion of MUS 101. Fall)
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS
102. (Prereq.: concurrent registration in/or completion of MUS 102.
Spring)
- Music
MUS 201
Materials in Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation.
(Prereq.: MUS 102. Fall)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: MUS 201. Spring)
MUS 21 1
Aural Skills 111
(.5 course)
Melodic, harmonic dictation and sight singing to parallel progress in MUS
201. (Prereq.: MUS 211 and concurrent registration in/or completion of
MUS 201. Spring)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202.
(Prereq.: MUS 211 and concurrent registration in/or completion of MUS
202. Spring)
MUS 301
Counterpoint 1
(-5 course)
Sixteenth through 18th century contrapuntal techniques including double
counterpoint, passacaglia, fugue and canon. (Prereq.:MUS 201,211.
Alternate years: Fall 1997)
MUS 302
Counterpoint 11
(.5 course)
Study of contemporary counterpoint including works of Schoenberg,
Bartok, Hindemith, Stravinsky and Carter. (Alternateyears: Spring 1998)
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Prereq.: MUS 202. Fall)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying
sizes and types. Contemporary techniques, atonal systems, and larger
forms are studied and used. (Prereq.: MUS 311 or permission of instructor.
Spring)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique. Score
analysis and preparation. Rehearsal techniques. Basic nomenclature.
(Prereq.: Pass piano proficiency test. Fall)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1997)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of inskumental ensembles. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1998)
Music
I HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For
non-music majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS
112,201.Fall)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201.
Spring)
f i e following four half-courses are extensive studies of special eras in the history of music:
MUS 331
MUS 332
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231,232. Altemate years: Fall 1996)
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1997)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Fall 1997)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1998)
WUS 432
MUS 435
WUS 436
WUS 498
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and
theology student.
Voice Repertoire
(.5 course)
Interpretation, style and programming of the song literature from the 16th
century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Fall
1996 and Spring 1997)
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by
listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate
years: Spring 1997)
lndependent Study
(.5 course)
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
'nternships and Independent Study Courses:
WUS 199
Internship
See descri~tinnnn nape 79
187
'88
Music
MUS 299
Directed Study
See description on page 79.
MUS 399
Internship
See description on page 79.
MUS 499
Independent StudyIResearch
See description on page 79. Open only to advanced students upon
approval of the faculty.
TECHNIQUE
MUS 152
Class Voice
( 2 5 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary
to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of
instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar. (Spring)
MUS 251
English Diction
(.25 course)
Fundamental course in correct standard English diction for singing.
Familiarization with the International Phonetic Alphabet. Open to all
students registered for vocal instruction. (Alternate years: Fall 1997)
The following three quarter-courses are continuations of MUS 251 with application for the
Italian, German and French languages.
MUS 252
Italian Diction
(.25 course)
Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 251. Alternate years:
Fall 1997)
MUS 253
German Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic German
song and choral literature. (Prereq.:MUS 252. Alternate years: Spring
1998)
MUS 254
French Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic French song
and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1998)
MUS 358
Junior Recital
(.O course)
B.M. candidates only. Half recital at repertoire Level 111, Music Education
majors or full recital at Level IV, Music Performance majors. No course
credit. The private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy
(.5 course)
Principles, methods, materials and techniques for teaching piano. Survey
Music
of various pedagogical schools of thought. (Alternate years: Spring 1998)
MUS 458
Senior Recital
(.O course)
Half recital by B.A. or B.S. candidates at repertoire Level HI. No course
credit. The private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. Repertoire Level IV for Music Education majors and
Level V for Music Performance majors. No course credit. The private
instructor may request a pre-recital hearing.
H THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of
recreational music activities to clinical settings. Includes on-campus
practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural and biological
aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama and movement. (Alternateyears:
Fall 1997)
MUS 274,275 Music Therapy Pradicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis
on acoustics and sociopsychologicalaspects of music. An understanding
of the research process and development of an experimental research
project. (Alternateyears: Fall 1996)
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music,
musical talent and performance. (Alternate years: Spring 1997)
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
(Prereq.: Pass keyboard proficiency test)
MUS 472
Human Identity through the Creative Arts
(See course description for MUS 272.) Enrollment for Upper Division
credit required for music therapy majors, and will include an additional
course module. (Alternateyears: Fall 1997)
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music. (Alternate years: Spring 1998)
189
'90
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, twc
hours per week. (Prereq.:three of MUS 274,275,374,375, Pass keyboard
proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an NAMT internhip setting for six months.
Application for Internship sites must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
I ENSEMBLES AND PERFORMANCE
Ensembles (MUE)
then made at the discretion of the appropri
ate faculty. For Jazz Ensemble members hi^
preference is given to Concert Band
members.
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by
audition during the first week of Fall semester or by arrangement with the ensemble
director. Assignment to an ensemble is
While the Department strongly encourages both formal
Informal ensemble
experience, onlymembership in ~
~
d
Orchestra, Choir or Riverside Singers will
satisfy the major, minor
or ~~~~~~l
~
d
~~ ~ ~ ~
tsome
~ i insku~~
~i
ments are available for use by students.
STUDIES
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (-25 course)
MUE 122
String Ensemble (.O course)
MUE 131
W o o d w i n d Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
Music
'erformance Studies (MUP)
Private instruction for credit is graded
raditionally. All areas of study are
vailable to the non-music major or minor.
U1lessons are adapted to the individual
leeds of the student and those bearing
redit are supplemented by accompanying,
nsemble participation and other perfor-
mances. Repertoire lists are graded I-V to
indicate levels of achievement and the
following expectations: No-credit study has
no repertoire requirements; Music Minor
- Level I; B.A. and B.S. Majors - Enter I
and attain Ill; B.M. - Education Major Enter II and attain IV; B.M. -Performance
Major - Enter II and attain V.
I LESSONS:
AUP 111-411 Voice
MUP 137-437 Horn
AUP 121-421 Violin
MUP 141-441 Trumpet
AUP 122-422 Viola
MUP 142-442 Trombone
AUP 123-423 Cello
MUP 143-443 Baritone
A UP 124424 Bass
MUP 144-444 Tuba
AUP 131-431 Oboe
MUP 152-452 Piano
AUP 132-432 Bassoon
MUP 159a
AUP 133-433 Clarinet
MUP 161-461 Guitar
AUP 134-434 Saxophone
MUP 171-471 Percussion
AUP 135-435 Flute
MUP 181-481 Organ
Tote carefully the following provisions:
1. Performance study registration
c a r s the first week of classes.
2. A
of study is l4 weeks of
:ssons and coaching. Any lessons
uring the Interim or Summer are
rranged privately with the teacher.
Piano accompanying
MUP 191-491 Harp
3. A student who cannot attend a
scheduled lesson is required to notify the
teacher at least 24 hours in advance;
otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson.
4. Credit is granted only for study
with faculty members of the Augsburg
College Music Department.
191
T
he Natural Science Licensure program for teachers is designed to provide
strong preparation for science teaching and
to satisfy Minnesota licensure requirements.
The program of courses is designed to
provide a broad, basic background in
science and allow for specialization in an
area. The following programs assume that
the student will meet the Distribution/
General Education Requirements of the
College, the requirements for appropriate
majors, the courses required in the Department of Education and, in the physical
sciences, have at least one year of calculus.
Consult with the Department of Education
for requirements in Education. Early
consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis from
the Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current licensure requirements.
Broad Base Requirements
Two Earth Science (PHY 101 Astronomy,
PHY 106 Meteorology or Geology)
BIO 113,114 General Biology
PHY 116 Introduction to Physics
or PHY 121,122 General Physics I, I1
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
Biology Major
(for licensure in Life Science)
Broad Base Requirements, plus:
BIO 215 Introduction to Cellular Biology
BIO 491 Seminar
Six other Biology courses, including at least
one from each of the following groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BIO 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base Requirement
Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and
one in General Biology.
Chemistry Major
(for licensure in Physical Science)
Physical Science Broad Base Requirement
Graduation Major in Chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC
only
One advanced Chemistry Course
One year of General Physics
Two Physics courses above General Physics
(Recommended:PHY 245 Modem
Natural Science
Physics Major (for licensure in Physical
Science)
Physical Science Broad Base Requirement
Graduation Major in Physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, 11
(WEC only)
MAT 245 AUGMENT Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional Physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
193
-
T-
he Augsburg Nursing Program is
designed exclusively for registered
nurses
who want to increase their opportunities in
the health-care field.
The scope of nursing practice is
changing and expanding. Nurses are being
called on to function in a variety of settings
that differ from those in the past. Today
nurses work in hospitals, clinics, corporations, government agencies, schools and
community organizations. Some are selfemployed, rurming their own businesses.
All of these nurses provide comprehensive
health assessment for individuals from all
cultures and socioeconomic levels. From
helping parents have safe deliveries of
healthy d a n t s to coordinating home care
for the dying, nurses assist people through
the entire life span.
The bachelor's degree equips the nurse
with a working knowledge of the biological, physical, social, behavioral and nursing
sciences. The nursing program at Augsburg
College also provides the educational
opportunities to increase skills in critical
thinking, clinical investigation and
decision-making that prepare nurses to
handle challenging new positions in
today's health-care field.
Augsburg's nursing program, leading
to a Bachelor of Science degree with a
major in Nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for public
health nurse registration in Minnesota.
With two additional courses, they are
eligible to apply for school nurse certification.
Nursing Department Faculty
Beverly Nilsson (Chair),Lucie Ferrell,
Sharon McDonald, Pamela Weiss
Major
Ten courses including:
NUR 305 contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theorv and Practice
PHI 380 ~thics'ofMedicine and Health
Care
A minimum grade of 2.0 in each nursing
course and cumulative GPA of 2.5 at the
completion of Level I and Level I1 courses
of study are required. Students also must
complete Augsburg's residence and
General Education Requirements.
The program has been planned so that
the Nursing major can be completed within
two academic years; however, students
may pursue their studies at a slower pace.
Courses in the Nursing major are
offered on weekends with practicum
courses requiring additional weekday
time. While courses are designed so that
the major can be completed within two
years, more time may be required to
complete the total course of study depending on the number of credits transferred
from other colleges or universities. Students in nursing may take non-nursing
courses in both Day School and Weekend
Nursina
College. Students interested in pursuing
the Nursing major should consult with an
adviser from the Nursing Department for
program planning.
Honors Major
GPA of at least 3.6 in the major and 3.3
overall; application to the Department
Chairperson by Nov. 1of the senior year;
recommendation by Nursing faculty;
honors thesis to be defended before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the thesis.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the
Nursing major.
1. Admission to Augsburg College:
Before you can apply for the Nursing
Program, you must first be admitted to
Augsburg College. All applicants must
present a high school diploma or equivalent and a 2.2 GPA.
2. Graduation from an accredited
nursing program: Applicants must have
graduated from an NLN accredited
associate degree or diploma nursing
program with a 2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to
practice in Minnesota prior to be-g
the nursing major.
4. Prerequisite course content: The
following content must have been com-
pleted with a minimum grade of 2.0 chemistry, anatomy and physiology,
microbiology, English composition,
introductory sociology and introductory
psychology. These courses may be taken at
Augsburg or at another accredited college
or university.
5. Current clinical practice: Applicants
must give evidence of current clinical
nursing practice (within the past five
years). This may include graduation from a
school of nursing, work experience, or
completion of a nursing refresher course or
an acceptable equivalent.
6. Applicants must carry their own
malpractice insurance and current CPR
certification.
Options for Completing the Degree
Augsburg recognizes that nurses have
a variety of time schedules, personal
responsibilities and work demands that
must be taken into account in any decision
to work toward a college degree. For this
reason, Augsburg offers full and part-time
sequential alternatives for pursuing this
degree.
The entire Nursing major is available
only through Augsburg's Weekend
College. Classes usually meet on alternate
weekends for one 3 1/2 hour time block.
Clinical practice usually occurs on weekdays.
Students also can complete their
liberal arts General Education Requirements by taking courses in Day School and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the Nursing major.
195
- Nursing
NUR 305
NUR 306
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the
professional socialization process. Theories about how individuals and
groups communicate are applied to changing professional roles and
practice.
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing
theory and conceptual models for nursing practice are studied and then
utilized in a patient/client situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or
improve the health of culturally diverse individuals, families and communities. Students will learn assessment and intervention skills which will be
utilized to deliver ethically appropriate health care within the diversity of
the city.
NUR 31 1
Community Health Nursing II: Practicum**
Provides a clinical experience in community-based health care delivery
systems. Students will apply nursing process, teaching/leaming theory
and basic public health principles with culturally diverse clients throughout the life span. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of
the professional nurse. Economic, social, political and professional trends
and issues are explored in relation to their implications for a changing
practice. Students demonstrate formal presentation skills to prepare them
for their new roles as professionals.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in
nursing research are explored. Students critique nursing research for its
value in nursing practice and design a research proposal. (Prereq.: MPG
111)
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and
function throughout the life span. The role of the nurse in family health
care is examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex
nursing care to culturally diverse families in selected practice settings.
(Prereq.:NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
Nursina
change, conflict and system dynamics are explored. Ethics, accountability
and advocacy in the leader-manager role are studied. Application of
theory occurs in selected practice settings.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the interests of
the faculty and students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 79.
Note: If NUR 311 and NUR 423 are not taken immediately following their respective
theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years
may be asked to audit courses already taken. There is a fee to audit courses.
** This course involves an addifional clinical fee.
197
T
he Philosophy Department assists
students to understand issues raised in the
traditional areas of plulosophy. We
consider questions about what knowledge
is and how we know, about the nature of
reality, about the basis for making moral
judgments, and about the rules for correct
reasoning. Our goals are to instill in
students a love of truth, to inspire a
curiosity about the sigruficance and
meaning of the world they experience, and
to develop the skills of critical analysis and
creative synthesis.
The department places a special
emphasis on the history of philosophy,
offering four courses covering the period
from the ancient Greeks to the end of the
20th century. In these courses students are
taught how to read, understand, and
criticize great texts of Western civilization,
and to see how ideas have developed and
matured through the centuries. The
department also offers other courses where
philosophy, its methods and ideas are
applied to other disciplines like relipon,
science and the arts.
The major has been carefully planned so
that students can easily graduate with two
majors. Though some majors continue on
to graduate school in philosophy, most use
the major to prepare for other professional
studies such as law, medicine or the
Christian ministry. Philosophy majors
generally outperform others on graduate
entrance in examinations in medicine and
law. Others enter the work place, confident
that the study of philosophy has pven
them the ability to think critically.
Philosophy Department Faculty
Mark Fuehrer (Chair),David Apolloni,
Paul Holmer (distinguished visiting
professor), Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19th
Century Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
A 400 level course (other than PHI 499)
Three elective courses in Philosphy
Note: Five courses must be Upper Division.
Honors Major
Admission to the Philosophy Honors
program is by recommendation of the
Philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors
thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the Department.
Minor
Five courses, including two from PHI
241,242,343 and 344.
-
Philosophy 199
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like
how we know, can we have certain knowledge, are there universal moral
principles), to philosophical vocabulary, and to critical thinking.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases
they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions, and then applies them to
contemporary issues. Christian ethics will inform our considerations.
Students taking PHI 120 may not take PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, feelings and
action with respect to the pursuit of happiness. Beginning by asking what
the end or purpose of human life is, we decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human
love are followed by an analysis of human happiness. Students taking PHI
125 may not take PHI 120.
PHI 175
Philosophy of Love and Sex
We begin by trying to decide what it is to be in love with someone, and
how this differs from just being friends or sexually desiring them. We then
consider issues such as the ethics of sex, sexual attraction, marriage,
adultery and homosexuality.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn
the rules which govern valid arguments and develop their ability to
recognize and construct sound arguments. The last part of the course
focuses on inductive reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and M o t l e are the foundations of all philosophical
thought in Western cidization. In this course students read and analyze
some of the key works by Plato and Aristotle, as well as Stoic, Epicurean
and Neoplatonic writings.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various Medieval and Renaissance philosophers in order to understand the process of philosophical assimilation
involved in constructing a Christian philosophy. (Suggested prior course:
PHI 241. Spring)
PHI 260
Philosophy and the Arts
What is artistic creativity? What is a work of art and what makes great
works of art great? What is it to appreciate works of art?Is one's appreciation of music or art simply a matter of taste? Does aestheticexperience
differ from oBtm kinds of experience?
*zPhilosophy
PHI 343
History of Philosophy Ill: Enlightenment and 19th Century Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Man, Kierkegaard, Nietzsche). (Suggested
prior course: PHI 241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th Century Philosophy
What lies behind 20th century philosophy's love affair with language? Is
truth that which works? Can we remake philosophy as a rigorous science?
These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, and existentialism. (Suggested
prior courses: PHI 241,242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is
the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible? (Suggested one prior
course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested:one prior course in
philosophy. Alternate years)
PHI 360
Political Philosophy
The question, "What is just society?" is considered with the answers given
in the 20th century by Utilitarianism, liberalism, Marxism, Communitarianism, libertarianism and feminism. (Meets graduate skill component
of speaking)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific
methods. Students will also research and develop philosophical responses
to issues in this area. (Suggested prior course: PHI 230 or one course in
natural science)
PHI 370
Existentialism
Studies in the writings -both philosophical and Literary - of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of
health care and delivery, allocation of scarce resources, human experimem
tation, genetic engineering, abortion, care for the dying and euthanasia.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific
area of philosophy, such as philosophical movements, the history of an
idea or specific problem, or inter-disciphary problems. Seminar format.
May be taken more than once for credit. (Suggested prior courses: any
from PHI 241,242,343,344 or consent of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 79.
PHI 299
Directed Study
See description on page 79.
PHI 399
Internship
See description on page 79.
PHI 499
Independent StudyIResearch
See description on page 79.
See listing under Health and Physical
Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept
originated during the mid-1960s. Physicians and educators recofized there was a
shortage and uneven distribution of
primary care physicians. To combat these
problems, the physician assistant program
h a s developed. h physician assistits
must, by law or regulation, have a supervising physician. An important element of
the physician assistant education is the
emphasis on patient education.
-
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester hours
of college credit. A new class of 24 students
begins each May. Students who intend to
enter the Physician Assistant Program must
apply by Dec. 31 of the previous year. The
program is very competitive and not all
students who apply are accepted. Physician
Assistant students who have not previously obtained a baccalaureate degree will
earn a Bachelor of Arts in Physician
Assistant Studies upon successful completion of the Program.
The Augsburg Physician Assistant Program is currently in the process of obtaining accreditation from CAAHEP (Cornrnission on Accreditation of Allied Health
Education Programs). At the time of printing of this catalog, the Program was six
months from the site visit for accreditation.
The mission statement of the Augsburg
Physician Assistant Program is to be
generalist Physician Assistant professionals, well educated in theory and practice,
dedicated to excellence in performance,
with the highest standards of ethics and
integrity, committed to lifelong personal
and wrofessional develowment. reswectful
and sensitive to persons of all cultures and
backgrounds, and oriented toward service
to underserved populations.
Physician Assistant Department Faculty
Dawn B. Ludwig (Chair),Lisa Howe,
David Johnson, Manuel Kaplan, Martha
Kelly, Terry Lewis
Major
First Year (Twelve Months)
Twelve courses including:
PA 311 Human Anatomy and
Neuroanatomy
PA 321 Human Physiology
PA 331 PA Seminar
PA 351 Pharmacology I
PA 361 Clinical Medicine I
PA 371 History & Physical Exam
Skills I
PA 341 Current Trends
PA 362 Clinical Medicine 11
PA 352 Pharmacology 11
PA 363 Clinical Medicine lTI
PA 372 History & Physical Exam
Skills II
PA 380 Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care 11
PHI 380 Ethics of Medicine and Health
Care
Second Year (Fifteen Months)
Clinical rotations in prearranged health
care facilities including:
Family Medicine .............................. 6 weeks
Internal Medicine ............................ 6 weeks
Emergency Medicine ......................6 weeks
6 weeks
OB/GYN ...........................................
Psychiatry ................... ,
.
,
................ 6 weeks
Surgery ...........................................
6 weeks
Phvsician Assistant 203
Pediatrics ..........................................6 weeks
Elective Rotations ............................6 weeks
Family Medicine Preceptorship ... Final 12
weeks of
program
A minimum grade of 2.0 in each
Physician Assistant and supporting
course of study is required. Students in the
degree program also must complete
Augsburg's residence and General Education requirements.
The program is planned so the major
will be completed in 27 months. The
courses are offered consecutively, with subsequent courses based on material taught
in previous courses; therefore students are
accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite Course Content: The
following courses must have been completed at Augsburg (or an approved
equivalent course at another accredited
institution)with a GPA of 2.0 or better:
BIO 113 General Biology
BIO 114 General Biology
PA 311
BIO 367
BIO 476
CHM 105
CHM 106
CHM 223
PSY 105
MPG ILI
Biochemistry
Microbiology
or CHM 115 General Chemistry
or CHM 116 General Chemistry
Organic Chemistry
Principles of Psychology
2. Recommended courses include:
Genetics, Anatomy, Physiology. Also
recommended is a cumulative and science
GPA of 3.0 or better to remain competitive
with all potential applicants.
3. All General Education Perspectives
(except The City, one Writing Skill,
Speaking Skill, Critical Thinking and
Quantitative Reasoning), must have been
completed. The above perspectives and
skills are expected to be in the physician
assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy.
The course will involve dissection of human cadavers. This course is
offered only to students accepted into the Physician Assistant Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory
exercises designed to present general physiological principles involving
the nervous, respiratory, cardiovascular, gastrointestinal, endocrine
systems and the special senses. (Prereq.:Admission to the P.A. Program)
*04
-
Physician Assistant
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including
the laws and regulations governing their practice and education. (Prereq.:
Admission to the P.A. Program or consent of instructor)
Current Trends
This course will educate the student in understanding medical literature,
research of literature, and analysis of medical articles. (Prereq.: Admission
to the P.A. Program)
Pharmacology l
This course will cover drug metabolism, chemotherapy, toxicology and
prescriptive practice as related to disease processes of the autonomic,
cardiovascular, respiratory, and gastrointestinalsystems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester)
Pharmacology ll
This course will cover drug metabolism, chemotherapy and prescriptive
practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the cardiovascular, respiratory,
gastrointestinal,renal and endocrine systems. (Prereq.: Admission to the
P.A. Program and successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the otolaryngologic, ophthalmalogic
and neurologic systems. (Prereq.: PA 361)
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the rheumatologic, orthopedic,
gynecologic, obstetric, pediatric, geriatric, dermatologic and immunologic
systems. (Prereq.: PA 36
t?
History and Physical Exam Skills I
A lecture/discussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: Admission to
the P.A. Program)
History and Physical Exam Skills II
A lecture-discussion-laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture-lab course designed to educate the student in common emergenc
procedures. Topics covered will be adult and pediatric trauma, surgical
- PHY
P
hysicists are not only curious about
the world, but ambitious as well. Their aim
is to understand the fundamental prin:iples which describe and govern all
physical aspects of the universe. Called
"natural philosophers" in previous
centuries, physicists investigate natural
systems by means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in
size from sub-atomic particles to the largest
of galaxies and from the relative stillness of
near absolute zero temperature to the fiery
activity of the stars. As a fascinating and
expanding area of study and as a basic
science, physics plays an important role in
many of the liberal arts disciplines and
contributes to society's understanding of
such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics
in contemporary life and realizing that
keeping abreast of the rapid advances is an
ever increasing challenge, the Department
intends to bring to the students not only
basic concepts but also insights into recent
developments. In this process, the faculty
expects challenges to arise, be met and
stimulate sound thinking, perceptive
judgment and an interest in experimental
techniques.
To this end a rigorous major provides
students with the in-depth preparation
required for graduate study. More than
two-thirds of the graduates in Physics have
completed or are currently working toward
graduate degrees at a number of fine
universities across the nation. A major in
physics provides flexibility. It also serves as
a stepping stone for graduate work in
related areas such as computer science,
atmospheric science and meteorology,
astronomy, oceanography, biophysics,
environmental science, engineering and
medical and health related fields.
In addition, the Physics program at
Augsburg functions in a supportive role
for students majoring in mathematics,
chemistry, biology and computer science.
The Department also supervises the
Pre-Engineering program with degree programs avdable at cooperating universities
at both the bachelor's and the advanced
degree levels.
The Department maintains active
research programs through its Center for
Atmospheric and Space Sciences. Several
students work each academic year and
summer as research assistants in these
efforts, which are supported by NASA, the
National Science Foundation and other
federal agencies.
The Department also administers
Augsburg College's portion of funds
designated for the Minnesota Space Grant
College Consortium, funded by NASA.
Cooperative Education, internshp and
undergraduate research programs provide
opportunities for students to apply their
physical science knowledge and problem
solving skills in practical situations in
industrial, governmental and academic
settings. Students may participate in
alternating term Cooperative Education
programs or work part-time during two or
more academic terms. Internship opportunities alone generally involve only one
semester.
The Department serves the liberal arts
tradition by offering courses for the nonscience students that will enable them to
attain a general understanding of a
particular area of science. These courses
seek to provide the basic starting point for
further study and the opportunity to enable
students to follow new developments with
some denree of comvrehension.
*"- Physics
Physics Department Faculty
Jeffrey Johnson (Chair),Stuart Anderson,
Mark Engebretson, Kenneth Erickson,
William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson,
David Venne. Atmospheric Sciences
Research Group, Augsburg College Center
for Atmospheric and Space Sciences
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395,396 Comprehensive Laboratory
Two elective Physics courses above PHY
122
MAT 145,146 AUGMENT Calculus I, II
or MAT 124,125 Calculus I, I1
(WEC only)
MAT 245,247 AUGMENT Calculus III and
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus I11
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus III,
DifferentialEquations (WEC
only)
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
p m 352 ~ ~ ~ h11 a n i ~ ~
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields 11
PHY 395 comprehensive Laboratory
PHY 396 Comprehensive Laboratory
PHY 486 ~ u a t u m
Physics I
One Physics course above PHY 122
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
P C only)
D and
MAT 245,247 AUGMENT Calculus J
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus 111,
Differential Equations (WEC
only)
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the
elective Physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
Physics 207
esearch report. Application for the honors
najor should be made no later than the
irst term of the senior year.
In planning their courses of study,
tudents are encouraged to work closely
vith members of the Physics faculty.
dormally, students should have MAT 124
)r 145,125 or 146, and PHY 121,122 during
he freshman year, and MAT 224 or 245
nd 226 or 247 (or PHY 327) during the
ophomore year.
'eaching Licensure Major
The State of Minnesota has specific
icensing requirements for teachers which
nay differ slightly in emphasis from the
iugsburg major requirements. The state
equirements may also be subject to change
fter publication of this catalog. Students
herefore should consult with the
iugsburg Education Department to
dentify current Minnesota teacher
icensure requirements.
'HY 101
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics 11
Three elective Physics courses above
PHY 122
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
(WEC only)
Society of Physics Students
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the Society is open to all
students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and rank
in the upper third of their class.
Astronomy
A descriptive course covering our solar system, stars and galaxies. In
addition the course traces the development of scientific thought from
early civilization to the present day. Night viewing and laboratory
sessions are important components of the course. (Three one-hour
lectures. Prereq.: MPG 11. Fall, Spring)
'HY 103
Conceptual Physics
An introductory course in which the applications, problems, and experi-
ments are selected to illustrate fundamental principles of physics. The
course stresses a hands-on intuitive approach to physics. (Two three-hour
lectures/laboratories. Prereq.: MPG III. Fall, Spring)
'HY 106
Introductory Meteorology
A survey of the basic principles involved in understanding the earth's
weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and
*08
-
Physics
climate change, global warming and ozone depletion. (Three one-hour
lectures, one two-hour laboratory. Prereq.: MPG II. Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems
and experiments are selected to ilIustrate fundamental principles and
provide a broad survey of physics. (Three one-hour lectures, one two-hou
laboratory. Prereq.: MPG III. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave
motion. Designed for physics majors, pre-engineering students and other
specified majors. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Desiged for physics majors, pre-engineering
students and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration.
Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
basis. Relativity, quantum effects, atomic and molecular physics, nuclear
and solid statehhysics. This course indicates the need for, i d develops
the experimentalbasis of, quantum mechanics. (Three one-hour lectures,
one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
A review of AC and DC circuits and study of analog electronics comprise:
the first half of the semester. The second half includes study of digital
electronics culminating in analysis and use of microprocessors and
microcomputer systems. (Three one-hour lectures, one three-hour
laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring.
Cross-listed with Computer Science Department.)
X PHY 320
Introduction to Space Science
A survey of the earth's space environment including solar, planetary,
magnetospheric, ionospheric and upper atmospheric physics (solar
dynamics, the bow shock, magnetopause, radiation belts, plasma sheet,
magnetic storms, substorms, current systems, particle precipitation and
aurora). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
An introduction to special functions in physics and engineering (complex
numbers, partial differentiation, Fourier series, series solution of selected
differential equations, Legendre, Bessel and other orthogonal functions,
and functions of a complex variable). (Three one-hour lectures. Prereq.:
PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring.
Cross-listed with Mathematics Department.)
Physics 209
Mechanics I
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillatory systems, central
force motion, and two-particle kinematics. (Three one-hour lectures.
Prereq.: PHY 122, MAT 226 or 247 [or PHY 3271. Fall)
Mechanics II
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, noninertial reference frames, thermodynamics
and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 226 or 247 [or PHY 3271. Spring)
Electromagnetic Fields I
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include electrostatics, solution of Laplace's
and Poisson's equations, and electric properties of materials. (Three onehour lectures. Prereq.: MAT 226 or 247 [or PHY 327. Fall)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include magnetostatics, magnetic properties
of materials, and the theory of electromagnetic radiation based on
Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT
226 or 247 [or PHY 327. Spring)
Comprehensive Laboratory 1
(.5 course)
An emphasis on independent laboratory investigations, including
participation in physics seminars. Experiments in the area of mechanics,
thermodynamics, vacuum physics, electronics, electricity, magnetism,
optics and modem physics. (One three-hour laboratory and one seminar
hour per week. Prereq.: junior or senior standing or consent of instructor.
Fall)
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar
hour per week. Prereq.: PHY 395, junior or senior standing or consent of
instructor. Spring)
Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts, particle motion, electric and magnetic fields,
Boltzmann equation, magnetohydrodynamics, plasma waves, instabilities,
transport processes and applications to laboratory and space plasmas.
(Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values,
angular momentum and approximation methods. Applications include
*lo
-
Physics
potential wells and barriers, the harmonic oscillator, and the hydrogen
atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See description on page 79.
PHY 299
Directed Study
See description on page 79.
PHY 399
Internship
See description on page 79.
PHY 499
Independent Study/Research
See description on page 79. Open to juniors and seniors with departmental
approval.
I
Ipirmly grounded in the liberal arts
tradition, political science has roots in the
humanities, including philosophy and
history. Through its use of statistical
analysis, it relates not only to other
behavioral sciences, but also to mathematics and the sciences generally. The role and
sigruficance of authority in human affairs
establish the focus of political science;
because politics is a central and enduring
reality in the world, it affects and is
affected by many other human concerns.
As an academic discipline, political
science uses systematic inquiry and
analysis to examine political reality and to
suggest and test alternatives.The student
who majors in political science will explore
political ideas and values, investigate
political cooperation and conflict, analyze
md compare political systems and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
?conomics,history and sociology to the
study of politics.
Providing work in several sub-fields of
~oliticalscience, the major supplies the
xeadth appropriate for graduate work in
h e discipline, as well as in public adminisration, public policy analysis, law and
>herprofessions. It also serves as a
bundation on which to develop careers in
?ublic service, business, communications
md other fields. Legislative and other
hternships, as well as significant indepenlent research projects, are within easy
"eachof Augsburg Political Science
;tudents in the Twin Cities area. Combined
~ i t broad,
h
balanced and flexible course
~fferings,these special opportunities
mhance the student's potential for graduIte study and a successful career.
Augsburg Political Science students
have the benefit of an experienced faculty
that brings a balanced expertise to the
course offerings, as well as special
strengths in interpreting politics in the
contexts of the mass communications
media, communism and American public
law. The Departmental faculty is cornmitted to the view that the study of politics,
involving as it does an understanding of
the human heritage and the importance of
informed choice in human affairs, is an
important aspect of liberal learning.
Political Science Faculty
Milda Hedblom (Chair), Andrew Aoki,
Phlipp Fishman, Mary Ellen Lundsten,
William Morris, Norma Noonan
Major
Nine courses:
POL 158 Political Patterns and Processes
POL 484 Political Analysis Seminar
Required elective - one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
And at least five other Upper Division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
mternsxp may count for an Upper
Division area.
POL 483 Political Statistics/Methodology
H~~~~~~~i~~
The Honors Major in Political Science
includes the requirements listed above,
*?
Political Science
plus the following: The student's GPA
must be 3.5 in the major and 3.0 overall.
The student must take an Honors Independent Study and a seminar, and must subni
an Honors Thesis to be defended before a
faculty committee. Students may work
with any member of the Department on
their Honors Thesis. For specific requirements, consult the Department Chair.
Students should apply for the Honors
major no later than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three Upper
Division courses in three out of five
political science areas.
Political Science Areas
(I) American Government and Politics,
(LI) Comparative Politics and Analysis, (111
International Politics, (IV) Public Law, and
(V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a Political Science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the Department Chair.
See the class schedule for precise listin!
of terms in which courses are offered.
POL 483 may not usually be used for a
minor.
I I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political
ideas; the pattern of participation; the dynamics of congressional,
presidential and bureaucratic policy making; and current issues in
American society.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and
focusing on actors, structures and other influences on urban public policy
Discussion-lecture,case studies of the Twin Cities metro area, and
meetings with public officials and activists.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in
the United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.: one course in
Political Science or consent of instructor)
Political Science
OL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties
and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in Political Science or
consent of instructor. Fall term of election years)
OL 342
Mass Communications in Society
Effects of mass communications on individual behavior; the uses and
control of mass media for political and social purposes including a study
of censorship, newsmaking, entertainment and public affairs programming. (Prereq.:junior or senior standing or consent of the instructor)
OL 370
Constitutional Law
(See Section IV for description.)
OL 375
Media Law
(See Section IV for description.)
OL 421
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
I II. COMPARATIVE POLITICS AND ANALYSIS
OL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion
of contemporary issues.
OL 350
Topics In European Politics
Study of the political behavior, institutions and processes of European
states. The course will focus on either European Community Law and
Politics or Domestic Politics in European states. (Prereq.: one course in
Political Science or consent of instructor)
OL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions
and political processes. (Prereq.: one course in Political Science or consent
of instructor)
OL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored.
Themes and countries vary. (Prereq.: one course in Political Science or
consent of instructor)
213
-
*I4
- Political Science
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and
comparisons of political processes such as political participation, political
development, political change and revolution. Topic to be included in
subtitle. (Prereq.: one course in Political Science or consent of instructor)
H Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, includinl
the dynamics of the international system, theories of international
relations, and a focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreip policy process in Russia (and
the former USSR) and China. (Prereq.: one course in Political Science or
consent of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysi
of some methods for studying international relations; analysis of major
trends; senior thesis. Open to other students by consent of instructor.
(Prereq.:four courses in the International Relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and
society; roles of courts, police, lawyers and juries; the United States
Constitution as "supreme" law; law as politics; historic and contemporaq
legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American political system in sigruhcant decisions affecting the allocation of
powers in the national government and in the federal system. (Prereq.:
POL 170 or consent of inshctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutionallaw, especially civil rights. Content will
vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent
of instructor)
-
Political Science
'OL 375
Media Law
Study of key issues and contemporary conflicts in media law and
regulation, including the uses of law to settle disputes about media
content, access, ethics and ownership. (Prereq.: one course in Political
Science, POL 342, or consent of instructor)
I V. POLITICAL THEORY AND ANALYSIS
'OL 158
Political Patterns and Processes
(See Section I1 for description.)
'OL 380
Western Political Thouqht
A study of influential
philosophers, emphasizing the values,
goals and assumptions which continue to inform and to rationalize
human governance. (Prereq.: one course in Political Science or consent
of instructor)
'OL 381
Topics in Democratic Theory
A study of democratic theories. Topics vary and may include the emer-
gence of political democracy in comparative perspective or American
political thought. Topic to be included in the subtitle. (Prereq.: one course
in Political Science or consent of instructor)
OL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on
the changing role of Marxist doctrines in society. (Prereq.: POL 158 or
consent of instructor)
OL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including an examination of the requirements of science as a model for
political study. Major research is required. (Prereq.:POL 158, POL 483,
and two Upper Division courses, or consent of instructor)
I VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS
OL 295
Lower Division Seminar
Special topics. Consult Department Chair concerning terms and subject
matter. (On demand)
OL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an
emphasis on quantitative reasoning and resear& design including
evaluation of existing research in the field.Discussion of experimental
designs, descriptive and inferential statistics, computer methods and
issues in the construction and execution of political survey.
OL 495
Seminar
Selected topics. Consult Department Chair concerning terms and subject
215
*I6
Political Science
Internships and Independent Study Courses:
POL 199
Internship
See description on page 79. P/N grading unless internship supemisor
grants exception.
POL 299
Directed Study
See description on page 79.
POL 399
POL 499
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
P
sychology, with its emphasis on
behavioral observation and data, provides
a perspective on human activities which is
an integral part of a liberal education. The
goal of the Psychology program is the
improved understanding of human
behavior by studying how people cope
with their environment and interact with
each other.
The Department's courses have three
basic goals: (1)to introduce the student to
the current information and methods in
psychology as well as earlier approaches to
psychological questions; (2) to develop the
abiity to analyze, interpret and evaluate
behavioral research, and (3) to provide
practice in the application of these principles. The Department program provides
an emphasis on both field experiences and
the theoretical foundation for graduate
study in psychology and related areas.
Internships are designed to provide
students with practical pre-professional
experience. On-the-job experience gives
students the opportunity to test career
fields and develop professional contacts.
Psychologists use a variety of methods
to study behavior, including experimentation, observation and clinical case analysis.
Faculty members in the Department of
Psychology at Augsburg have varied
professional specializations which include
areas such as counseling, physiological
psychology, human development, personality, social, cognitive and organizational
psychology and analysis of public policy.
The Psychology program's emphasis on
the use of a problem solving approach, the
acquisition of information about human
development and interaction, and the
development of human relations skills can
be beneficial in careers in business,
education and other social services, the
church and government, as well as in
careers such as research, law and medicine.
Psychology Facully
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
10 courses including:
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
PSY 230 Research Methods: Design,
Procedure and Analysis I
PSY 330 Research Methods: Design,
Procedure and Analysis 11
PSY 399 Internship
PSY 381 Psychology in Historical
Perspective
or PSY 493 Seminar: Contemporary
Issues
PSY 354 Cognitive Psychology
or PSY 355 Brain and Behavior
PSY 325 Social Behavior
or PSY 359 Psychological Assessment
Three additional Psychology courses.
Note: A minimum of five courses must
be from Augsburg. No more than two
courses from among PSY 299,399, and 499
may be counted. It is recommended that
Psychology majors take additional course
work from other areas that will complement and strengthen their particular
interests and skills in psychology. All
Psychology majors must have an adviser in
the Psychology Department.
*I8
-
Psychology
Teaching Licensure Major
Honors Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identdy current Minnesota teacher
licensure requirements.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high quality research
project culminating the major program.
Application for honors consideration must
be made during the junior year. Please
consult the Department Chair for more
detailed requirements.
Transfer course policy for psychology
majors and minors: Transfer credits must
be approved by the Department Chairperson. Only those psychology courses
successfully completed (2.0 or above)
within the last 10 years will be considered.
PSY 101
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,399
and 499 may be counted.
Self-Identity and Values
A study of self-identity and values as related to personal life. This course
uses a psychological perspective to explore the role of the individual in
the larger social context. Major topics include the acquisition, development and evolution of self-identity and values and the influence of sex
roles. (This course does not substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 102
The Individual in a Social World
A scientific investigation of the behavior of the individual as it occurs in
social environments. Examples of human behavior, such as aggression,
prejudice and group processes, which are best understood through
analysis of both individual and social factors, will serve as the course
framework. (This course does substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 105
PSY 201
Principles of Psychology
An introduction to the methods and approaches used in psychology for
the purpose of understanding behavior. Applications of psychological
concepts to everyday situations are emphasized.
Health Psychology
Impact of psychological, behavioral, social, and biological interactions on
health. Topics include: wellness, health promotion, and maintenance;
Psychology
prevention and treatment of illness; stress management; lifestyles; health
system policies; and cross-cultural perspectives. The course encourages
students to become more proactive in their own health and lifestyle
choices. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted
data analysis and MA-style presentation of research findings. PSY 230
must precede 330. (Prereq.: PSY 102 or 105; MPG III)
PSY 325
Social Behavior
Social factors which influence individual and group behavior in
naturalistic and laboratory settings. Topics include: social cognition,
group behavior, social influence, attitude formation and change. (Prereq.:
PSY 230)
PSY 330
Research Methods: Design, Procedure and Analysis II
Part 11of a two-term sequence. See PSY 230. PSY 330 should be taken in
the term immediately following PSY 230.230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 gith a grade of 2.0 or higher)
PSY 351
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of
theoretical systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory
with respect to the development of children. (Prereq.: PSY 102 or 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the adolescent and young adult
periods of life. (Prereq.: PSY 102 or 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the middle adult and older
adult periods of life. Includes perspectives on death and dying. (Prereq.:
PSY 102 or 105)
'SY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics:
attention, perception, pattern recognition, memory, mental imagery,
problem solving, decision-making and language. (Prereq.: PSY 230)
'SY 355
Brain and Behavior
Interactions between the brain, nervous system, and behavior. Topics
include the mind-brain relationship; sleep, wakefulness, and dreaming;
emotions; learning and memory; psychological disorders; biology of
personality; effects of drugs on behavior; and the biology of consciousness. (Prereq.: PSY 230)
219
220
-
Psychology
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence
which the environment, both natural and human-made, has on behavior.
Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room,
buildings and cities. (Prereq.: PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learning. Behavior change principles and their application to
instruction. Behavior change and individualized instruction projects.
(Prereq.: PSY 102 or 105)
PSY 359
Psychological Assessment
Theory and scientific methods of collecting data and information to assess
human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and
ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
An introduction to the field of personality study, including theory,
research, assessment and contemporary applications. (Prereq.: PSY 102
or 105)
PSY 362
Behavior Disorders
An introduction to maladaptive human behaviors from social, organic
and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I: Clinical Assessment
(Physician Assistant Program Requirement) Application of psychological
theory, research, and clinical principles to health care practice. Emphasis
on biopsychosocial health model, recognition of patient psychopathology,
developmental health issues, practitioner-patientinteraction. (Prereq.:
Junior standing in PA program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II: Clinical Intervention
(Physician Assistant Program Requirement) Continuation of PSY 368.
Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of appropriate behavioral health care plans.
(Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives
and behavior of individuals. Consideration of such topics as cognitive,
physical and social development, social relationships, and economic and
political power. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
Theoretical conceptualizations and practical applications of behavior in
organizations. The study of the individual, groups, structure and change
and development in organizations. Consideration of topics such as
Psychology 221
performance appraisals, training, decision-making and teamwork.
(Prereq.: PSY 102 or 105)
'SY 381
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical
positions. (Prereq.: two PSY courses)
'SY 485
Counseling Psychology
Principles, methods and attitudes involved in the counseling process.
Consideration given to goals and ethical guidelines for a counseling
relationship. (Prereq.: three PSY courses and junior class standing)
'SY 490
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated
extensively through current course offerings. Specific topics will be
published prior to registration. (Prereq.:PSY 230 and consent of instructor)
'SY 493
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses)
nternships and lndependent Study Courses:
'SY 199
'SY 299
'SY 399
'SY 499
Internship
See description on page 79. (Prereq.: PSY 102 or 105 and one other
psychology course)
Directed Study
See description on page 79. (Prereq.: PSY 102 or 105)
Internship
See description on page 79. Participation in a concurrent seminar is
required. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 79. (Prereq.: PSY 330)
A
ugsburg College understands itself
as a college of the church and it is persuaded that the Christian faith provides an
appropriate perspective from which to
undertake its educational task. The biblical
faith and tradition of the Christian church
have influenced the whole world and they
have affected and continue to influence
language, literature, history, values and
political structures.
While the fundamental orientation of
this College is to the Christian faith, it is
also true that the field of religion obviously
includes more than is represented by the
Christian faith. Large segments of the
earth's population live by religious
concepts and ideas which are different
from Christianity.The Department of
Religion seeks to introduce students to
some of these major religious traditions.
It is the hope and expectation of the
Department that students will become
better acquainted with the content and
character of the Christian faith, enabling
them to reflect theologcally on their own
religious commitment. Courses in religion
are not intended to be footnotes to courses
in other disciplines and departments. The
study of religion and the discipline of
theology have an integrity of their own.
The College offers both a major and a
minor in Religion and a major in Youth and
Family Ministry.
Religion Faculty
Lynne Lorenzen (Chair),John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly J.
Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional Religion courses, of whicl
2 must be Upper Division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior yea]
Before t a h g the seminar, each major mus
have written one formal research paper
and placed it on file with the Department
Chair. Only one Interim course may be
applied to the major. One New Testament
Greek course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
research project approved by the Department and colloquium with the Department
Application must be received by the
Department by Dec. 30 of the student's
senior year.
Minor
Five courses. Not more than one Interin
course may be counted for the minor.
Note: Not all courses that meet Christian Faith perspectives are REL courses anc
do not count toward the Religion major or
minor.
Youth and Family Ministry Major
The major in Youth and Family Ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministrv settings.
Religion
'his major is interdisciplinary, combining a
ore study of theology and Bible with
upporting course work in the social
ciences. A distinctive part of the major is
he combination of practical and theologia1 training, using resources of the
iugsburg Youth and Family Institute.
hdents are accepted into the program
hrough a two-step candidacy process.
This major requires an approximately
00-hour intemshp administered by the
iugsburg Youth and Family Institute in
~artnershipwith a congregation. It may be
~ossiblefor the intem to receive a stipend
or this internship.
The two-step candidacy process begins
vhen the student applies for candidacy,
~ormallyin the fall of the sophomore or
mior year. Two of the theology core
ourses must be completed before making
pplication to the program. An essay, one
?tter of reference, an assessment instruaent called "Self Portrait" and an interiew is required for candidacy review. The
?achingstaff will conduct step one. The
econd step will be conducted by the Youth
nd Family Institute staff with help of
xperienced pastors, a member of the
eligon faculty and youth and family
zinisters. This usually follows the intemhip in the fall of the senior year. Retaking
le "Self Portrait," an essay, an assessment
f the internship and an interview are
:quired. This step is very important
)r recommending the students for
mployment.
Sajor
en courses including:
EL 111 Introduction to Theology
EL 221 Biblical Studies
.EL 362 Theology of the Reformers
EL 481 Contemporary Theology
EL 495 Seminar
Youth and Family Ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 399 Internshp
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 Denominations and Religous
Groups in America
REL 373 Religions of China and Japan
Youth and Family Ministry elective: choose
one of the following:
REL 342 Theology of Youth and Family
Living
REL 343 Theology of Marriage (Interim)
REL 358 Life and Work of the Church
MUS 432 Church Music and Worship
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A Cross
Cultural Perspective
EDU 265 Orientation to Education
(w /field work)
or SWK 463 Community Development and Organizations
PSY 105 Principles of Psychology
or PSY 102 The Individual in a
Social World
PSY 351 Developmental Psychology:
Child
or PSY 352 Developing
Psychology: Adolescent and
Young Adult
or SWK 260 Humans Developing
Note: A student with a YFM major may
not also major or minor in Religion.
223
224
Reliaion
Religion 111,221 or 331 is prerequisite
to all other courses. REL 111or 221 is
expected to be taken in either the freshman
or sophomore year at Augsburg. Junior or
senior transfer students who are required
REL 111
to take two CF courses may take REL 331
as the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for Religion Department credii
All majors must have an adviser in the
Department.
Introduction to Theology
An introduction to the academic discipline of theology and to the
dialogue between the church and the world which concerns Christian
doctrine.
REL 221
Biblical Studies
The origin, literary character and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergence
of the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g.,
African backgrounds, religion under slavery and evangelicalism.
REL 232
Peer Ministry
The student will be trained to train high school and junior high youth to
serve as peer ministers in their congregations and communities. They will
learn and practice communication skills, facilitate small groups, and learn
the role of^alistener/helper. Peer Ministry integrates theact of caring and
serving others with a Christian belief and values system. (Prereq.: REL
221 or REL 111)
REL 235
Basics in Youth and Family History
This course will provide students with the basic understanding and skills
for designing an effective youth and family ministry for a congregation.
Students will study the latest research on American youth and their
families from Search Institute. They will learn a conceptual model for
youth and family ministry. (Prereq.: REL 221 or REL 111)
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of
the Christian faith, focusing on writing and advanced critical thinking
skills. Open only to advanced transfer students. Not accepted for credit
for students who have taken REL 111or REL 221.
REL 342
Theology of Youth and Family Living
Contemporary theories of youth and family living are examined within
the context of Christian teachings. Course focuses on family systems and
families in crisis.
REL 353
Denominations and Religious Groups in America
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam.
REL 357
Survey of Church History
A survey of Christian history in the early, medieval, Reformation and
modem periods. Some attention to primary sources, in addition to
interpretations of the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian
education and curriculum, youth work and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery
religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of
the 16th century. Special attention to the writings of Martin Luther and
other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise
of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs and philosophy of North American
Indians are studied. TribaI simiIarities and differences are explored as are
tribal relationships with nature, religious oversight of life cycles, sacred
ritual ceremonies and beliefs in an afterlife.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of
those Christians who live in Greece, Turkey and Eastem Europe, with
special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women
and men, feminist interpretation of the Bible and the impact of feminism
on Christian theology, especially in terms of language and metaphor.
REL 471
Jesusand His Interpreters
226
-
Religion
dealing with their context, literary structure and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed as well
as attention to current issues facing the Jewish community. The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial
support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of the
continuing theological task of the Christian Church.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective
for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the
traditional Christian view of human nature. Special attention will be given
to the classics in the field by Freud, Jung, and William James, and to those
Christian theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular
course offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
internships and lndependent Study Courses:
REL 199
REL 299
Internship
See description on page 79. Limited to special cases.
Directed Study
See description on page 79.
REL 399
Internship
See description on page 79.
REL 499
Independent StudyIResearch
See description on page 79.
See Department listing for a description of the following approved elective:
RELIPHI 350
Philosophy of Religion
T
his major, offered through the
Associated Colleges of the T&I Cities
(ACTC), seeks to give the broadest possible
exposure to the history politics, economics,
literature and philosophy of central and
eastern Europe and Russia. This interdisciplinary major offers an opportunity to
become well-acquainted with societies in
socio-economical and political transition as
well as the rich literary and cultural
achievements of the area. Experience with
the Russian language or, through the
University of Minnesota, one of the
eastern European languages, is required.
Russia, Central and East European Studies
is a sound liberal arts major offering
considerable flexibility and career opportunities, especially when combined with
another major or minor in business, economics, history, language and literature or
political science.
Courses are offered at Augsburg
College, H a m h e University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
B. Area Studies Courses:
Track #1: Concentration in Humanities
Five Courses: Four courses from the list
of approved courses in Track #1, plus one
course from Track #2, as approved by
adviser.
Track #2: Concentration in Social Sciences
Five Courses: Four courses from the list
of approved courses in Track #2, plus one
course from Track #1, as approved by
adviser.
C. Two other courses selected from
either Track #1 or Track #2.
D. Students are strongly recommended
to take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the central
or East European countries, during a
semester, an interim or during the summer,
is strongly encouraged. All options should
be discussed with the student's adviser.
TRACK #I
HUMANITIES CONCENTRATION
HISTORY:
HIST 55
HIST 60
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian or equivalent
competencies.
History and Philosophy of
Socialism - M
State and Society in Tsarist
Russia - M
History of the Soviet Union and
its Successors - M
HIST 314 Social and Intellectual History
of Early Modem Europe - T
HIST 331 Eastern Europe, 1699-1914 - T
HIST 333 Eastern E
~1914 to~
~
Present -T
HIST 62
~
228
-
Russian, Central and East European Studies
GEOGRAPHY:
HIST 464 Seminar in European History
(Requires Permission of
Adviser) -T
HIST 337 Modem Russia from the Empire
to Revolution - H
HIST 373 Heart of Europe: Central and
Eastern Europe in the 20th
Century - H
HIST 348 Russia and Soviet Union in the
20th Century - A
HIST 350 Russia: Keivan State to the
Ctirnean War - C
HIST 351 Russia: Last of the Romanovs,
Bolshevik Interlude, and the
Russian Republic - C
HJST 352 The Eastern Church - C
ECON 35
ECON 317
RUSSIAN LITERATURE:
ECON 349
19th Century Literature in
Translation - M
RUSS 62 20th Century Literature in
Translation - M
ENGL230 Literature in Translation - C
RUSS 61
ADVANCED MNGUAGE:
RUSS 41A Russia in Russian - Speaking/
Listening - M
RUSS 41B Russia in Russian - Reading/
Writing - M
CULTURE:
RUS 50-01 Topics (Requires Permission of
Adviser) - M
RUS 55 Russian Culture - M
RUS 56 Soviet Mass Culture - M
THEOLOGY:
REL 420 The Russian Orthodox
Church - A
TRACK #2
SOCIAL SCIENCES CONCENTRATION
GEOG 45
Regonal Geography of the
Post-Soviet Union - M
ECONOMICS:
ECON 25
ECON 495
ECON 349
ECON 346
Comparative Economic
Systems - M
Economics of the Transition - M
Comparative Economic
Systems - A
Topics (Requires permission of
adviser) - A
Comparative Economic
Systems - T
Topics: Country and Area
Studies in Economics (Requires
permission of adviser) - T
Comparative Economic
Systems - C
POLITICAL SCIENCE:
POSC 220 Introduction to Comparative
Government - C
POSC 225 Introduction to World
Politics - C
POSC 376 Marxism - C
POL 350 Comparative Politics of the
New Europe - T
POL 424 Seminar in International Politics
(Requires permission of
adviser) - T
POL 454 Seminar in Comparative Politics
(Requires permission of
adviser) - T
POL 351 Topics in Communist/PostCommunist Systems (Requires
permission of adviser) - A
POL 363 Russian and Chinese Foreign
Policy - A
POL 362 Politics of Change: Eastern
European Political Systems - H
BADM350 International Marketing and
Management - C
Russian, Central and East European Studies 229
RUSSIAN LANGUAGE COURSES:
RUSS 111,112 Elementary Russian - M
RUSS 11 Elementary Russian I - M
RUSS 12 Elementary Russian I1 - M
RUSS 15 Intensive Elementary
Russian - M
RUSS 111 Elementary Russian I - T
RUSS 112 Elementary Russian I . - T
RUSS 21 Intermediate Russian I - M
RUSS 22 Intermediate Russian I1 - M
RUSS 23 Russian Conversation - M
RUSS 25 Intensive Intermediate
Russian - M
RUSS 211 Intermediate Russian I - T
RUSS 212 Intermediate Russian I1 - T
RUSS 31 Advanced Russian I - M
RUSS 32 Advanced Russian 11- M
RUSS 33 Advanced Russian
Conversation - M
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See your adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The folIowing courses are considered to be
equivalent to one another:
HIST 60 M = HIST 337 H
HIST 333 T = HIST 373 H = MST 348 A =
HIST 351 C
ECON 25 M = ECO 317 A = ECON 349 T =
ECON 349 C
FACULTY ADVISING
Students should consult an adviser
regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda-Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel, 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 6906553; and St. Thomas, Sr. Mary Shambour,
962-5164.
Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.
See Nordic Area Studies under Interdisciplinary Studies.
S
tudents preparing to teach social
studies on the high school level must
complete, in addition to the professional
requirements to be met within the Department of Education, a competency-based
program designed to provide a broad
foundation in the social sciences.
Coordinator
Jerry Gerasimo
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 222 20th Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography (human or
cultural)
Plus a major in one of five fields economics, history, political science,
psychology or sociology. Geography and
anthropology are also acceptable fields,
although they are not offered as majors on
the Augsburg campus.
Students considering a career in
social studies education should consult, as
soon as possible, the Augsburg Department
of Education and the Social Studies
Coordinator.
For students beginning in Fall 1994 or
later: New requirements for the Social
Studies Licensure were under consideration as this catalog went to press. Contact
Prof. Gerasirno and the Department of
Education for information on curriculum
and requirements.
T
he Social Work major prepares
graduates for entry-level generalist
professional practice in the field of human
services. The program is accredited by the
Council on Social Work Education and
leads to a Bachelor of Science degree. The
program is based on a generalist model of
practice, enabling graduates to work with
individuals, families, groups, communities
and to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time Master of Social Work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education for
professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
analysis and synthesis, is ideal for social
work education. As Sir Richard Livingston
has said, "A technician is a person who
knows e v e r y k g there is to know about
his/her job except its ultimate purpose and
social consequence." Effective social
workers go beyond being technicians.
Augsburg social work graduates are entrylevel professionals.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Social Work Department. Unique
learning opportunities for field work
placement and cultural enrichment are
hrovided by a metropolitan setting known
for a humane quality of life which is
enhanced by the arts, outstanding human
services and a highly-educated populace.
Social work opportunities abound. Minne.
.
.
.
of its social services. The Twin Cities, as the
hub for these services, provides both a
variety of field placements for social work
students and external experts for the
classroom. The ethnic and economic
diversity present in this metropolitan area
provides opportunities for social work
students to learn to understand, appreciate,
respect and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The Social Work Program strives to
contribute to its environment as well as to
gain from it. Appropriately, social work
students have been involved in a wide
variety of community service efforts
including helping to develop the LINK
program on campus, mobilizing students
to assist a social service agency in their
annual Christmas giving program, and
tutoring at a local neighborhood center.
The Social Welfare minor and electives
in the Department allow students to
support another major while gaining
knowledge about human needs and
growth, human services and the methods
of effective citizenship. Students taking
these courses have the opportunity to
become knowledgeable about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country. But beyond
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public good,
always emphasizing social justice.
Social Work Faculty
Rosemary Link (Chair), Anthony Bibus
(BSW Program Director), Vem Bloom
(Field Coordinator),Maria Brown, Francine
Chakolis, Blanca Rosa Egas, Hans Eriksson,
..
..
.
..< ..
-
-
-
232
Social Work
Paulsen, Glenda Dewberry Rooney,
Michael Schock, Edward Skarnulis, Clarice
Staff (MSW Director), Mary Lou Williams
Major
11core courses:
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I
SWK 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 462 Field Work I1
SWK 463 Community Development and
Organization
SWK 465 Social Policy: Analysis and
Development
SWK 466 Field Work I11
SWK 467 The Social Worker as
Professional
SWK 469 Field Work IV
and seven supporting courses:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
SOC 265 Culture: Ethnicity, Gender and
Race
A minimum grade of 2 0 is required
for each course in the core program and a
2.0 average is required in the supporting
program.
Concentration
Concentrations in Aging, Chemical
Dependency, Crime and Corrections, Social
Ministries, and Youth are possible. A
concentration consists of courses descriptive of functional, dysfunctional and
programmatic aspects, plus field work
placement in the senior year in the special
area. For Social Ministries, a minor in
Religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social Work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400 level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting
program courses below the 400 level is
necessary for candidacy review.
Social Welfare Minor
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 463 Community Development and
Organization
SOC 265 Culture: Ethnicity, Gender and
Race
and one course from:
SWK 465 Social Policy: Analysis and
Development
POL 121 American Government and
Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
School Social Work Licensure
Requirements
State Department of Education-required
coursework includes EDU 255; HPE 115,
and 400 hours in a senior year field
Social Work
placement in a school setting. See adviser
for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
Major in Social Work Core Program
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I (Social Work)
SOC 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 463 Community Development and
Organization
SWK 462 Field Work II (In Social
Ministries Setting)
SWK 466 Field Work I11 (Interim, Social
Ministries Setting continued
from SWK 462)
SWK 469 Field Work IV (In Social
Ministries Setting continued
from SWK 466 Interim)
SWK 465 Social Policy: Analysis and
Development
SWK 467 The Social Worker as
Professional
Required Supporting Program for the
Social Work Major (includes a Sociology
Minor)
PSY
BIO
SOC
SOC
105
101
121
231
Principles of Psychology
Human Biology
Introduction to Human Society
Family Systems: A Cross
Cultural Perspective
SOC 265 Culture: Ethnicity, Gender
and Race
SOC 375 Social Psychology
Social Ministries Minor in Religion
Required course - choose one:
REL 111 Introduction to Theology
or
REL 221 Biblical Studies
Suggested courses - choose four:
REL 231,263,342,343,353,360,363,366,
370,415,441,483.
ELECTIVE COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in
addition to many other disciplines which are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation
to a possible major or future career in social work. Students must arrange
233
-
2ySocial Work
to perform 80 hours of work in a human service agency and must attend
the weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and
of the sociocultural, biological and psychological factors which influence
the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus.
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service. The values and social movements which form charitable and
governmental responses to human needs will be explored. (Prereq.:junior
standing or consent of instructor)
SWK 463
Community Development and Organization
This course focuses on locality development and social change through
community organization, social planning and social action, with emphasis
on history, theories and issues relevant to social protest and change; the
role of staff and of the functions and interrelationships of community
organizations; and practice in the local community. (Prereq.: senior
standing or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed
firsthand through work with a public policy agency or official. (Prereq.:
SWK 361,463 and senior standing or consent of instructor.)
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 363
Methods and Skills of Social Work
This course covers the basic features of the helping process, theoretical
foundations, principles and techniques of social work with individuals
and small gr6ups, A d developmeit of relationship-buildingskills.
Includes video-taping laboratory sessions. (Prereq.: SWK 361, junior
standing)
SWK 364
Field Work I*
Beginning supervised professional experience in a social work agency
which focuses on interviewing experience and relationship building. A
total of 120 hours, plus one small group supportive/discussion seminar
per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363)
SWK 365
Quantitative Analysis and Program Evaluation
This is an overview of commonly-used research methods, especially
exverirnental desiens and avvlications to vroeram evaluations. vlus use of
-
Social Work
SWK 461
Advanced Methods and Skills in Social Work
This course builds skills in the problem-solving model with diverse
populations through lecture, classroom exercise and regular class work
focusing on generalist practice in social group and family work. (Prereq.:
candidacy status)
SWK 462
Field Work II*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups, communities in a social
service agency. A total of 120 hours, plus one seminar per week. (Prereq.:
candidacy status; concurrent with SWK 461)
SWK 466
Field Work 111
(.5 or 1.0 course*)
Continuation of field work, a total of 60 or 120 hours. (1/2 course option
during Interim.) (Prereq.: candidacy status)
SWK 467
The Social Worker as Professional
Professional ethical practice, bureaucratic survival, job attainment, and
strategies for agency change and empowering clients will be studied. The
field work practice becomes the laboratory for class exercises. (Prereq.:
candidacy status)
SWK 469
Field Work IV*
Continuation of SWK 466. A total of 120 hours plus a weekly seminar.
(Prereq.: candidacy status. Concurrent with SWK 467)
Internships and lndependent Study Courses:
SWK 199
Internship
See description on page 79.
SWK 299
Directed Study
See description on page 79.
SWK 399
lnternship
See description on page 79.
SWK 499
lndependent StudyIResearch
See description on page 79.
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
235
S
ociology is the study of society as a
whole and of human social organization
and groups. The sociological perspective
provides a way to better understand the
social world and how individuals come to
think and act as they do.
The goal of the Department is to help
students develop their understanding of
the social order and how it affects them in
their daily lives. Sociology majors develop
an understanding of the theories of society
and social groups, learn to create and use
sociological tools of analysis, and learn
how to apply sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional
learning models available, such as internships, independent study, Interim courses
and field studies. The Department urges
students to use Augsburg's metropolitan
setting as a laboratory for learning.
Internships and Cooperative Education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg
alumni who have majored in sociology are
currently employed in the human resources
departments of both government and
private corporations, in industrial relations
work and in program evaluation. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning and
criminal justice.
Sociology Faculty
Diane Pike (Chair), Jerry Gerasimo, Garry
Hesser, Gordon Nelson, Michael O'Neal,
Rita Weisbrod
Major
10 courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional Sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Society is increasingly concerned about
crime. Not surprisingly, many of our
students are interested in the field of
criminal justice.
The concentration is not a traditional
criminal justice major. Rather, the focus is
on understanding crime in the community
with respect to the prevention and solution
of problems that lead to crime, as well as
understanding the criminal justice system
developed to respond to it. Students
interested in community crime prevention
as well as the traditional aspects of criminal
justice - courts, prisons, probation, and
law - will be served by this major. See
Department Chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis
from the Augsburg major requirements.
The state requirements may also be subject
to change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Sociology 237
Honors Major
To complete the Honors Major in
Sociology, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, she or he must: 1)
successfully complete an internship,
independent study or cooperative education experience; 2) submit a portfolio of
completed papers and projects, including a
theory paper, a research methods project,
and two projects or papers of the student's
choosing; and 3) write an acceptable
reflective statement on the sociology major
and on the work included in the portfolio.
SOC 121
An application for the Honors Major
can be obtained from the Department
Chair. A letter of intent to apply for Honors
should be received by the Chair no later
than Nov. 1of the senior year. The application and portfolio must be submitted for
Department acceptance by March 1.
Minor
Five courses including SOC 121 and
two Upper Division courses (i.e., SOC 300
and above), at least one of which must be
taken at Augsburg College.
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers
insights into discovering the world and one's place in it. Course study
focuses on an understanding of culture, social structure, institutions and
our interactions with each other. (Fall, Spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this
possibility. (Fall, Spring)
SOC 231
/ ~ a m i l ~ Systems: A Cross-Cultural Perspective
The family system is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver
oral reports on world family patterns, American sub-cultures and family
processes. (Fall, Spring)
SOC 265
1--
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special treatment? How are they
stigmatized? The people to whom we do this are often reflections of our
own fears. A sociological analysis of "self" and "other" provides a way to
examine racism, sexism and other "-isms." Offered on P/N basis only.
(Fall, Spring)
SOC 277
Introduction to Criminology
How do we understand crime in American society? How can our community respond to crime? Topics include: theories and patterns of crime,
criminal justice and criminal policy. (Fall)
238
-
Sociology
SOC 300,301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular course offerings. (Prereq.: consent of
instructor)
SOC 336
Introduction to Cultural Anthropology
The concept of culture is examined in anthropology. An analysis of basic
assumptions underlying the ideas of "nature," "primitive," "c~vilizedand
"progress." The course will examine the person's relation to culture and
conduct an analysis of selected aspects of Western culture. (Prereq.: SOC
121 or consent of instructor. Fall, Spring)
'
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so
much of our daily lives? Organizations as corporate actors are analyzed
with respect to their goals, culture, technology and structure, as well as
corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements &d institutions in American society.
(Prereq.: SOC 121 recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding
quantitative analysis -be it in an academic journal or a daily newspaper.
(Prereq.: MPG III. Fall)
SOC 363
Research Methods
Good research - do you know it when you see it? Can you produce it
yourself? Social science research skills are learned through the practice
and application of the basic tools of valid and reliable research design and
data analysis. (Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
An examination of the ideas of group, role and self in the understanding of
the relationship between the individual and society. A look at the major
assumptions and processes underlying our everyday life using interaction
theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring)
SOC 381
The City and Metro-Urban Planning
~ r n ~ h a scenters
is
on alternative theoEies and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers and
walking research field trips in a seminar format. (Prereq.: SOC 121 or 211
or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries.
(Prereq.: two courses in Sociology including SOC 121 or consent of
Sociology 239
SOC 498
Independent Study - Metropolitan Resources
An independently designed course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, supplemented by
traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of
instructor. Fall, Spring, Summer)
Internships and Independent Study Courses:
SOC 199
Internship
See description on page 79.
SOC 299
Directed Study
See description on page 79.
SOC 399
Internship
See description on page 79.
SOC 499
Independent StudyfResearch
See description on page 79. (Prereq.: SOC 121, consent of instructor and
Department Chair. Fall, Interim, Spring)
SPANISH
See listing under Modem Languages.
O
_
ur quality of life, both personally
and profes~ional~y,
depends in large part
>
m
e
quality
of
our communication. A
-communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts and
to improve communication skills.
Since communication careers demand
a broad educationa1background, the
Department strongly encourages a second
major or two minors in fields such as
business, economics, English, history,
international relations, political science,
psychology, religon, social work or
sociology.
The Augsburg Communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic,
literature, statistics and research methods
in their programs.
Prospective majors should meet with
a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year.
Speech, Communication and Theatre Arts
Faculty
James Hayes (Chair),Deborah Bart, Julie
Bolton, Michael Burden, Anne Holmquest,
Martha Johnson, David Lapakko
BACHELOR OF ARTS
Communication Major
12 courses overall - seven required
core courses and five courses within one of
three emphases. For transfer students, at
least six of these 12 courses must be Upper
Division courses offered at Augsburg.
Required of all Communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
POL 342 Mass Communication in Socieg
One of the following: ENG 223,225,226,
227.
Rhetoric Emphasis
Five additional electives from the
following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Five additional eIectives from the
following: SPC 329,345,399,495,499; ART
132,225,330; SPC 329,345; BUS 340,355 or
357,450; CSC 160; PSY 325,371,373; SOC
265,349,375.
Mass Communication Emphasis
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,225,
330; ENG 226,241,327,347; POL 375; THR
232,325,350,360.
For All Three Emphases
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least two interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the toumament season is essentially from October
through mid-March, and should plan
schedules accordingly.
All majors should plan to include at
least one Internship (SPC 399) as one of
their electives.
Students may petition the Department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the Departmental Adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or Department
chair.
Honors Major
The Honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific
project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration).Honors
candidates should meet with their Departmental Adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication In
Society
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Note: For transfer students, at least
three of these six courses must be Upper
Division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a Communication faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience
analysis, style, listening, and overcoming speech fright. (Note: Students
may take either SPC 111and 112 for credit, but not both. Fall, Spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students
must attend three interscholastic speech tournaments in at least two of the
following: informative speaking, persuasive speaking, Lincoln-Douglas
debate, speaking to entertain and/or communication analysis. (Note:
Students may take either SPC 111or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, Spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for
communication, including differences in values, norms, social interaction,
and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on
topics such as superior-subordinate relationships, management styles,
motivation of employees, organizational culture, effective use of meetings
and sources of communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course which integrates lecture and criticism with
hands-on experience dealing with non-fiction subjects.
SPC 348
Broadcast Production II
This course combines studio and field production with special emphasis
on post-production editing. Students work in production teams to create
and produce a one-hour magazine format news program. (Prereq.: SPC
343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of
argument, evidence, fallacies, and refutation. Includes how to build and
analyze public arguments that confront students in their everyday lives.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts,
paying special attention to the psychological aspects of persuasion.
(Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to
overcome communication barriers. (Fall, Spring)
SPC 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision
making, leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses (see descriptions on page 79):
SPC 199
Internship
SPC 299
Directed Study
SPC 399
Internship
SPC 499
Independent Study/Research
See Department listings for the following approved electives:
ART 132
Photography
ENG 347
Quantitative Journalism
ART 225
Communication Design I
LIN 311
ART 330
Communication Design II
Theories o f Grammar
(see Modern Languages)
BUS 340
Human Resource
Management
PHI 230
Logic
POL 342
Marketing
Communications
Mass Communication i n
Society
POL 375
Media Law
BUS 357
Advertising
PSY 325
Social Behavior
BUS 450
Marketing Management
PSY 371
Psychology of Gender
CSC 160
Introduction t o Computer
Science and Communications
PSY 373
Industrial/Organizational
Psychology
SOC 265
ENG 226
Introduction t o Creative
Writing
Culture: Ethnicity, Gender
and Race
SOC 362
Statistical Analysis
ENG 241
Introduction t o Cinema
Art
SOC 375
Social Psychology
BUS 355
T
he study of theatre is essential to a
liberal arts education in that theatre is a
way to experience, experiment and
integrate knowledge from many disciplines, such as: art, music, history, philosophy, religion and literature. For this reason
we offer liberal arts connections through
cross disciplinary and interdisciplinary
courses. As well, we offer a solid base in
classical, modem and contemporary
theatre while incorporating non-Western
and nontraditional theatre to support our
commitment to the multicultural experience.
At Augsburg we seek to create every
opportunity for students to grow as human
beings by encouraging connections
between theory and application through
course study, production work and the
Artist Series. Theatre productions are
created as unique learning laboratories in
creative collaboration with faculty and
artists-in-residence. Augsburg is an ideal
place to study theatre as it is located in a
major theatre center. Students expand their
knowledge of theatre not only by attending, but by working with numerous local
theatre artists and professional theatre
companies.
Augsburg theatre students participate
in all aspects of theatre production, while
learning skills such as creative problem
solving, critical thinking, collaboration,
public relations, leadership and articulation
of ideas both verbally and visually that
translate to a variety of careers. We help
prepare students to enter graduate school,
law school, semina~y,education, business
and various communication fields including professional theatre, television, film
and journalism.
BACHELOR OF ARTS
Theatre Arts Major
10 courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and Asian
American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in
Theatre
Ten production units in three or more
of the following areas: performance (3
required), artistic (1 required), and
production (4 required).
Unless you are a transfer student, all
core courses must be taken at Augsburg,
therefore, careful, early planning is
required.
Freshmen planning to major in theatre
arts should b e p with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Please Note: Several courses are offered
alternate years only. Thirteen theatre
courses are allowed toward graduation.
A capstone course, such as an internship, is encouraged,but not required. THR
226 Movement is recommended.
Majors must participate in two out of
hree dramatic productions every year.
itudents must maintain an overall 2.0 GPA
o have major participation in productions.
ionors Major
Designed to encourage overall excelence as well as outstanding achievement
)n a specific project of special interest to
he student. Honors majors must maintain
1 3.5 GPA in the major and a 3.0 GPA
werall and, as part of their major program,
momplete a substantial independent project
)f honors quality (THR 499). Honors
mandidates should meet with their Departnental Adviser prior to their senior year to
levelop a proposal for the honors project.
Transfers: Transfer students are
equired to take three Augsburg Upper
Iivision theatre arts courses.
rheatre Arts Minor
;ive courses including:
:HR 222 Introduction to Theatre
:HR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
:HR 232 Acting
:HR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
X R 366 Stage Direction 1
;ive production units in the following
reas: performance (2 required), artistic (1
equired), and production (2 required).
Theatre Arts
Theatre History and Criticism Dramaturgy
Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Teaching Licensure Major
Students interested in the Theatre
Teaching Licensure major should consult
with the Theatre Department faculty for
course requirements. Students should also
consult with the Augsburg Education
Department to identify current Minnesota
teacher license requirements.
245
*fi
Theatre Arts
THR 116
THR 222
Creative Drama
A study of theatrical movement, mime, mask, acting with an emphasis on
active participation and reflective writing. (Fall)
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists;
dramatic structure, principles; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
Introduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic and art. Technical production experience, practical projects and
theatre tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and
emotional preparation and exploration of the creative approach to scene
and character study in American drama. Students attend and review live
productions. (Spring)
TH R 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories and plays
of traditional Asia and Asian American cultures. The course includes
lectures, films, videos and demonstrationsby visiting performers. (Fall:
alternate years)
THR 325lENG 325 Playwriting
An introductory course in writing for the stage, television and film.
Students will learn the basics of dramatic structure, methods of script
analysis and techniques for the development of playscripts from idea to
finished product. (Prereq.:ENG 111and one literature course. ENG 226
also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student
will execute two design projects dealing with stage design process. Class
will take theatre tours, have visiting designers and practical involvement
with the Augsburg spring production. (Lab required, materials needed.
Prereq.: permission of instructor. Spring)
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement,
relaxation, resonating, articulating, listening, introduction to phonetics
and the vocal mechanism. Theory and practice are combined in oral
projects, reports and papers, voice tapes and individual coaching. ( F a
alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry and drama. Study,
discuss, practice and perfom readings in prose, poetry and drama before
Theatre Arts
-HR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature and criticism from the
classical Greek through the Medieval period. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentiallywith THR 362. (Fall or Spring)
'HR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays
and attendance at local theatre productions are required. Need not be
taken sequentiallywith THR 361. (Fall or Spring)
'HR 365
Advanced Acting
This course explores the elements of characterization through character
analysis and extensive scene, monologue study. Emphasis is on a variety
of roles from the classics (Shakespeare,French neoclassicism, restoration
comedy, realism and non-realism), culminating in public recital. (Prereq.:
THR 222 and THR 232. Spring or Fall)
'HR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization,
technical collaboration, casting, rehearsals, blocking and characterization.
Direction of two pieces required, the latter for public recital. Permission
from instructor required. (Prereq.; THR 361, THR 362, THR 328. Spring)
'HR 495
Theatre Topics
Selected topics in theatre.
rztemships and Independent Study Courses:
'HR 199
Internship
See description on page 79.
'HR 299
Directed Study
See description on page 79.
'HR 399
Internship
See description on page 79.
'HR 499
Independent StudyIResearch
See description on page 79.
247
See listing under Speech, Communications
and Theatre Arts.
See Metro-Urban Studies listing under
InterdisciplinaryStudies.
T
he program in Women's Studies
provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical,
practical and research components that
focus not only on gender, but also acknowledge that race, class and sexual identity are
crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Women's Studies Faculty
Lynne Lorenzen (Coordinator),Kristin M.
Anderson, Maria Brown, Jacqueline
DeVries, Grace B. Dyrud, Milda Hedblom,
...
. - . . + . . . - .
. - . . . ..
Beverly J. Nilsson, Norma Noonan, Randi
Quanbeck, Nancy K. Steblay, Beverly J.
Stratton
Major
Ten courses which must include WST
201 Foundations in Women's Studies, WS'
495 (Seminar), and WST 199 or WST 399
(Internships).The remaining seven
electives are to be selected from approved
Women's Studies courses. At least three
courses must be Upper Division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the Graduation
Skills Requirements for the Women's
Studies major must also be completed at
Augsburg. Each student's program must
have the written approval of the Women':
Studies Program Coordinator.
Women's Studies
Minor
F~~~courses which must include WST
201; three electives, one of which must be
Upper Division; and WST 495 or 499.
Courses may be taken from the other
WST 201
ACTC colleges as well as Augsburg. Each
student's program must have the written
the
Studies
Coordinator.
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences and the arts,
and how the questions and methodologies of these disciplines differ when
seen from women's perspectives. Students will also study the diversity of
women's experiences in terms of race, sexual orientations and class.
INS 233
Women: A Cross Cultural Perspective
This course will examine a variety of issues concerning the lives of women
in non-Western societies, including their economic, political and social
contributions, familial roles, and status in society. Emphasis will be placed
on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature and other aesthetic creations, the
class analyzes the position of women in American culture. Emphasis will
be placed on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 31 1
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical and Creative Perspectives
This course examines the historical roots of African American women
from Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women
are examined, as well as past and current contributionsby African
American women.
WST 350
Quest for Identity: German-JewishWomen Writers in Exile
This course will explore and identify issues of personal and community
identity for German-Jewishwriters in exile during WWII. Each work
represents a strategy for survival and provides insight into the author's
muse.
249
*zWomen's Studies
WST 481
Topics i n Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and
minors who do not elect to do an Independent Study (499). It is offered at
a different college each year.
Internships and Independent Study Courses:
A n y must be approved in writing by Women Studies Program Coordinator.
WST 199
lnternship
See description on page 79.
WST 299
Directed Study
See description on page 79.
WST 399
lnternship
See description on page 79.
WST 499
Independent Study/Research
See description on page 79.
See department listingsfor descriptions of the following approved electives:
ART 352
Women and Art
ENC 282 or 482 Topics i n Literature: Women and Fiction
HIS 311
Topics i n Women's History
HIS 380
History of Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 421
Topics i n American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Vice Chair
Raymond A. Grinde
Secretary
Inez M. Schwarzkopf
Treasurer
David L. Swanson
The year in parentheses after each name is the expiration date of current term. An asterisk before a
name indicates the person is an Augsburg graduate.
Dr. Charles S. Anderson
The Rev. Roger C. Eigenfeld (2000)
Ms. Barbara C. Gage (1998)
*Mr. Raymond A. Grinde (1996)
Ms. Carolyn T. Groves (1996)
Mr. Thomas K. Guelzow (1998)
Mr. Norman R. Hagfors (2001)
Mr. James E. Haglund (2000)
Ms. Beverly J. Thompson Hatlen (1999)
Mr. Allen A. Housh (2001)
President, Augsburg College, Minneapolis,
Minn.
Senior Pastor, St. Andrew's Lutheran Church,
Mahtomedi, Minn.
Vice President, Gage Marketing Group,
Plymouth, Minn.
Retired businessman, Roseville, Minn.
Administrator, S.J.Groves & Sons Company,
Minneapolis, Minn.
Guelzow & Senteney, Ltd., Eau Claire, Wis.
President, Norsen, Inc., Minneapolis, Minn.
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Homemaker, Apple Valley, Minn.
President, A.A. Housh and Associates, Edina,
h.
*Dr. George 0 . Johnson (1996)
Associate Professor and Division Head,
Health ServicesAdministration, University of
Minnesota, Minneapolis, Minn.
*Dr. Ruth E. Johnson (2000)
Assistant Professor of Medicine, Director of
Mayo Breast Clinic, Rochester, Minn.
T h e Hon. LaJune Thomas Lange, J.D. (2001) Judge, Hennepin County Government Center,
Minneapolis, Minn.
T h e Rev. Maynard L. Nelson (1996)
Retired Senior Pastor, Calvary Lutheran
Church, Minneapolis, Minn.
Mr. Richard A. Norling (1998)
President and Chief Executive Officer,
Fairview Hospital and Healthcare Services,
Minneapolis, Minn.
*Mr. Glen E. Person (1999)
Retired businessman, Eden Prairie, Minn.
*Mr. Harvey M. Peterson (1996)
President, Catco Company, St. Pad, Minn.
Mr. Wayne G. Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich &
Kaufman, Minneapolis, Minn.
Board of Regents
Mr. Curtis A. Sampson (2001)
*Ms. Inez M. Schwarzkopf (1998)
Mr. Glen J. Skovholt (2000)
*Ms.Gladys I. Strornmen (1996)
Mr. Leland N. Sundet (1998)
Mr. David L. Swanson (1996)
*Ms. Jean M. Taylor (2000)
Mr. Michael W. Thompson (2001)
Ms. Pamela L. Tibbetts (2000)
Ms. Kathryn H. Tunheim (1998)
*Mr. William A. Urseth (1998)
*Ms.Joan L. Volz (2000)
flo wiger, Ph.D. (2001)
Ms. May Ka-Yee Yue (2000)
President and Chief Executive Officer,
CommunicationSystems, Hector, Minn.
Assistant Vice President, Mission Investment
Fund - ELCA, St. Paul, Minn.
Vice President, Government and Community
Affairs, Honeywell, Inc., Minneapolis, Minn.
Homemaker, St. Paul, Minn.
Chairman and Chief Executive Officer, Sundet
Companies, Eden Prairie, Minn.
Retired businessman, Minneapolis, Minn.
Vice President of Development, Taylor
Corporation, Eagan, Minn.
Realtor, Edina Realty, Inc., Edina, Minn.
Senior Vice President and Administrator,
Fairview Hospital, Minneapolis, Minn.
Principal and President, Tunheim Santrizos
Co., Minneapolis, Minn.
C h a i i a n and Chief Executive Officer,
Upland Global Corp., Minneapolis, Minn.
Attorney, U.S. West Communications, Vice
President and General Manager, Interconnect,
Denver, Colo.
Associate Professor of Ethnic Studies, Metro
State University, Minneapolis, Minn.
President, Financial Services Associates, Inc.,
Edina, Minn.
IN AMERICA
(ELCA)
Chair
Executive Director
Dr. Mary Ann Shealy
The Rev. W. Robert Sorensen
Secretary
Assistant Director for Finance
Kathryn A. Swanson
Sue Rothrneyer
Vice-Chair
Director for Colleges and Universities
Gladystine B. Hodge
Mr. James M. Unglaube
Asst. Dir. for Colleges and Universities
E3
Begnning year of service is indicated with parentheses.
Officers of the College
Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New
York.
Marie 0.McNeff (1968). Vice President for Academic Affairs and Dean of the College,
Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Michael D. Ranum (1988). Vice President of Finance and Management. B.A., Concordia
College; M.B.A., University of Minnesota.
Gregory H. Ritter (1988). Vice President for Institutional Advancement. B.S., University of
Minnesota; M.Div., United Theological Seminary.
William R. Rosser (1986). Vice President for Student Affairs and Dean of Students. B.A.,
Taylor University; M.S., University of Kentucky.
Richard J. Thoni (1972). Vice President for Enrollment Management. B.A., St. Olaf College;
Ph.D., University of Minnesota.
A
Ruth L. Aaskov (1960). Associate Professor of Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola
University; Ph.D., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. Co-director of the Center for Global Education. B.S., Viterbo College;
M.S., Eastern Montana College; Ph.D., University of Minnesota.
Earl R. Alton (1960).Associate Dean of Academic Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College;
M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota.
Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa Carney Anderson (1995). Instructor, part-time, Biology. B.A., Ohio Wesleyan University; M.S., Wright State University; Ph.D., University of Minnesota.
Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison.
Augsburg College Faculty 255
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
Teri L. Aslakson (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Mark Attridge (1991). B.A., University of Minnesota - Duluth; M.A., University of
Wisconsin - Milwaukee; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Deborah L. Bart (1981). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A., M.A., University of Minnesota.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona
College; Registered Physical Therapy, Children's Hospital of Los Angeles School of
Physical Therapy; Ph.D., University of Minnesota.
Fohn E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of
Nebraska.
Vernon M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
leanne M. Boeh (1990).Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northem Colorado; M.F.A., University of Minnesota.
lulie H. Bolton (1976). Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A.,
University of Minnesota.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota.
Laine Bryce (1978). Studio Artist/Bassoon, part-time, Music. B.A., University of Minnesota.
Priscilla K. Buffalohead (1981).Instructor, part-time, Sociology. B.A., M.S., University of
Wisconsin-Madison.
Michael R. Burden (1990).Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.F.A., University of Minnesota.
*2Augsburg College Faculty
Janelle M. Bussert (1994). Instructor, part-time, Religion. B.A., Luther College; M.Div., Yale
University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of Illinois Chicago; Ph.D., University of Ilhois - Champaign-Urbana.
John J. Carroll (1995). Assistant Professor of Chemistry. B.S., William and Mary's; Ph.D.,
University of Wisconsin - Madison.
Jonathan P. Case (1995). Instructor, part-time, Religion. A.A., Central College; B.A., M.A.,
Southern Nazarene University; M.Div., Nazarene Theological Seminary; Th.D., Luther
Seminary.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. (Peggy) Cemto (1991). Instructor, part-time, Business Administration/
Accounting/MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois,
Urbana-Champaign; Ph.D., University of Minnesota.
Michael G . Chovanec (1995). Instructor, part-time, Social Work. B.S.W., M.S.W., University
of Wisconsin-Milwaukee; Ph.D., University of Minnesota.
Tara Christopherson (1992). Instructor, part-time, Art. B.S., University of Wisconsin-Stout.
Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of
Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English.
Elaine R. Cline (1990). Library Director. B.A., College of William and Mary; M.L.S.,
University of Michigan.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa.
Joan L. Conners (1996). Instructor, part-time, Political Science. B.A., M.A., Marquette
University; A.B.D., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Augsburg College Faculty
D
Cathleen A. (Cass) Dalglish (1986). Assistant Professor, part-time, English. B.A., College of
St. Catherine; M.F.A., Vermont College; Ph.D., University of Minnesota.
Pauline Brunette Danforth (1996). Instructor, part-time, English. B.A., Bernidji State
University; M.A., University of Minnesota.
Linda M. Davis (1996). Instructor, part-time, Mathematics. B.S., Michigan State University;
Ph.D., University of Minnesota.
Jill A. Dawe (1994). Assistant Professor. B.Mus., Memorial University of Newfoundland;
M.M. and D.M.A., Eastman School of Music.
Mary E. Dean (1990). Instructor, part-time, Business Administration/Accomting/MIS.
B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown
University.
Mark E. Deming (1996). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
Jacqueline R. DeVries (1994). Assistant Professor of History. B.A., CaIvin College; M.A.,
Ph.D., University of Illinois-Urbana.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne I. Dorke (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., University of Wisconsin.
Susan Sacquifne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Francoise M. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 1.1;M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
E
Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of Minnesota; Lic.Ed., M.D., University of Guayaquil, Ecuador.
Mary G . Endorf (1986). Instructor, part-time, MAL Program. B.A., Hamline University;
M.S., SUNY - Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Carol A. Enke (1986). Instructor, Health and Physical Education. B.S., M.Ed., University of
Minnesota.
Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
*zAugsburg College Faculty
Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991).Studio htist/Tnunpet, part-time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
F
Heidi M. Farrell(1995).Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Thomas J. Feldstein (1995).Instructor, part-time, Physician Assistant Studies. B.S., University of Minnesota; Phm.D., University of Minnesota.
Norman B. Ferguson (1972).Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell(1992).Associate Professor of Nursing. B.S., College of St. Catherine; M.N.,
University of California-Los Angeles, Ph.D., Adelphi University.
Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip F. Fishman (1988).Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washgton University; M.S.W., St. Louis University.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990).Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College;
M.A., University of Minnesota.
Robert P. Friederichsen (1971).Assistant Professor, part-time, Art. B.A., Bethel College;
M.A., Pennsylvania State University.
Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A.,
Ph.D., University of Minnesota.
C
Stephen M. Gabrielsen (1963).Professor of Music. B.A., Augsburg College, D.M.A.,
University of Minnesota.
George M. Gaetano (1993).Instructor, part-time, Speech, Communication, and Theatre
Arts. B.A., Hunter College; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Jeny Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Robert J. Geroux (1996).Instructor, part-time, Political Science. B.A., Gonzaga University;
Augsburg College Faculty 259
Jennifer L. Gerth (Loubriel) (1994).Studio Artist/Clarinet, part-time, Music. B.A., St. Olaf
College; M.M., Northwestern University.
Patricia K. Gladchild (1995). Instructor, part-time, Political Science. B.A., M.A., A.B.D.,
University of Minnesota.
Joseph Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant
Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo
Graduate School.
Paul H. Grauer (1979). Instructor, Health & Physical Education. Men's Athletic Director.
B.S., Concordia of Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of
Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A.,
Ph.D., Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Richard A. Gresczyk (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota.
Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A.,
Ph.D., Harvard University.
Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director
of Counseling. B.A., M.A., Ph.D., University of Minnesota.
Konrad E. Gunderson (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., Luther College; MS., University of Wisconsin-Madison; Ph.D., University of
Nebraska-Lincoln.
Satya P. Gupta (1976). Professor of Economics. B.S., MS., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Abo El-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/Accounting/MIS. Master of Accounting, Cairo University, Egypt; M.A., Mankato State
University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia.
B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United
Kingdom.
260
-
Augsburg College Faculty
Roxanne Hale (1991). Instructor, part-time, Modem Languages. B.A., University of the
Paclfic; M.A., University of Minnesota.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; MS., Ph.D., Iowa State University.
Daniel S. Hanson (1988).Instructor, part-time, MAL Program. B.A., Augsburg College;
M.A., University of Minnesota.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau
Claire; MS., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh;
Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball
State University; D.B.A., Kent State University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
James T. Hayes (1991). Assistant Professor of Speech, Communication, and Theatre Arts.
B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1994).Assistant Professor and Director of Choral Activities. B.A.,
Augsburg College; M.A. Columbia University; D.M.A., Manhattan School of Music.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Alice L. Hermann (1993). Academic Coordinator, Academic Programs in Central America.
B.S., University of Nebraska; M.A., Kent State University.
Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director
of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary;
M.A., Ph.D., University of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Paul L. Holmer (1986).Distinguished Visiting Professor, part-time, Philosophy. B.A., M.A.,
University of Minnesota; Ph.D., Yale University.
Anne M. Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre
Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa.
Bradley P. Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University.
Marilyn N. Horowitz (1988). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988).Studio Artist/Violin and Viola, part-time, Music. B.M.,
TnAiana T T n i x r n r c i h r
Augsburg College Faculty 261
Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Susan A. Hyman (1994). Instructor, part-time, English. B.A., M.A.W., University of Iowa;
Ph.D., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
J
Lisa E. Jack (1994). Instructor. B.A., Occidental College; M.A., Ph.D., University of Southern
California.
W. Pearl Jackson(1995). Instructor, part-time, Social Work. B.S.W., Fort Valley State
College; M.S.W., University of Minnesota.
William H. Jasperson(1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
David A. Johnson (1995). Instructor, part-time, Physician Assistant Studies. B.S., University
of Wisconsin-Madison; PA Certification, University of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of
Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
JeffreyE. Johnson(1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota.
Martha B. Johnson(1988). Associate Professor of Speech, Communication, and Theater.
Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of WisconsinMadison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
JeffreyF. Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College,
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/Accounting/MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
JaneA. Kammeman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California; J.D., University of Minnesota.
Manuel E. Kaplan (1995). Medical Director, Assistant Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
262
-
Augsburg College Faculty
Robert A. KarlCn (1959). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Tish Keahna (1996). Instructor, part-time, American Indian Studies. J.D., University of
Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA Certification, Bowman Gray School of
Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., SUNY - Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Diana I. Kordas (1995). Instructor, part-time, English. B.A., M.A., SUNY - Buffalo; M.A.,
California State University - Dominguez Hills.
Marilyn A. (Lynn) Kramer (1994). Instructor, part-time, English. B.A., University of
Wisconsin - Madison; M.A., University of Wisconsin - Milwaukee.
Carol F. Kuechler (1994). Assistant Professor of Social Work. B.A., Marquette University;
M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0.Kuhlmann (1995). Instructor, part-time, Business Administration/Accomting/
MS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. B.A.,
School of International Affairs at George Washington University; M.A., School of
Education at the American University.
L
Steven J. LaFave (1991). Assistant Professor of Business Administration/Accomting/MIS.
B.A., Michigan State University; M.A., University of Michigan; M.B.A., University of
Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A.. Macalester College: M.A.. Ph.D.. Universitv of Minnesota.
Augsburg College Faculty 263
Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University;
M.Ed., Penn State University.
Patrick R. Leacock (1995). Instructor, part-time, Biology. B.A., M.S., University of Minnesota.
Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Mark Lester (1995). Academic Coordinator, Academic Programs in Nicaragua. B.A., St. Pius
X Seminary; M.A., Mount St. Mary's Seminary.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Terry L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant
Studies. B.S., Sienna Heights College; PA Certification, Baylor University.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S. North Dakota State University.
Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of
Southampton; M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992).Assistant Professor of Psychology. Director of Faculty
Development. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.B.A., University of Minnesota.
J. Lynne F. Lorenzen (1988).Associate Professor of Religion. B.A., University of Iowa;
M.Div., Luther Seminary; M.A., Ph.D., The Claremont Graduate School.
Kristen Melum Lowe (1996). Instructor, part-time, Art. B.F.A., Minneapolis College of Art
and Design; M.F.A., School of the Museum of Fine Arts/Tufts University.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., University of Colorado Health Science Center;
PA Certification, University of Colorado Health Science Center.
Steven P. Lund (1982). Studio Artist/Trombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterman (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
Earlham College; M. Div., Yale Divinity School.
M
Karen M. Mateer (1984).Assistant Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
John B. McAllister, 111(1991). Instructor, Global Education. B.A., Bates College; M.A.,
University of Minnesota.
Elena McCollim-Medina (1991). Instructor, Global Education. B.A., University of Califor-
264
-
Augsburg College Faculty
Esther G. McLaughlin (1989).Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Patrick Mendis (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Sri Lanka, Ceylon; M.A., Hubert H. Humphrey Institute of Public
Affairs; Ph.D., University of Minnesota.
Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed.,
M.Music Ed., University of Kansas.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration/Accounting/MIS.
B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social,
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
David M. Miller (1996). Instructor, part-time, Social Work. A.S.S., Nassau Community
College; B.A., M.S., and C.A.S., SUNY - Albany; A.B.D., Temple University.
Kinney G . Misterek (1989).Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas F. Morgan (1983). Professor of Business Administration/Accounting/MIS.B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Moms (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Camegie-Mellon University.
Garth M. Momsette (1996). Instructor, part-time, Economics. B.S., University of Oregon;
M.S., University of Wyoming.
Joseph E. Myss (1994). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., St. Joseph's College; M.B.A., Indiana University.
Patricia A. Murphy (1995). Assistant Professor of Health & Physical Education. B.S., M.S.,
Mankato State University.
N
Sharol A. Nau (1993). Instructor, part-time, Art. B.A., Carleton College; M.F:A., Michigan
State University.
Eliawira N. Ndosi (1990).Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Augsburg College Faculty 265
Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D.,
Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div.,
Union Theological Seminary.
Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977).Professor of Nursing. B.S.N., M.S., Ph.D., University of Minnesota.
Norma C. Noonan (1966).Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994).Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.,D., Syracuse University.
Michael E. O'Neal(1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
William H. Ojala (1995).Instructor, part-time, Chemistry. B.S., College of Great Falls,
Montana; Ph.D., University of Minnesota.
Wayne Olhoft (1993).Instructor, Business Administration/Accomting/MIS. B.A., Metropolitan State University, St. Paul, Minnesota; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979).Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992).Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; MA., Ph.D., The Pennsylvania State University.
Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota.
Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M.,
University of Nebraska.
Vicki B. Olson (1987).Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack W. Osberg (1991). Instructor, Health and Physical Education. Head Football Coach.
B.A., Augsburg College.
Paul H. Ousley (1993).Orchestra Director. B.M., University of Wisconsin-Eau Claire; M.M.,
Eastman School of Music.
Magdalena M. Paleany-Zapp (1986).Associate Professor of Business Administration/
Accounting/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw,
Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland.
266
-
Augsburg College Faculty
Ronald G . Palosaari (1965).Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A.,
Lone Mountain College.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., Fielding Institute.
Richard W. Pearl (1992).Instructor, part-time, Education. B.A., M.A., University of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Thomas J. Pederson (1995). Instructor, part-time, Mathematics. B.S., Georgia State University; M.A., University of Minnesota.
Paul E. Pender (1985).Instructor, part-time, Business Administration/Accomting/MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William S. Perkins (1995). Instructor, part-time, Business Administration/Accomting/
MIS. B.A., University of Detroit.
Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div.,
Wartburg Theological Seminary.
Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., UCLA.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University.
Sandra L. Powers (1990). Studio Artist/Clarinet, part-time, Music. B.M., Eastman School of
Music; M.M., Northwestern University.
T. Peter Przytula (1993). Instructor, part-time, Political Science. M.A., University of Lo&,
Poland; M.A., Ph.D., University of Minnesota; Ph.D., University of Poznan, Poland.
Q
Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg
Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary.
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
P=..A:
n..=..LanL
/laan\
T,.C~-.~+~,.
--~-e;...,,
~A,-.A,,-
T
-,m.-n-n
R A
P-..~-..A:..
P-II---.
Augsburg College Faculty 267
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State
College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota.
Margaret A. Reed (1994). Instructor, part-time, Education. Ph.D., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A.,
University of St. Thomas.
M. Bridget Robinson-Riegler(1994). Assistant Professor of Psychology. B.A., Indiana
University; Ph.D., Purdue University.
Carlos Robles-Cruz (1993). Instructor, part-time, Speech, Communication, and Theater
Arts. Diploma in Theater Arts, Institute Arte Escenico, Mexico City.
Steven W. Roecklein (1996). Instructor, part-time, Social Work. B.S., Wisconsin State
University; M.S., M.S.W., University of Wisconsin; Ph.D., Iowa State University.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., University of Minnesota.
Patricia L. Rustad (1996). Instructor, part-time, Physician Assistant Studies. B.S., Colorado
State University; MS., University of Colorado.
s
Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D.,
University of Minnesota.
Pauline T. Sateren (1974). Assistant Professor, part-time, Education. B.A., Northwestern
College; M.M.Ed., University of Colorado.
Merlyn E. Satrom (1995). Insb-uctor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburg/Lahn, Germany.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Milo A. Schield (1985). Associate Professor of Business Adrninistration/Accounting/MIS.
B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English, part-time. B.S., St. John's University;
M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Janet L. Vatsaas Schubert (1994). Instructor, part-time, Modern Languages. B.A., Augsburg
College; Diplomprme i norsk sprdk og litteratur, University of Oslo.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M.F.A, University of Minnesota.
- Augsburg College Faculty
David G . Schwain (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.B.A., University of Cincinnati; M.B.A., Harvard Graduate School of Business.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accounting/
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University, Ph.D., University of Minnesota.
Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School;
M.M., The Cleveland Institute of Music.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994).Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Judith E. Shevelev (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
University of California at Davis; M.A., Columbia University.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990).Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., St. Cloud State College; M.F.A., Southern Methodist University.
Paul M. Sotkiewicz (1995). Instructor, part-time, Economics. B.A., University of Florida;
M.A., University of Minnesota.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. B.A., M.A.,
Universidad de Concepcion, Chile; Ph.D., The Catholic University of America.
Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A.,
Augsburg College; M.A., University of St. Thomas.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl(1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University;
M.A., Ph.D., University of Montana.
John P. Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration/Accounting/MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994).Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Augsburg College Faculty 269
Dianne L. Strandberg (1989). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota; M.A., University of Minnesota. (NOTE: one M.A. in English
Literature; one M.A. in Library Science)
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of
New York, Oneonta.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
T
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
James G . Trelstad-Porter (1993). Academic Coordinator, Academic Programs in Mexico.
B.A., Augustana College; M.A., American University.
Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Rebekah Valdivia (1995).Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993).Instructor, part-time, M.A.L. Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W-X-Y-z
Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Ronald F. Walter (1988).Instructor, part-time, Modem Languages. B.A., Swarthmore
College; M.A., Ph.D., Indiana University.
Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
Catherine M. Warrick (1996). Instructor, part-time, Education. B.A., Pasadena College;
M.A., University of Southern California; Ph.D., Indiana University - Bloomington.
270
-
Augsburg College Faculty
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounfing/MIS
B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., University of
St. Thomas.
Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Comell University.
Pamela J.Weiss (1983). Associate Professor, Nursing. B.A., University of Nebraska; M.P.H.,
Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel
Hill.
JeanH. Whalen (1995).Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Thearhice Williams (1993). Instructor, part-time, Social Work. B.A., University of Illinois;
M.S.W., University of Pennsylvania.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S.,
M.A., University of Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone, part-time, Music. B.A., St. Olaf College,
Certificate, L'Academie Intemationale, Nice, France.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accomfing/
MIS. B.A., Calvin College; M.B.A., Westem Michigan University.
Fidel Xinico (1995).Academic Coordinator, Academic Programs in Guatemala. B.A.,
Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary at the University of St.
Thomas, Minnesota.
William C. Youngblood (1990). Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary; Ph.D., University
of Minnesota.
Beth L. Zemsky (1995). Instructor, part-time, Social Work. B.S., Comell University; M.Ed.,
M.S.W., Washington University.
Stephen Y. Zheng (1990). Assistant Professor of Mathematics. B.S., Sichuan University;
Ph.D., University of Minnesota.
Lyla M. Anderegg, Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen, Professor Emerita of English, B.A., Northwestern College, M.A.,
Northwestern University.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota.
Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Dr. Richard A. Borstad, Professor Emeritus of Health & Physical Ed., B.A., M.A., Ph.D.,
University of Minnesota.
Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Minnesota.
Dr. Beverly C. Durkee, Professor Emerita of Mathematics, B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M.,
Ph.D., Northwestern University.
Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Dr. Theodore J. Hanwick, Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute
of Brooklyn; Ph.D., New York University.
Katherine Hemig, Artist-in-Residence Emerita, Music. M.A., University of Minnesota.
Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College;
M.S.W., Ph.D., University of Minnesota.
Dr. JohnR. Holum, Professor Emeritus of Chemistry, B.A., St. Olaf College; Ph.D., University of Minnesota.
Dr. Irene Khin Khin Jensen,Professor Emerita of History. B.A., Rangoon University,
Burma; M.A., Bucknell University; Ph.D., University of Minnesota.
*?
Faculty Emeriti
Dr. Einar 0.Johnson,Professor Emeritus of Education. B.A., Concordia College; M.A.,
Ph.D., University of Washington.
Dr. James D. Johnson,Professor Emeritus of Music. M.S., Julliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson,Professor Emerita of Modem Languages, B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Edwin D. Mickelberg, Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Dr. Mildred K. Mueller, Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Patricia A. Parker, Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan.
Lauretta E. Pelton, Professor Emerita of Education. M.Ed., Marquette University.
Marianne B. Sander, Dean of Students Emerita. B.A., Valparaiso University, M.A., University of Minnesota.
Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus,
Lakeland College.
Marjorie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Dr. Eugene M. Skibbe, Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Seminary; Th.D., University of Heidelberg, Germany.
Dr. Myles C. Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College,
Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Dr. Ralph L. Sulemd, Professor Emeritus of Biology, B.A., Concordia College, Moorhead;
M.S., Ph.D., University of Nebraska.
Dr. Paul T. Steen, Professor Emeritus of Sociology. B.A., Gustavus Adolphus; M.A., Ph.D.,
University of Minnesota.
Dr. Joel S. Torstenson, Professor Emeritus of Sociology. B.A., Augsburg College; M.A.,
Ph.D., University of Minnesota.
Interstate 94 East
College Map Information
1. Admissions Weekday Program Office
2. Air Structure Enhance
November through March
3. American Indian Support and Black Student Affairs
4. Anderson-Nelson Athlefc Field and Seasonal Air Structure
5. Center for Global Educationand InternationalPrograms
6. Christensen Center
7. College Relations
8. East Hall
9. Foos, Lobeck, Miles Center for Worship,
Drama and Communication
10. Husby-SirommenTennis Couds
11. Ice Arena
12. Jeroy C. Carlwn Alumni Center
13. Maintenanceand Grounds Shop
14. MortensenTower
+
15. Murphy Place
Weekend College Admissions and
Graduate Programs Offices
16. Murphy Square
17. Music Hall
18. Nordic Center
19. Old Main
20. Oscar Anderson Hall
21. Quad
22. Science Hall
23. Securily DispatchCenter
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup library
27. Sverdrup-Onedal Memorial Hall
Master of Social Work Admissions
28. Urness Tower
29. Youth and Family lnstiie
Parking Lots
A. Admissions Parking
for prospective students and their parents
B. Faculty/StM/Commuter/Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parltmg
E. Commuter Sheet Parking
F. Resident Parking
G. Visitor Parking
H. Riverside Professional BuildingRamp
b~isability
access
-
=
\
DOWNTOWN
MINNEAPOLIS
Directions to Campus
Public Parking
From Minneapolis on 1-94 East Take the Riverside/25th Avenue exit and
turn left on 25th Avenue, turn left on
Riverside Avenue, turn left at 21st Avenue
South.
AU posted Augsburg College faculty/staff/
From St. Paul on 1-94 West Take the Riverside Avenue exit, turn right
at Riverside, turn left at 21st Avenue South.
From the south on 35W Follow 1-94 signs, take the Riverside/25th
Avenue exit, turn left on 25th Avenue, turn
left at Riverside, turn left at 21st Avenue
South.
From the north on 35W Take the Washington Avenue exit, turn left
on Washington (turns to the right onto
Cedar Avenue), turn left at Riverside
Avenue, turn right at 21st Avenue South.
commuter lots are free and open for use
from 430 p.m. Friday through Sunday
evening. Lots are located on Seventh Street
between 21st and 22nd Avenues and north
of Eighth Street between 24th and 25th
Avenues. Most street parking is four hour
parking, seven days a week. Additional
parking is available in the Riverside Medical
Center ramp, or University of Minnesota
parking lots on the north side of Riverside
Avenue.
.
-
-
.-
-
-
-
I-'
.
'.'I
--
About Augsburg 9,251
Academic Advising Center 48
Academic Affairs 6,59
Academic Calendar 4,5,46
Academic Information 46
Academic Internships 56
Academic Policies and Procedures 59
Academic Progress, Probation and
Dismissal 73
Academic Skills Enrichment 38
Accessibility 16
Accounting 90,95-97
Accreditation and Memberships 10,14,16
Activities 36
Admissions 18-20
Administrative Officers of the College 254
Advanced Placement Program Test (AP)72
Afrikana Support Program 40
Air Structure 37
Alumni Center 12
American Lndian Studies 39,149-150
American Lndian Support Program 39
Anderson Hall 12,43
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 39
Annex Houses 13
Application Procedures 18,26
Art 80-84
Art History 81,83
Asian American Support Program 40
Asian Studies 110-111
Assessment of Previous Learning (APL)
Program 71
Associated Colleges of the Twin Cities
(ACTC) 52
Associated Support Organizations 13
Athletic Affiliation 16
Athletics 37
Audio-Visual Services 47
Audit Fee 22
Auditing Courses 71
Augsburg Echo 37
Augsburg Youth and Family Institute 14
Augsburgian, The 37
Biology 85-89
Board of Regents 252-253
Books and Supplies 23
Business Administration 90-94
Business Administration and
Economics 92
Calendar 4,5,46
Campus Location 11,16,273-274
Campus Map 273-274
Campus Ministry 36
Campus Tours 18
Canadian Program 58
Career Services 40
Center for Global Education 12,54,156
Center for Global Education Courses 157160
Center for Learning and Adaptive Student
Services (CLASS) 38
Chemistry 101-105
Chinese 170
Choir 37,190
Christensen Center 12
Class Confirmation 59
Class Schedule 78
Classification (Class Year) 71
Coaching Endorsement 139
College Costs 1996-'97 22
College Level Examination Program
(CLEP) 72
College of the Third Age 59
College Relations 6,12
Commencement 74
Commons 43
Communication 240-243
Community and Public Service
Scholarships 28
Community Internships in Latin America
55-56,162-163
Community Service-Leaming 56,57
Computational Economics 106-107
Computer Resources 47
Computer Science 106-109
Concert Band 37,190
Continuing Education Program 58
:ooperative Education 56,57
:ounseling 41
:ounseling and Health Promotion 41
:ourse Descriptions 78-250
:redits 78
1
lean's List 74
legrees Offered 8,46,49-50
lepartmental Comprehensive Exams 72
Iepartments and Programs 48,78-250
leposits 19,23,42
)evelopment 6
lirectory 6
lisabled Student Program 38
lismissal 73
Iivisions and Departments 48
lormitories 12,42
Iual Degree Programs 8,50,127
:arly Admission of Freshmen 19
:ast Asian Studies 110-111
:ast European Studies 49,50,227-229
last Hall 12
:cho 37
lconomics 92,112-116
:ducation 117-126
;ducationfor Service 10
:lderhostel 59
ilementary Education 117-120
:mployrnent 29,40
lngineering 127-128
:nglish 129-135
Inglish as a Second Language (ESL)
Program 73
:nglishPlacement Test 130
:nglish-LanguageArts Teaching Major 130
.nrollment 16
: n r o h e n t Deposit 23
Insembles 180,183,190-191
Intry-level Skills 64
,thnicStudies 150
:valuationand Grading 69
.vangelicalLutheran Church in America
(ELCA) 16,253
,xperientialEducation Programs 56-57
xplanation of Grades 69
Index
Facilities and Housing 12,42
Facts and Figures 16
Faculty 46,254-270
Faculty Emeriti 271-272
Family Educational Rights and Privacy Act
(FERPA) 43,75-76
Federal Work Study Program 30
Fees 22-23
Finance Specialization (Business
Administration) 91
Financial Aid 16,25-30
Financial Policies 24-25
Fine Arts 37
First Year Experience 48,63,136
Fitness Center 41
Food Service 43
Foreign Languages 69,136,169-178
Former Students 20
Foss, Lobeck, Miles Center for Worship,
Drama and Communication 12
Four Year Assurance Program 75
French 170-172
Freshman Performance Scholarships 180
Freshmen 18
Full-time Students 22
C
Gage Family Academic Enrichment
Center 38
General Education Curriculum 60-65
General Education Requirements 60-65
General Studies 137
German 169,172-174
Gift Assistance 28
Global Education Center 12,54,156
Global Education Program
Courses 157-160
Grade Point Average 71
Grading 69
Graduate Program Office 59
Graduate Programs 58
Graduation Level Skills 65
Graduation Requirements 60-65
Grants 28
Gymnasium (Si Melby Hall) 13
277
278
-
Index
Health and Physical Education 138-143
Health Promotion 41
Health Service 41
HECUA Courses 161-163
Higher Education Consortium for Urban
Affairs (HECUA) 53,55,161-163
Hispanic/Latino Support Program 40
History 144-148
History of Augsburg College 9
Honors Program 52
Housing 12,22,42
Hoversten Peace Scholarships 27
Language Courses 169-178
Learning Disabilities Program 38
Learning Laboratory 38
Leave of Absence 60
Liberal Arts Perspectives 65-69
Library and Information Technology
Center 13,16,47,52
Lifetime Sports 65
Linguistics 174-175
Loan Assistance 28-29
Location 11,273-274
Lutheran Leader Scholarships 28
Ice Arena 12
Incomplete Grade 70
Independent Studies 79
Information Technology Center 13,16
Inter-InstitutionalPrograms 52
Inter-Race 13
Intercollegiate Athletics 37
InterdisciplinaryStudies 149-154
Interim 46
Interim Abroad 56
Interim Office 59
International Baccalaureate Program (IB)
71
International Business Minor 92
International Business Specialization
(Business Administration) 92
International Programs 42
International Relations 155-156
International Student Services 20
International Students 42
International Studies 156-163
Internships 55,56-57,78-79
Intertribal Student Union 39
Intramural Athletics 37
Majors and Minors 8,49-50,78-250
Management Information Systems 98-100
Management Specialization (Business
Administration) 91
Maps 273,274
Marketing Specialization (Business
Administration) 91
Master's Degrees 46,58
Math Placement Group (MPG) 64-65
Mathematics 164-168
Mathematics Placement Group (MPG)
Requirements 64-65
Media Center 52
Melby Hall 13
Memberships 14,16
Memorial Hall 13
Merit Scholarships 27
Metro Urban Studies 151-153
Minnesota Indian Teacher Training
Partnership (MNITTP) 39
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 30
Minority Studies 149-154
Minors 49-50,78-250
MIS Courses 98-100
Mission Statement 9
Modem Languages 169-178
Mortensen Tower 13,43
Murphy Place 13
Murphy's 43
Music 179-191
Japanese 174
KCMR Radio 37
Music Education 181-182
Music Ensembles 180,183,190
Music Hall 13
Music Performance Major 179-180,182-183
Music Therapy Major 179,180,183,189-190
Vatural Science 192-193
Yo-Credit Grades 69-70
Vordic Area Studies 153-154
Vordic Center 14
Norwegian 175-176
Votification of Admissions Decision 18
Vumber Grades 70
Vumbering of Courses 78
Vursing 194-197
3ff-Campus Programs 16
3fficers of the College 254
3jibwe 169,176
31d Main 13
3rchestra 37
Xentation (FYE) 48,63,136
astfold, Norway Exchange
Program 54,159
Paired Resources in Ministry and
Education (PRIME)Awards 28
?art-Time Students 22
?ass/No Credit 69-70
?astor 36
?ayments 23
?erformance Studies 184
?erformingArts Scholarships 27
?erspective Requirements 65,67-69
?erspectives (Rationale) 66-69
?hilosophy 198-201
?hi Theta Kappa Scholarships 27
?hysical Disabilities Program 38
?hysical Education 138-143
?hysician Assistant Program 202-204
?hysics 205-210
'iano Proficiency Test 185
Index
Policies 14,16,43,75
Political Science 211-216
Portfolio Assessment Program 72,73
Pre-ProfessionalPrograms 50-52
Pre-Registration 59
Prerequisites 78
President's Greeting 2
President's Scholarships 27
Probation 73-74
Psychology 217-221
Refunds 24-25
Regents 252-253
Regents' Scholarships 27
Registration 59-60
Religion 222-226
Religious Affiliation 16
~esidenceLife Program 42-43 (Also See
Housing)
Residence Requirements 63
Room and Board 22
ROTC 53
Russian 176,227-229
Russian, Central and East European
Studies 227-229
Scandinavian Studies 153-154
Scandinavian Urban Studies 55,161
Scholarships 27-28,30-34
School Year 4,5,16
Science Hall 13
Secondary Education 121-125
Service-Learning 57
Sigma Pi Sigma 207
SkiUs Requirements 64-65
Social, Cultural, Recreational Activities 37
Social Studies 230
Social Welfare Minor 232
Social Work 231-235
Society of Physics Students 207
Sociology 236-239
Space Physics 206
Spanish 176-178
279
Index
Special Education 126
Special Interest Housing 43
Special Students (Non-Degree) 20
Speech/Communication and Theatre Arts
240-247
Sponsored Scholarships 30-34
Sports 37
Student Activities 36-37
Student Affairs 38-39
Student Educational Loan Fund (SELF) 29
Student/Faculty Ratio 16
Student Government 36
Student Life 36-44
Student Newspaper 37
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 37
Student Rights 36,43,44,78
Student Standards of Behavior, Complaints,
Records 43
Student Teaching Abroad 56,117
Studio Art 80-83
Study Abroad 53-56,156-163
Summer School Office 59
Support Programs 39-40
Sverdrup Library 13
Sverdrup-OftedalMemorial Hall 13
Teaching Licensure 50,117 (Also See
Majors)
Test Scores 18
Theatre Arts 244-247
Transcripts 18
Transfer Scholarships 27
Transfer Students 19-20,61-62,64
Tuition, Fees, Room and Board 22-23
Tutor Center 38
Upper hhdwest Association of Intercultural
Education 16
Urban Studies 151-153
Urness Tower 13,43
Veterans 75
Weekend College 57-58
Withdrawal from College 60
Women's Hockey 37
Women's Studies 248-250
Work Study Program 30
Yearbook 37
Youth and Family Institute 14
Youth and Family Ministry Major 222-226
Show less
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introducti... Show more
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introduction
Options
Other Courses
................... 5 1
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1258 per
course credit and a $25 technology fee. If they do so, they may
take only 1.0 additional course credit in Weekend College for
winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<wadeb@augsburg.edu>.
Introduction
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 47. Some courses have early registration deadlines.
Internships deadline-Friday, December 8. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Introduction
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,726 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199, 299, 399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2001
November 13 to December 1 . . . . . . . . . . Interim registration
January 3
. . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim
Time I-9:00 a.m. (first day)
Time II-1:15 p.m
January 4 .
. . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 12 . . . . . . . . . Last day for withdrawing from courses
January 15. . . . . . . . . . . . Martin Luther King Day-no
class
January 26.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends
January 30
......................Spring semester begins
February 2
................Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Accounting (ACC)
See listing under Business Administration.
Drawing
ART 107-J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
The legendary light and geography of Provence has shaped art
history for centuries. In the last hundred years alone, it has
inspired countless works of art. Using French language and
personal art, students will immerse themselves in place, documenting their own inspiration with text and images of
Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come
alive for students, resulting in a very personal memoir
grounded in site-specific content. Students will spend the
majority of their time in Provence, winding up the program
with four days in Paris. For more information, contact Prof.
Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara
Christopherson, (612) 330-1232.
Note: This course is being taught in France and is listed in
the UMAIE booklet as Topics: The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: ART 107 -Aesthetics
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee for
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
This course is an introduction to techniques commonly used
in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography,
Western blots, measurement of enzyme activity, and thin layer
chromatography.
Note: BIO 368 cannot be used to satisfy an upper division
elective in the biology major.
Prerequisites: 2.0 in BIO 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Internal Audit and Management
Consulting
ACC 424-J
Instructor: Staff
Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf,
ncc,
marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques,
"just-in-time" philosophy, efficiency improvement techniques,
disaster recovery planning, and report writing. Students will
be evaluated by classroom quizzes, a project, and final examination.
Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379
Graduation Skill Requirement: Speaking, Writing 1 & 2
Maximum Enrollment: 20
Time: II
Room: Old Main 11
Biology
d,
The Music Business: Marketin
Promotion, Publishing, Recor Ing
BUS 105-Jl305-J
MUS 105-Jl305-J
Instructor: Ned K a n t a r
An introduction to the music industry. Topics covered
include contracts, business structures and basic business
essentials, band names, publicity and advertising, and the
role of agents and managers. Other topics included are music
and theatre, arts administration, copyright, licensing, and
recording. Objectives include giving students a basic working
knowledge and an understanding of the necessary survival
skills to succeed in the music industry, the ability to access
and lwowss i ~ i i i ~ r n l a t i oncctlccl
r~
I;II. solvi~lerylriciil t n i ~ s i c
(11' 111e liur~(lr.t'tlaol'
I,usir~uss ~ ~ ~ ~ o l ) :unil
l ~ ~nn
n siIw,li-rnc.ss
,
cirrcci. c ~ l , q ) o l + ~ u ~ ~c iv~i li le~ si l l~lic111~1sicind~uirl-y.'l'hc L,I)LII'SC is
OI>C'I\ I { ) l)o!l~i t l l j l ~ ';IIICI
~ . IOWC'I- tlivision sl i ~ d c ~ l l Illlllcr
s.
cliviilrc r , e c l u i r c d Io ri~riilllclc.:~
litla1 r . ~ s c ; ~ prw.
~~~Ii
s i r ~ nslucler~~s
ject. Examples include devising a specific marketing plan for
a venue, concert series or performing ensemble; researching a
specific career opportunity; or another approved project. For
interested students, an optional four-day trip to the
American Performing Arts Presenters (APAP) Annual
Conference in New York City, the largest booking conference
for concert presenters in the world, is scheduled for January
6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written
and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format.
Maximum Enrollment: 15
Time: II
Room: MUS 4
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
International Marketing
BUS 466-J
Instructor: Wolfgang Winter
Issues and activities unique to marketing in an international
context. [Required for the new major in Marketing.]
Prerequisite: BUS 252
Maximum Enrollment: 20
Time: II
Room: Old Main 29
Personal Financial Management
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
C3bjcctivus arc tcl
lcnrti conccpls unilc.~.lyi~lg
crr,;~tiitnof Web
1ugcs and b i u i ~ ~ cco~minunicatic~n
ss
v i ' ~(he I n~crnrl.Usc o l
r ~ l ~ t i i ) l ~latilb:1scs
i.~l
[or u c l v a ~ i ~ cqucrics,
d
fi~rms,altd rcpnr ts.
Basics of event-driven programming for solving business
related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd.
A good gr~ispof blS Access is rcquiruil or
the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc
tool.
Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement
Group 3
Maximum Enrollment: 20
Tme: II
Room: Lindell 16
Chemistry for Changing Times
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person living in modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or
societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically
grown food, chemical dependency, licit and illicit drugs, the
energy crisis, and the debates about sources of energy, the
green house effect, and nuclear waste storage, pollution,
genetic engineering and much more. Many of these problems
are chemical in nature. Thus, in learning about chemistry, via
lecture and in-class discussion, we can begin to understand
ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the
score of total points on the daily quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Chemistry
I
Introduction to Computer Science and
Communication
CSC 160-J
Instructor: Noel Petit
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J
CSC 373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC 373 is a continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: II
Room: Sverdrup 205
Topics: Forecasting Economic &
Business Activity
ECO 495-J
Instructor: Steve Huchendorf
This course is designed to prepare students for analyzing primary and secondary economic and business data in making
business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building
knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams,
Economics
I
correlation analysis, moving averages, exponential smoothing
techniques, regression models, classical decomposition,
regression of time series, box-jenkins time series analysis, and
various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are
learned in the course, students will also apply the concepts
with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams
and a forecasting project. The forecasting project will apply
the course concepts to a student selected data series.
Prerequisite: ECO 112 or 113 or consent of instructor.
Maximum Enrollment: 15
Time: I I
Room: Sverdrup 201
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OIConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor, or
consent of instructor.
Maximum Enrollment: 9
Time: II
Room: Sverdrup 206
The Cuban Story: Quantitative
Journalism in Cuba
ENG 347-A
Instructor: Cass Dalglish
Students will research and write stories with a statistical issue
at the core, doing their work where few U.S. citizens have
been able to travel or study-Cuba. They will study how to
evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will
study the Cuban economy and both the gains and challenges
politics have brought to Cuba. During the 10-day seminar,
students will interview economists, meet government officials,
travel to the country to consider food and farming, study
health care and education, and meet students and journalists.
Finally, students will write lucid investigative stories which
demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and
readable style - in oral and written formats. The class will
have several meetings at Augsburg before the Cuba travel and
several following the group's return to the U.S. [This is a joint
day Interimlwinter WEC course with enrollment limits.]
Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement
Group 3
Graduation Skill: Quantitative Reasoning
Time: arranged
Topics: Which West? The American
West in Film and Literature
ENG 282-A
ENG 382-A
Instructor: Joan Thompson
In this class you will read literature and view films in order to
learn about ways in which ideas about the American West
have helped to shape American identity and cohstructions of
the West. Although over 100 years have passed since Frederick
Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society,
the West has not lost its associations with the frontier and its
attendant mythology. You will learn that even as formulaic
fiction and film popularized this vision of the West, serious
writers and, more recently, filmmakers have been exploring
other possible versions of the West. Through focusing on
these explorations of the West as place, you will gain an
understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in
American views of the West. You will also explore ideas such
as Manifest Destiny, individual freedom, and appropriate land
use. Because the West has always been filled with a plurality of
voices, you will look'at ways writers and filmmakers who have
visited, imagined, or lived in the West have both affirmed and
countered these myths and ideas in their work.
Course grades will be based on readinghiewing journals, a
three to four page paper, a final exam, and class participation.
Additionally, if you are enrolled in 382, you will read several
critical articles on reserve at Lindell Library, as well as an
additional novel. You will then write an additional short
paper on the novel using the critical ideas you have studied.
You will also give a brief presentation on your additional
reading.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Old Main 26
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its
end, the nightmares imagined by novelists of Great Britain
have continued to interest and horrify readers throughout
the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural
set in Italy or Spain) or "Newgate" novels (true-crime stories
about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood
and Wilkie Collins were producing a stunningly successful
series of works in which the action was set in the everyday
world of the Victorian middle classes, and the villains (as one
reviewer remarked) seemed like people the reader might
meet at dinner. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising issues
that the politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why
these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one
additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics: The Heroic Journey
ENG 282-M
ENG 382-M
Instructor: Joan Griffin
"The hero," says Joseph Campbell, "Is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society.
This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of
the hero by Lord Ragland, Carol Pearson, and Richard
Slotkin, among others. We will note that major heroic genres
in western tradition-the epic and romance-almost always
assume that the hero is usually a warrior and aristocrat. Thus
we will analyze typical elements of the heroic warrior myth as
depicted in ancient and medieval epics and romance, but will
also pay particular attention to works that challenge or
enlarge the tradition. We will consider the implications of the
enduring popularity of warrior-hero renditions of the heroic
journey.
Evaluation is based primarily on papers. Class attendance is
mandatory. Do not take this course if you know that you will
need to miss more than two classes.
Prerequisite: ENG 111 recommended but not required.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Foss 20
English
Beginning French I
FRE I l l - J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
This course is the same as ART 107-J Drawing. See p. 7 for
course description.
Note: This course is being taught in France and is listed in the
UMAIE booklet as Topics : The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: Intercultural Awareness 2
C.S. Lewis and the Christian
Imagination
HON 401 -J
Instructor: Larry Crockett
For information, contact Prof. Larry Crockett,
(612) 330-1 160
Liberal Arts Perspective: Christian Faith 2 or 3.
Time: I
Room: Sverdrup 208
Dance (men only)
(0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously
Maximum Enrollment: 12
Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Honors
Dance (women only)
(0.5 course credit)
HPE 232-W .
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Prevention and Care of Athletic
Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 20
Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25
Room: Melby 119
School Health Curriculum(O.5 course
credit)
HPE 320-J
Instructor: Staff
Techniques for developing a course of study in school health
based upon growth and development for grades 5-12.
Examination of "Standards" and pedagogy for health education, curriculum and assessment included.
Maximum Enrollment: 18
Time: I - Mondays, Wednesdays, and Alternate Fridays
Room: Melby 202
Administration and Supervision of
School Health
(0.5 course credit)
HPE 41 0-J
Instructor: Staff
Historical background, legal basis, school health services in
relation to community and school health programs and
resources.
Maximum Enrollment: 18
Time: I Tuesdays, Thursdays, and Alternate Fridays
Room: Melby 202
-
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
Health & Physical Education
1
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon
Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots
are filled)
The Use and Misuse of "Lessons" of
History in 20th Century European
Diplomacy
HIS 195-J
Instructor: Sheldon Anderson
This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin,
Woodrow Wilson and the Versailles Treaty, Neville
Chamberlain and the appeasement of Adolf Hitler at the
Munich Conference in 1938, Joseph Stalin's decision to sign a
non-aggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the
course will focus on the popular myths that have developed
about these leaders and these conferences, and some of the
"lessons" that scholars and policymakers have drawn from
them.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and /or hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars
and lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer
and self-evaluation as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructors: Garry Hesser and Joseph Young
Learn by visiting the historic sites and visiting with those who
brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and
60s a series of major events and fundamental social change
occurred in the United States. For the first two weeks, we will
seek to develop a basic understanding of race relations in the
U.S. through readings, visiting lecturers, videos, learning from
each other, and the MLK, Jr. event on January 15. Then, this
intentionally diverse class will board a bus for an intense,
study-travel journey to Little Rock, Memphis, Selma,
Birmingham, Montgomery, Atlanta and Nashville-the places
where history was made and the museums that chronicle
those times. We will meet with and interview participants in
these critical events, as well as actively engage one another in
dialogue and collaborative learning. The course objectives
Interdisciplinary
include learning about the history and sociology of race and
ethnic relations in the U.S.; gaining insights from persons and
places that mark the "turning points" of the 1950s and 1960s;
documenting our personal and group experiences so that our
insights and understanding can be shared with the Augsburg
community and others; and increasing our skills for cross
cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a
research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost: $600, plus the cost of your ineals and personal expenses
for 11 days. Covers all transportation and lodging for 11
nights.
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 25
Time: I
Room: Murphy 111
**Note: All participants will go on a bus tour beginning
Monday, January 15, and ending on Friday, January 26.
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format
will focus on work as viewed by this generation and the
requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and
discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students
will also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Lindell 16
Dakota History and Culture
INS 495-J
Instructor: Eric Buffalohead
This course examines Dakota culture and history from 1650
to the present. Emphasis will be on cultural changes and
development affecting the Dakota tribes in Minnesota.
Students will be required to conduct in-depth research and to
write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to
facilitate discussions.
Maximum Enrollment: 15
Time: II
Room: Music 23
Room: Murphy 111
*
To ics: The Czaeh Republic: Social and
Cu bra! Impact of the Emerging Free
7
Market Economy
INS 495-K
Instructor: ~ t StoHer
u
This intensive experience in contemporary Czech culturr and
society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central
Europe. Students will reflect critically on how their own life
experiences have shaped their perspectives in the world, and
how this differs from people in other countries. During week
one, there will be excursions and field trips, that will explore
the environs of Olomouc and study the history, culture, art,
and architecture of the Czech Republic. Week two will focus
on the Czech Republic's recent membership in NATO.
Students will study the roots of the divisions of modern
Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values which underlie these new
economic initiatives. For more information and costs for the
trip contact Stu Stoller at (612) 330-1772
Management Information Systems
(MIS)
See listing under Business Administration
Social Justice in America
POL 140-J
Instructor:Andrew Aoki
In this course, students will develop their ideas about social
justice, and apply them to urban issues. This is a course for
those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers
and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students
who anticipate having to miss one or more classes should not
take this course. The most successful students will be those
who are willing and able to engage in a rigorous and critical
examination of their own views. Participation is required,
including evaluating and commenting on the ideas of classmates.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Music 22
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem.
Of late in cities across America there has been "a return to the
river," and in this class we will be doing the same. The River
stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power
and beauty of the natural world, and there is much to be
learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will explore the river through the eyes and experiences of
those who have worked and lived their lives along it, and
through site visits to locations along the river, speakers in
class, and on the Internet. Students will have an opportunity
to explore their own interests in the river through individual
projects, ranging from boat building, to lobbying at the State
Capital, to the various Mississippi floods, to river ecology and
"green consumerism." There will be opportunities to work
with local river-related groups on those projects. Throughout
the course students will be encouraged to dream, and to work
on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having
something concrete to show for their efforts. These projects
can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so.
Liberal Arts Perspective: Social World
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Tme: I
Room: Old Main 25
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: II
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: II
Room: Old Main 25
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation.
Students will study the latest research on children, youth, and
families from Search Institute and learn the new paradigm of
home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a
holistic approach to youth and family ministry.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 25
mme: II
Room: Music 24
Psychology
I
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come form Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
'lime: I
Room: Music 23
Topics: Psalms, Songs, and Religious
Poetry
REL 308-J
Instructor: Rolf Jacobson
A study of poetry from the Christian tradition, focusing on
biblical psalms and poems, religious poetry, and Christian
hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based
on one major paper, leading three discussions of primary
texts, and on class participation and preparation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Religion at the Movies
REL 309-J
Instructor: Lori Hale
Religious themes such as good and evil, morality and ethics,
human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored
through the medium of popular film. Movies including the
"The Matrix'', "The Shawshank Redemption", "Babette's Feast'',
and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a
final paper will serve as the basis for evaluation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: II
Room: Music 22
The Vision of God in Nicholas of Cusa
and Martin Luther
REL 455-J
Instructor: Mark Tranvik and Mark Fuehrer
This course examines the thought of two major thinkers from
the late medieval and reformation periods. We will read and
discuss primary texts from Cusa and Luther, focusing on the
theme of the "vision of God" Last three days of the course will
be held at a lodge in northern Minnesota. Three extended
essays will be the basis of evaluation. Team-taught by
Professors Mark Fuehrer (philosophy) and Mark Tranvik
(religion). A fee of $225.00 is required to cover lodging costs.
This will need to be paid by December 1,2000.
Transportation is student responsibility.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Religion
I
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Vern Bloom and TBA
Experiential learning occurs as students volunteer 60 hours
in a service agency or institution that they select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to introduce the fields of
practice in social work and to help students explore a possible major in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
SWK 295-J
Intructor: Tony Bibus and Ragnhild Collin-Hansen
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes,
meet with key policy makers, observe court procedures and
discuss practice and legal issues with child welfare social
workers and possibly with families and children as well. There
will also be opportunities to compare child welfare laws and
practice in the US with those in Europe, especially Norway.
The principles of permanency planning, family-centered
practice, prevention and protection, and the twin goals in
child welfare of securing safety and nurturing children while
preserving their ties to their family will be examined. We will
also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service
strategies, encouragement of the adoption of children of color
by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students
will analyze the dynamic interplay of societal values, power,
politics, facts and myths as they manifest themselves in child
welfare laws; they will begin to form their own positions
regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be
in the form of assessments by instructors and students of the
major paper or project completed for the course.
Prerequisite: Social Work Majors or permission of Instructor
Maximum Enrollment: 8
Time: II
Room: Sverdrup 20
Field Work I: Integrative Seminar
SWK 307-J & K
Instructor: Curt Paulsen and Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Human Community and the Modern
Metropolis
SOC 211-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be basis for
evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment 25
Time: I
Room: Foss 175
Social Work
rrs
-
Foundations in Women's Studies
WST 201-J
Instructor: Julie des Jardins
This course offers an introduction to the interdisciplinary
field of women's studies. Students will explore the scope of
women's studies; develop greater understanding of diverse
women's status, contributions, and concerns nationally and
globally; and consider how women's studies and other academic disciplines influence our perspectives on women and
men, and on policies and actions affecting people's lives.
Throughout the course, we will make connections between
gender, racelethnicity, economic class, sexuality and other
differences in our analysis of women's experiences. Finally,
we will explore ways to put our knowledge into action.
This course requires active participation, daily reading and
several short writing assignments. In addition, we will take
field trips to visit some women's organizations in the Twin
Cities.
Graduation Skill Requirement: Speaking
Maximum Enrollment: 20
Time: II
Room: Old Main 13
Women's Studies
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball. Grading:
PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time 12:OO-1:00 M, T, W, Th, F
Room Melby Gym northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sports
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
Social Work in Nicaragua-Challenges
in Social Justice
+
January 7-26, 2001
SWK 295 (Contact your social work adviser about credit
options.)
Instructor: Randy Herman, Univ. of St.Thomas;
Augsburg Contact: Tony Bibus
Will introduce students to social issues faced by Nicaraguan
families and communities in both urban and rural settings.
Experiential in design, this course will provide opportunities
to meet Nicaraguan people in their homes, communities and
places of work. Spanish language proficiency is not required,
as interpretation will be provided as needed. The course will
include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in
Spanish conversation.
Cost: $2595, This includes roundtrip airfare from
Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for
course at Augsburg College, Office of Registrar. Also, make
application at the Center for Global Education in Murphy
Place. Application deadline: October 20, 2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
+
Topics: Social Work & Education in
Norway
January 3-26, 2001
EDC 495-PISWK 295-P (Social work majors should
contact their adviser about credit options.)
Instructor: Hans Eriksson; Augsburg contacts: Tony
Bibus or Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and
health and welfare services to children, youth and families.
Students may take one of two separate but parallel tracks:
"Winter Recreation Programs with Children and Youth'', or
"Social Work, Child Welfare Work, and Education." Lectures,
field study, and practicum experience will introduce students
to the content and context of professional practice in Norway
as well as the unique Norwegian system of folk high schools.
All classes will be taught in English and will contain both
U.S. and Norwegian students.
Prerequisites: Students signing up for the education track must have some
experience in cross-country skiing.
Cost: $2350. This includes roundtrip airfare from
Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at
Augsburg College, Office of Registrar. Also make application
at the Center for Global Education in Murphy Place.
Application deadline: October 20,2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
Africa and the Middle East
The Middle East: A Spiritual Geography
Tradition and Modernity in Africa: The Experience of Ghana
Asia
Development and Community in Bangladesh
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
British Henlth Girt': Mecli~r,qSl~cr.irllNeeds
,
and Music
Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture,
~ I N
I orw~~y
Sot:i(rl ht~rk1111tiEiiuci,~tiot~
'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the
Kt1 I L : Y i11,q
~ lqrw M ~rk~+t
J EL+O/KJI
71y
7'11~
E~ig!isIlScl~ooinlrtl Ft:llr~lily:
A <A'o:nl~rl~nrri~ivc
.St!aly
Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr
' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to
- L ,Pdris: f i c g i r ~ t ~ D
i ~ I~ gY ~ W
i411ii
~I~~
7k;~irlrtirigI;ri,rr.l~ch
Helkrrrzi~~g
Br~~/nrt(l:
!I ( ~ i A~li.it,ir/
u
I ; r i ~ chcrs
~ Shaped the
I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt
The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS,
A h 6 t . ~ and
, Parishes
The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris
~~rs
"Most German of the Arts": Music and German National
Identity
Psychoanalysis and Feminism: French, British, and American
Perspectives
Scandinavian Economy, Culture, and Society
Latin America and the Caribbean
The Cuba Story: Quantitative Journalism in Cuba
Sailing in the Virgin Islands
Social Work in Nicaragua
Interim Abroad
Other lnterim Abroad Courses
HECUA
Environment, Economy and Community in Guatemala
Development and Community in Bangladesh
ACTC
Peace and Conflict Studies in Northern Ireland
ACTC Creative Writing Workshop
at St. Thomas
The Language of Desire: Theory and Practice of
the Love Poem For Advanced Creative Writers
Course will carry upper division English credit
Instructor: Leslie Adrienne Miller
What makes a poem hot? What gives language that extra
charge and sparkle? Why are bad poems about sex really bad?
What is the role of the erotic in a poem? In a love poem?
How do poems seduce us, engage our sense of physical desire
via our imagination? How can we be sure we've written a sexy
poem rather than a mere sex poem? How have poets
answered these and other questions across a variety of times
and cultural contexts? This course will explore these and
other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of
poems are seldom actually about the sex act itself. In this
course we will take a look at erotic elements in poems and
explore how poets handle physical desires of all kinds to
engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will
examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy
subjects into vibrant and appealing answers to human desire.
The class will include in-class discussions of text, writers to
the course, on the recommendation of the creative writing
faculty. To be considered for enrollment in this course, con-
Interim Abroad
tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612)
330-1423, before registration.
Time: Monday through Thursday 1-4 p.m.
Room: 108 Christ Child Hall. University of St. Thomas
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The washington Center 2001
Academic Seminars
The Presidential Inauguration
January 7-20, 2001
Pol 398-A
The Washington Center's "Campaign 2000" academic seminars
will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential
transition of power and explores how the new administration
succeeds in moving from campaign rhetoric to hallmarks in
public policy. Participants also join in the celebration, pomp,
and ritual of a presidential inauguration. One half credit is
available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at
(612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There
are four scholarships available to cover registration and tuition
costs based on priority in registration through the political science department.
Other
Show less
AUGSBURG
COLLEGE
INTERIM
1989
......................2
Calendar ............................3
About this Catalog ..........3
Introduction
..............................3
Visiting Students .............4
Courses ..............................5
Options
Introduction to Interim
Interim is an... Show more
AUGSBURG
COLLEGE
INTERIM
1989
......................2
Calendar ............................3
About this Catalog ..........3
Introduction
..............................3
Visiting Students .............4
Courses ..............................5
Options
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The
College followsa 4-1-4 calendar,with Fall and Spring semestersof approximately 14 weeks separated by a four-week January Interim. Interim is
particularly intended to be a time for both students and faculty to employ
styles of teaching and learning and to investigate questions and topics in
places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students should plan to
spend the same amount of time in class and preparing for class as they
would for a four-course load during Fall and Spring semesters. Students
can register for only one course credit during Interim. There is no tuition
refund for a student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students
generally have the option to register on a Pass/No credit basis. A few
Interim courses are graded only on the P/N system; this is indicated in the
course description.
Some courses are offered with either upper or lower division standing.
Such Interim courses have two numbers listed and the student must select.
Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of
which at least three must be Interim courses (or one Interim less than the
number of years of full-time enrollment at Augsburg; e.g., a transfer
enrolled full time for two years is required to complete one Interim for
graduation).
It is the policy of Augsburg College not to discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or handicap as
required by Title IX of the 1972Educational Amendments or Section504 of
the Rehabilitation Act of 1973, as amended, in its admissions policies,
educational programs, activities and employment practices.
For More Information
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen at 330-1025
Interim Director, Dr. Don Gustafson, at 330-1192(Memorial 114b)
Interim Calendar 1989
................................................Interim Registration
.............................................................Late Interim Registration
...........................................................................First Day of Interim
October 31-November 4
December 5
January 3
Class I 9 a.m.
Class I1 1p.m.
January 4
January 16
.................................................
Last Day for CanceYAdd
..............................................Last Day for Determining Grading
System with Registrar
January 20 ....................................Last Day for Withdrawing from Courses
January 27 .....................................................................................
I n t e r Ends
January 31 .....................................Validation of Spring Class Registration
................................................................
Spring Semester Begins
February 1
The time and number and length of meetings as well as the beginning
time will be arranged the first day of class. The daily schedule for
Interim is divided into two blocks of time:
Time 1: 8 a.m. to Noon (on the first day of classes Time I classes will
begin at 9 a.m.)
Time 11: 1p.m. to 5 p.m.
Note: Martin Luther King Day will be observed at Augsburg with a
special convocation on Monday, January 16, at one o-clock.
About this Catalog
The catalog lids courses by departments. Dcpartrnmts arc listcd in
alphahctical order. At Ihc end of the book are listings ;sf other courscs
not offered by Aupburg hut recognized by the collugc for Interim credit.
Furthcr descriptions and informat inn about these courses are availablc in
tlw Intcrim Office, Mcmorial230. Studcnts may also register for one of
the Lifetime Sports listed at the end of the Catalog.
Options
International Interim - Students are invited to be part of one of the 24
international interims offered by the Upper Midwest Association for
International Education (UMAIE). These course opportunities are listed
near the end of this catalog.
Internships - Studcnts electing an internship n~ustprescnt a cnrnplctcd
internship learning contract to t hr In tcrnsliip Officc (Mcrnorial230) no
btcr than Tuesday, Novembcr 22. Cnnlmcl forms ary availablc in thc
same office.
Independent or Directed Study - Students may elect a program of independent study (upper division 499) or directed study (lowerdivision 299)
for Interim. Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per Interim. Students
choosing to pursue independent or directed study must:
1. Meet departmental requirements.
2. Present to the Registrar for approval a copy of the proposed study
plan approved by the supervising faculty member. This proposal must
be submitted at least one week before registration and no later than
December 5. Appropriate study proposal forms can be obtained in the
Interim Office.
Interims at Other Schools - Augsburg students may enroll at any other
4-14 institution which offers a reciprocal Interim arrangement. Catalogsof
these Interims can be consulted in the Interim Office. The Interim Secretary
will help students in applyingfor registrationat other schools. Registration
for Interims at the other Twin Cities collegeswill be at Augsburg during the
regular registration period. Most coursestaught during the Interim at other
4-14 schools are accepted for credit by Augsburg, but may not necessarily
be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools for the
January Interim without tuition charges provided the student's home
institutionagrees not to charge tuition to Augsburg students for the January
term. The waiver of tuition does not include special fees, housing or board
costs. Other students will be charged $595 for the Interim course. Students
interested in registering for an Augsburg Interim should write to the
Interim Director for application forms or use the forms provided by the
interim office at their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
Art
Calligraphy
ART 106-490011306-49002
drawing skills with emgiven to the historical deements of design through
and assignments center
pecial attention given to
cia1 styles. Three original projon quality of work plus
r division students are
historical writing styles
:
er and mat board
Room: Old Main 4
Biology
Ecology of the Southwestern U.S. Deserts
BIO 113-490051313-49006
I
4
,
I
.;
Instructor: Neal Thorpe
Thiscourse willbegin with a considerationof the general characteristics of the four desertson the North Arnerian continent. Emphasis will be placed on the Sonoran Desert of southern Arizona and
California and northern Sonora, Mexico. Topics discussed will
include the p l ~siu raphy of dcwrL andsca s, desert climates,
nd animal life, and
mils, the
survival mec
ra a
a. Studies will be
conducted in southern Arizona and California, including the Arizona-Sonora Desert Museum, Saguaro National Monument, Organ Pipe CactusNational Monument,Joshua TreeNational Monument, Death Valley, the Grand Canyon, Ihe Boyce Thompson
Arboretum of the University of Arizona, and the Santa Catalina
Mountains. H
diskrk&sknied
'
.
Grades will be based on examinationsand written work. Students
taking the course to fulfill distribution requirements will be expected to acquire a general knowledge of the subjects studied and
to write a paper on a selected topic. Students taking the course for
upper division credit will be expected to probe the subjects in
greater depth and will be required to write a research paper that
will be presented orally to the class. Enrollment preference will be
given to biology majors.
I
There will be some class days on campus both before and after the
trip.
.
I
The cost will range from $600 to $750, depending upon enrollment,
and will cover airfare, ground transportation, lodging(camping),
admission fees, and meals. Initial deposit is due by November 4.
Prerequisities: Permission of Instructor; BIO 112 for 313 level
Distribution: Biology-Chemistry
Time: I
Room: Science 214
Viruses: At the Threshold of Life
BIO 116-49003
Instructor: Robert Herforth
Most biologists consider viruses to be the simplest form of life.
genes surrounded by a
n and multiply only as
eeming simplicity, some
mans are caused by vie forms of cancer. This
major discoveries on
of viruses, and their
c will also look at the
viral invasion, at the
drugs, and at some
g AIDS. Grades will
during the course.
Room: Science 213
,
Botany, Birds and Blight
BIO 117-49004
Instructor: Gloria Warner
Thiscourseoffersanopportunity for hands-on experiences in areas
of biology which may not be available to students in their regular
be as exciting and
arn various ways to
plant structure and
tification and Como
2. Studentswil
of Natural Hist
for a week at the Bell Museum
tification and a t
Grades will be based on class participation and exams.
Distribution: Biology-Chemistry
Time: I1
Room: Science 214
.
Business
Management Simulation Games
BUS 278-49007/37&49008
Instructor: Amin Kader
During this course, students will be grouped into teams to play a
computerized business management exercise. Each team will
control a company which manufactures and sells similarproducts.
Each team will attempt to outperform other teams by selecting
what appears to be the optimal operating strategy. This strategy
will involve setting production volume, marketing expenditures,
and selling prices and determining plant and securities investments as well as stockholders dividends.
Studcnts registering for upper division credit will be expected to
have had at Icasi one business course and to be able to apply
1
I
I
business concepts learncd.
The lower division credit is designed for students who are interested in business but who have had no academic business training.
This level will require students to rely on systematicand deductive
analysis which will allow students to discover for themselves the
relationship between the various component parts of the business
decision. The lower version of the computerized game will be used
for this group.
Prerequisite: For 378 -BUS 242 or 252,BUS 221 or 331 andECO 112
or permission of instructor
Time: I1
Room: Murpy Square 3
Entrepreneurship
BUS 295.49009
Instructor: John Cerrito
who are not majoring
for starting and running a
small business.
The student will
management
aspcts of small busincss
a business plan for ia
studies.
Business major&ay not take this course for credit.
Time: I
Room: Murphy Square 3
.
I
Chemistry
Chemistry for Changing Times
CHE 100-49010
Chemistry has beeniinlin~atclya part of liberal education for
centuries. The early sikntists were considcrd to be philosophers
and their societies wcrPp11ilowplzicr I societies. In recent decades
the human seeking of pcxsonal indcpcnduncc has led to chemistry
becoming a part of evcrychy 1i fc fo the point of actual dependence
on chemistry. We live in a korld of pesticides, fertilizers, plastics,
"the pill", food additives aiqdprocessed foods, vitamin supplements, the energy crisis, chcmical dependency, biocides, pollutants, drugs, searching for lifc cm other planets, genetic manipulation, and it goes on and on. Etnoiions and mental disorders can
often be traced to chemical irnbalancc. The common dragged out,
grumpy feeling after an afternoon nap is a result of a chemical imbalance. The na turc of a hangover is the result of a complex system
of altered body chemistry. Even lcarhi ng appears to be the result
of chemical reaction to form a "rncrnoly molecule". Most of the
problems we &ce are molecular in na tnrc. What thenbut chemistry
can better help us to understand ourselves, our society, our world,
and our universe? Come join us as we b k c a molecular look at the
human ct~ndition.
d
This c ' urw will be offered in a lecture/discussion format. Films
will sdpplcrncni the lecture/discussion periods. Daily quizzes will
be u d for evaluation. This course meets a distribution need but
+'
does not satisfy prerequisites for Chemistry 106 or 116.
Distribution: Biology-Chemistry
Time: II
Room: Science 315
History of Chemistry
CHE 125-49011
Instructor: Jean C. Kunz
This course seeks
chemistryfrom ancien
science of today. The
on the discovused a few ele11 examine the
I
the powerful modem
sed primarily upon a
Distribution: Biology-Chemistry
Time: I
Room: Science 315
Computer Science
Fortran
CSC 270-49012
Instructor: Larry Ragland
A study of the FORTRAN programming language for students
with some previous knowledge of programming. This course will
expand a student's knowledgeof programming and programming
languages through presentation of the features of FORTRAN together with programming techniquesfor using those features. This
course will involve lectures and programming assignments in
FORTRAN. Evaluation will be based on the programming assignments and examinations.
Prerequisites: One course with a study of computer language
(e.g. CSC 170 or MAT 175)
Time: I
Room: Science 212
I
I
Economics
Welfare Economics
ECO 414-49013
Instructor: Ed Sabella
The course will include basic concepts and propositions, Pareto optimality, economic efficiency of alternative market structures; socia1welfare functions; and normative concepts of economic theory.
Grades will be based on examinations and homework projects.
Prerequisites: ECO 313 (or consent of instructor)
Time: I1
Room: Old Main 11
I
I
Education
C( International Education
EDS 245-49014
Instructor: Richard Germundsen
Modem communication, ease of intercontinental travel, and the
proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This
course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigationof possiblecareersininternationaleducation. Specialattention
will be directed toward Scandinavian,Central and South American
models. There will be lectures, discussions and guest speakers.
Student evaluation will be based on quizzes, class participation,
and an investigative project.
Prerequisites: Sophomore standing, or permission of instructor
Time: I1
Room: Library 4
Media Technology
EDE 341-49015
Instructor: JohnBollis
Students will be involved with the psychological and physical dimensions of communication through the use of instructional and
informational technology.
Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual materials for
teaching/learning situations. Computer training will be included
and each student will leave the class with word processing skills.
Students will survey current software materials for educational
and instructional settings.
This is a hands-on course intended for elementary and secondary
education majors. Grades will be based on projects, papers and
final exam. This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process
Time: I Tuesdays and Thursdays and alternate Fridays
Room: Foss 170
w
Discovery Learning in the World of Kindergarten
EDE 37549016
Instructor: Mary Endorf
Thisclassprepares students for the unique experiencesand responsibilities of a kindergarten classroom.
This class will:
A. Focus on a sequence of learning for the kindergarten child.
B. Stresscurriculumdevelopment and instructional systemswhich
are supported by current research and practices in education
settings.
C. Stress key adult/child relationships.
D. Stress process - "how to learn".
E. Share researched based findings about developmentally appropriate classroom organizational plans.
F. Recognize continuities and discontinuities in development
(characteristics of the kindergarten child).
G. Examine appropriate developmental instruction practices.
H. Examine appropriate curriculum design and instructional
programs meeting the needs of the kindergarten student.
I. Explore current methodologies in the instruction of the kindergarten child.
J. Include guest speakers and field trips.
Objectives of the Class: At the completion of this class the student
will be able to identify:
1. Developmental needs of the kindergarten.
2. Discuss the different approaches to kindergarten education and
the theories behind these approaches.
3. Organizea classroom environment to meet the learning needs of
students.
4. Identify and create a curriculum plan for teaching kindergarten
that meets both the students' needs and the teaching style of the
teacher.
Grades will be based on projects, discussionand examination.
is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process.
Time: I Mondays and Wednesdays and alternate Fridays
Room: Library 4
Human Relations
EDS 388-49017
Instructor: Mildred Mueller
This class provides a valuable insight into the values, cornrnunication techniques, cultural mores and other unique characteristicsof
major minority groups in Minnesota. This class is taught from a
perspective of minority group members with interaction from
class members.
How do you blend and honor the diverse cultures in a classroom
setting? How might you gain more knowledge of our global
society? These and many more questions will be addressed in this
course.
Students will develop interpersonal relation skills applicable to
teaching and other profesiional vocations.
This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process
Time: I1 Tuesdays and Thursdays and alternate Fridays
Room: Old Main 21
Student Teaching
EDS 481-49018; EDE 481-49022
EDS 482-49019; EDE 482-49023
EDS 483-49020; EDE 483-49024
EDS 484-49021; EDE 484-49025
Instructors: Marie McNeff, Ann Fleener, Vicki Olson
Observing and directing learning under supervision of college and
secondary school personnel. This is a full day experience in a
school. Grading is P/N only.
Prerequisites: Acceptance in Education Program and permission
of instructor.
English
The Short Sto y -Elements of Fiction
ENG 240-490271340-49020
Instructor: Kathryn Swanson
fiction? What elements of fiction
What is fiction? What is
should be considered in making an evaluation? In this course,
students will find answers to these questions by reading a variety
of fictional works and by writing their own fiction.
Although the
Students are expected to riad the s t h s and novel, participate in
class discussions, write iw analysis
a selected short story,
write an original d~c>rl,itn
ry, and take scvqal quizzes and a final
exam.
I
Students taking th? course for upper division will read an additional novel end@rcyarc a substantial paper/class presentation
based on it.
Prerequisites: Effective Writing
Distribution: English-Speech
Time: I
Room: Music 22
Re-Visions:
Contemporay British and American Drama (1965- )
ENG 249-49026
Instructor: Douglas E. Green
Who are the new Shakespeares and O'Neills, Shaws and Millers?
Are there any grand new sights and sounds on English and American stages?
This course will encourage students to assess the current state of
British and American theater: the relation to national (and transAtlantic) trends and traditioning; the variety of issues, concerns,
and themes; the diversity among playwrights themselves; the
various modes of production. Readings will be drawn from the
works of playwrightslikeOrton,Stopperd,Shepard,Mamet, Wilson,
Churchill, Norman, Fornes, and others. There will also be some
pairing of current works with "classic" pieces. Depending on
January offerings in the Twin Cities, the class will also attend one
or possibly two productions by contemporary playwrights, for
which there will be a fee. Evaluation will be based on a number of
short papers, class participation, and a comprehensive exam.
Prerequisites: ENG 111(Effective Writing) or
consent of instructor
Distribution: English-Speech
Time: 11
Room: Music 22
Rock 'N' Roll: Lyric, Metaphor, Lore
ENG 355-49029
Instructor: John Mitchell
Feature films, ranging from
Wall, will also be examined
Students will be rebased upon
Prerequisites: ENG 111(Effective Writing)
Time: II
Room: Science 123
I
'I
'
I
French
French Literature in Translation
FRE 243-49030
Instructor: Ruth Aaskov
Study of representative shorter French works in English translation. By reading and analysisof a common core of varied works we
will strengthen communicationand critical skills, develop cultural
sensitivity,and become acquainted with significant French writers.
Mini-lectures and study guides will help focus attention on the
works. Much class time daily will be devoted to small group
discussion and exchange of ideas. Evaluation based on group
work, progress, quizzes, writing assignments, and a short independent study.
Prerequisites: Sophomore standing
Distribution: English-Speech
Time: II
Room: Old Main 25
German
Introduction to Yiddish
GER 220-49076
Instructor: Don Steinmek
What do the works of Sholem Aleichem (which inspired "Fiddler
on the Roof ), Isaac Singer (Nobel Prize for Literature), and several
other great writers have in common? They were wri tten in Yiddish.
How did expressions like "chuspe," shnook," "klutz," "kitch,"
"schmaltz" and "shitik" get into English? Again, the answer is
Yiddish. Yiddish is closely related to German and in this Interim
you can learn to read Yiddish as well as you can read German.
Grades will be based on performance and at least two tests.
Prerequisites: One year of college German or permission of
instructor
Time: I
Room: Old Main 12
Health and Physical Education
IITheonj, Technique and Administrative
Aspects of Coaching Football
7
.L
-1
1 x 1
L
'
HPE 224-49035
I- Instructor: Bill Huns tock
Students will learn the history of the game of football and of the
people who made major advances in the game. Attention will be
given to the organization and administration of a footballprogram
including staffing, player personnel, practice organization and
game day organization. There will be stress on the methods of
teaching individual, group and team skills and on strategies of
offense and defense. Students will practice teaching methods in
actual football practices. There will also be attention given to the
ethics of coaching football.
This course will be taught in conjunction with a 16 day trip to
Australia by the college football varsity for exhibition games and
workshops.
Prerequisites: Permission of instructor
Time: I
Room: Murphy Square 4
IIRecreational Rhythms and Activities
HPE 232-49032
Instructor: Pam Schreurs
Theory and practice in teaching and performing American heritage
and international folk dances. Exposure to New Games concepts
and activities. The majority of the course grade is based on
participation in class activities, a teaching assignment, and a written test.
This is a one-half credit course.
Time: I1 Monday and Wednesday and alternate Fridays
Room: Melby 202
k d m i n i s t r a t i o n and Supervision of the School Health
Program
HPE 41G49033
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community health program and resources. Methods
and materials in health education with laboratory experience in
classroom and community.
Periodic exams coveringlecture and textbook assignments; written
summaries of professional journal articles; in-class activities, including a presentation on a teaching method.
Prerequisites: HPE 320
Time: I
Room: Murphy Square 2
Sailing in the Virgin Islands
"
h i
HPE 45S-49034
/ - Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in
the art and practice of sailboat cruising. The course will focus on
taking the participant to a competent level of sailboat handling
(anchoring, mooring, helming and crewing). The student will live
aboard a 42' fixed keel sailboat with five or six other people and will
function as an active crew member.
-
Actual on-the-water instruction will be the major part of the course.
This will be supplemented by sessions dealing with safety, boat
handling, boat systems, provisioning, trip planning, piloting and
navigation. Sailingwill include cruises to various islandsand cays
in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
Evaluation will be based on individual demonstrated competencies in crewing and leadership in the role of "acting captain". A
daily ships log will be kept 6y all participants and a final written
exam will be given. P/Ngrading only.
The course will last January5-24. The fee of $2300 includes roundtrip transportation from Minneapolis, administrative fee, boat
rental, snorkeling gear and two meals a day. Final payment is due
October 31.
Prerequisites: Permission of Marilyn Florian, Women's Athletic
Director
Distribution: Lifetime sports
II Coaching of Basketball
HPE 477-49036
Instructor: Brian Ammann
Theory, technique and administrative aspects of coaching basketball. Exams, on-the-floor coaching techniques, and a scouting
report will be the methods of evaluation.
This is a one-half credit course.
Time: I Tuesdays and Thursdays and alternate Fridays
Room: Melby 111
II Coaching of Hockey
HPE 478-49037
Instructor: Ed Saugestad
The theory, techniques and administrative aspects of coaching
hockey. Evaluation will be on the basis of exams, on-the-ice
coaching techniques and scouting reports.
This is a one-half credit course.
Time: I Monday through Wednesday and alternate Fridays
Room: Melby 111
Officiating of Basketball
HPE 481-49038
Instructor: Al Kloppen
This course will focus on learning the rules and mechanics of the
game of basketball. There will be practical experienceon the floor.
Students completing the course should be ready for certification by
the Minnesota High School Association. Grade evaluation will be
based upon tests, papers prepared and performance on the floor.
While there are no prerequisites, it is highly advisable that students
have some basketball playing experience.
This is a 1/2 credit course.
Time: I1 Tuesdays and Thursdays and alternate Fridays.
Room: Melby 202
His tory
Eastward to A m e h : Limited Hospitality
HIS 220-49039
Instructor: Khin Khin Jensen
Course will focus on Asian immi ation to the United States in the
&&18th m N r y and tLun of
2Olh century. The Chinese,
la-,
K~xemandFill
e x p i a m will receive specialattenti011 ~ ~ o n c l u d wthacompmmt
r
on the changesin the U.S.
Immigration laws in the post-world war I1 period. Students will
study the pattern of Asian immigration, the areas they settled in,
the contributions made by these ethnic groups to the American
economic scene and the role of "new Asian immigrants" since the
end of the Vietnam war. The course will highlight the politics of the
Immigration laws and the gradual opening of the United States to
some Asian immigration.
Content and teaching style: Lectures, class discussions, audiovisuals and reports on the A-Vs. There will be a mid-term and a
final project (a paper-topic to be selected the first week of the term
in consultation with the instructor) due the last day of the term.
Distribution: History-Philosophy
Time: I
Room: Old Main 13
p
8L
Gandhi and Martin Luther King:
The Images and the Reality
HIS 440-49040
Instructor: Don Gustafson
ies of our century, in-
Grading will be l m d on papers, class participation and a final
exam.
Prerequisites: Sophomore status or above and at least one college
history or political science course.
Time: I1
Room: Foss Seminar
In terdisciplinavy -FXE
The capstone of the Augsburg First Year Experience (FYE)is a special
Interim course designed for first year students that will grow out of The
Augsburg Anthology. For the 1989 Interim there will be a single course
with four sections, each taught by a different faculty member. The
course will provide full credit and will satisfy the Urban distribution
requirement. One part of this course will be a series of lectures for the
entire college community.
Measuring the Elusive Ideal:
Realized and Unrealized Dreams
INS 189-49041
Instructors: Larry Crockett, Joan Griffin, Ron Palosaari,
Bruce Reichenbach
What went wrong in Vietnam? Why do serious racial problems
persist in America? Why do so many families have such different
expectations about males and females? Why do so many foreign
countries dislike America?
In this course we will consider these and other issues by a comparison between ancient Athens and modern America, looking for
similarities and differences. Using both ancient and modern texts
we will examine how each nation created an image of itself as a
people dedicated to certain ideals. We will see some ways in which
the ideals were compromised, reinterpreted, or abandoned.
Students will participate in the course through assigned readings,
analysis of films, several short papers or daily journals, and participation in a group project. In addition, a final examination will help
students integrate various aspects of the learning experience.
Prerequisites: Freshman status
Distribution: Minority-Urban
Time: I
Room: Science 123
The Redemocratization Process in South America
INS 219-49074
Instructor: Maria de la Luz Silva
Profesor Maria de la Luz Silva is a Fulbright scholar from Chile
who is spending part of the 1988-89 school year at Augsburg.
In the first part of this course she will focus on the origin and
characteristicsof the authoritarian regimes of Argentina, Uruguay
and Chile. In the second part of the course students will examine
the evolution and transformation within these states and particularly consider the emergence and development of democratic
alternatives. Finally, Professor Silva will analyze Chile as a special
case study of retarded transformation.
Time: I1
Room: Old Main 22
Externship: Linking Education and the World of Work
INS 299-49042
Instructors: Gany Hesser and Lois Olson
Learn from your experience. Discover new ways to learn by
observing, collaborating, and reflecting on your experiences.
The externship is a modified internship consisting of a half-time
placement and active participation in a seminar that meets twice a
week. Each student will be assisted in the process of securing an
unpaid placement where s/he can obtain valuable first hand experience in the world of work.
The course is designed to achieve two major objectives: 1)to enable
students to observe and experience the relationships between the
worlds of work and the classroom; and 2) to expand the students'
abilities to learn from first hand experience.
Each participant will observe and work approximately20 hours per
week in a placement which matches his/her major or career interests. The seminar will meet twice a week for approximately two
hours. Evaluation will be based upon the overall quality of participation, supervisor assessment, critical incident analysis, journal/
log and seminarparticipation. The course is offered on a P/Nbasis.
Participants will complete a resume by November 23 and secure a
placement before the end of Fall classes (December 9).
Prerequisites: Permission of instructor and placement secured
by December 9.
Time: 11
Room: Murphy Square 2
~ ~ c o n o m i cthe
s , Environment and Appropriate Technology
INS 218-49043
Instructor: Tom Morgan
The objective of this course is to help students develop a clearer
sense of the critical importance the physical environment and our
natural resources continue to play in the economic well-being in
our global economy. We will first briefly review historical relationships between the physical environment,technologicalchange and
economic development. We will then develop some basic economic tools which we will use to analyze decisions regarding our
use of the environment in technological and economic develop
ment. Finally we will consider alternative (appropriate) technological applicationsbeingexperimentedwith as potential solutions
to environmental problems. Course material will be presented
through a blend of reading, lecture, discussion and site visits.
Course grade will be based upon short papers and presentation of
their research into specific environmental/technologicalissue.
Time: I1
Room: Science 319
Mathematics
r( Finite Mathematics
MAT 121-49044
Instructor: Bev Durkee
A study of the finite mathematics models involved in elementary
statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course should provide students with
the mathematical tools sufficient to understand simple statistical
and probabilistic information. Class sessions will include lectures,
discussion, and group activities. Homework, a midterm exam, and
final exam will be the primary basis for course grades.
Prerequisites: Math placement: Group 111
Time: I
Room: Science 112
Math of Interest
MAT 173-49045
Instructor: Ken Kaminsky
Have you ever wondered why women have been charged more
than men for annuities and received lower pension benefits than
men? Or why women have paid less than men for life insurance?
Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to
invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant
for you. These and other interesting and useful topics in the
mathematics of financial transactions will be covered.
Evaluation will be based on classroom participation and quizzes.
This course should be useful for students in business and economics or for any students interested in careersin finance-related fields.
Prerequisites: Group I11 on math placement test or equivalent.
Distribution: Mathematics-Physics
Time: I1
Room: Old Main 27
Music
willi
Improvisation in Music
MUS 129-49048
Instructor: Steph Gabrielsen
every day for three hours, and each
Improvisation i
usic m
meetings, using a variety of imstudent
provisational t W es and styles.
Prerequisite: M m ability on a musical instrument or
instructor's p
Distribution:
Music
Time: I
Room: Music 4
'1
n
Sounds and Sights of Europe
MUS179-49047
Instructors: Robert Karlen and Roberta Mebler
The churches and cathedrals of London, Cologne, and Munich
served to inspire the building of places of worship in this country;
the orchestras of these cities represent some of the oldest and finest
of their kind; and have been long emulated by our own ensembles.
The original scores of Handelfs "Messiah" in London's British
Museum, the home and paintings of Rembrandt in Amsterdam, the
awe-inspiring Cologne cathedral, are only a few of the highlights of
our encounte
concert p d o
and visits to
marksare planned. For tho= with a Bpedal interestin music therapy, visits will be made to the Nordoff-RobbinsCentrein England
and hospitals .researching musk and medicine b~ Herdeclce and
Ludmwhefd, West Gemany. The compmhmsive feeof $226
includes travel to nine cities in three countries (England, Holland
and Germany), breakfast daily, five group dinners, and several
cultural performances.
Registration for this interim must be made before October 26 at the
International Programs Office, 2018 Eighth Street. This course is
offered on a P/NP basis only.
The History of Jazz
MUS 241-49049
Instructor: David Hawley
The United States Congress has declared jazz a national treasure.
America's improvisational art form has not only influenced the
nature of our
but has also been the
throughout the world.
This course will cxarninb\lt! cyajoti~nof jazz from itsblack secular
roots to the current electr ,dallyinfluenced contemporary idiom.
The characteristicsof sig$can t performers from each period will
be analyzed as well as<-,tileiwlucncc of this art form on artists of
reading assignments will
and selected filmsand video
two written and listening
exams.
Distribution: Art-Music
Time: I1
Room: Music 2
NOR 111-49050
background in Nonvesin speaking, listening,
Classroom practice
d structures and the
.
Room: Old Main 29
Philosophy
On Dreams
PHI 200-49051
Instructor: Mark Fue
some an-
assignments. Evaluation will be traditional.
Time: I
Room: Old Main 22
Phusics
J
Introduction to Weather
PHY 106-49052
Instructor: Noel Petit
A study of the scienceof meteorology which will provide a working
knowledge of the principles of atmospheric science. Attention will
be given to four basic areas observing the weather changes and
understanding the world's climate. Related topics to be included
are: hydrology (study of the earth's water cycle), pollution, economic effects of the weather, and weather's impact on world
events. This course is designed to be an elective or satisfy the
Mathematics-Physics distribution requirement for the liberal arts
student.
The course will have two weeks of class lecture and laboratory
followed by a two-week trip through the Southeast United States
visiting major weather facilities. The itinerary will include stops at
Kansas City, Missouri; Oklahoma City, Oklahoma; Vicksburg and
Gulfport, Mississippi;Tampa, Miami, Cocoa Beach, Daytona Beach
and Gainesville, Florida. At each site there will be a tour and
explanatory program for the functions of that facility. Topics of the
visits will be severe storms, control of the water in the Mississippi
River basin, automated weather observation at sea, television
station weather facilities, hurricane tracking, weather satellites,
and agricultural weather. During the trip the student will maintain
a journal of weather and site visits. Daily weather maps will be
created using portable weather satellite reception systems carried
on the trip. This trip will not only allow visits of operational
weather facilities, but also will allow the student to experience the
full range of climates across the US from north to south. Daily
quizzes and lectures will be given during the travel. Grades will be
based upon the journal, two hourly examinations and an individual project completed during the trip.
The cost will be approximately $700.
Initial deposit due by October 28.
Prerequisites: High School Algebra
Distribution: Mathematics-Physics
Time: I
Room: Library I
Introduction t o Space Science
PHY 320-49053
Instructor: Ken Erickson
This course is designed for students in scienceand engineering who
are interested in acquiring a basic knowledge of the major topics
required for further study in the field of space science.
The course will provide a survey of the earth's space environment
including solar, planetary, magnetospheric, ionospheric, and upper
atmospheric physics. Topics include solar flares, solar corona, the
solar wind, the bow shock, magnetopause, radiation belts, plasma
sheet, magnetic storms, and magnetosphere-ionosphere coupling
with special emphasis on magnetospheric substorms, current systems, particle precipitation, and aurora.
Evaluation will be based on assignments, two exams and a paper.
Prerequisites: PHY 245 or consent of instructor.
Time: I
Room: Science 205
Pol it
Science
n numerous other
ete conclusions
You will be required to read
presidency, write analytical
the more you should try to read.
Distribution: Economics-Political Science
Time: I
Room: Music 24
E Politics,~ollywoodstyle
POL 328-49075
Instructor: William Morris
This course will examine the impact of American films on U.S.
citizens' perceptions of politics. Films will be selected whose
principal themes deal with particular political practices and/or
institutions. The class will evaluate the accuracyof these images by
considering the films in light of the scholarly literature and other
information availableon each subject. Close attention will be given
to an exploration of the ethical situation and dilemmas of decisionmaking in politics.
As part of the course, students will submit written a n a l p and
evaluations of the political content or ''image" of politics in the
films shownin class. These, plus additionalarticlesandportronaof
books from the social sciencesand other literatureparalleling some
of the films' themes, will serveas the basis for class discussion. The
papers, a test on assigned readings establishing the framework for
the class, and class participation will determine final grades. There
will be a film fee of approximately $10 to cover costs.
Prerequisites: Political Science 121 or 158
Time: I1
Room: Music 23
Difficult Judicial Choices:
How the Courts Reshape Political Institutions
POL 475-49055
Instructor: Phillip F. Fishman
The course is designed for political science and social work students and others who are concerned with institutional operation
and change/reform. Text and actual case-studieswill be employed
to examine the role of the federaljudiciary in: prison reform, mental
health and the right to treatment, equal housing, school busing,
police and immigration policy in the 90s. Course objectives are to
assist the student: 1)to understand the judicial process and how
jrrdg~slnakc policy; 22) tu Ivarn how linbilily i s ~st~ib1ishc.d
i~rid
app~.opriatcrcmtaclics arc' f;ishionrd lor rrdicf; 3 ) b cxplorc tlic
rlynarrtic. r-onfliihtIwIwccn 1l1c f ~ i l ~ r tx-nch
al
nnr.-1 j>ol~tic'rlland
adrninistrdtivc i n s t ~ l itions.
l
'I'l~cinstructor uscs Icct~~re
i111rl hypothetical cases as key tools of instruction.
There will be one exam and one mini-paper during the brief course.
In addition, students will be assigned on-site field visits to a Minnesota penitentiary, a metropolifan police station, a United States
immigration court and a mental health facility.
Prerequisites: Junior or Senior standing
Time: Tuesday, January 3, 6-9:30 p.m., and each Monday and
Wednesday thereafter
Ro-om: Old Maih 16
Psychology
The Psychology of Law
PSY 335-49056
Instructor: Nancy Steblay
Evaluation will
participation, student research
Re1igion
The Lutheran Heritage
REL 345-49057
Instructor: Eugene Skibbe
The Lutheran Church is the largest Protestant church in the world.
We will not only examinethe LutheranChurch as it is at the present
time, but also study its origin in the 16th century and its develop0years of history. The text by
ment and cultural
Lcct LI r c and class discussion
ss to the Gospel in art,
will deal with cx
music, missions,
theology. Requireper. One text costing
ments will inclu
ascd in class on the second
erim course may be used to
meet religion r e q ~ c r n e n t s )
,
Time: I
Room: Old Main 18
Christianity in Modern Africa
REL 366-49058
onal African culture
will be studied, as well as atgy!' A major section
ses of churches in
South Africa to t
will be lectures
luated on several
toward graduation religion requirements)
Time: 11
Room: Old Main 18
The Bible, Language and Interpretation
REL 445-49059
anguage in the Bible. The
character of language for
es will be based on class
an examination.
course may be used
Social Work
C( Exploring Human Services
SWK 257-49060
Instructor: Mary Lou Williams
This course offers students the opportunity to explore career aspects of the human services vocations, a valuable tool in selecting
a career goal and a college major. Knowledge is gained by working
in a professional human service organization or agency; working
and talking with human service professionals and others who
participate in an organized approach to respond to human needs.
This course offers a "hands on" experiential approach to learning.
Studentswill volunteer 20 hours per week under the direction of an
agency representative. In addition, students will attend a specific
small group seminar 3 hours per week during which agency
experienceswill be shared and readings discussed. Evaluation will
be based on performance in the agency, written subjective summary, brief journal summary, and final exam.
Time: I
Room: Murphy Square 1
Family Violence: Recurring Issue, New Perspectives
sWK330-4906<1
Instructor: Maria rown
Is violence really "as American as apple pie" (StokelyCarmichael)?
Is family violence just a reflection of societfs violent attitudes?
Why DOES familyviolenceoccur,and when, and to whom? Today,
identified violence in families has reached what many professionals consider "epidemic proportions". This course is intended to be
an overview of the phenomenon of family violence, including
contributingfactorsandconsequencesfor the familyand the broader
society. Students will research various forms of family violence.
Classroom speakerswill include professionalswho are involved in
current policy-making and program delivery in family violence.
One-half credit ovtion: classroom discussion, readings and the development of an annotated bibliography on area of interest in
family violence.
Full credit ovtion: requires writing and presenting of research on
area of interest in family violence.
Prerequisites: Inko to Psychology, Sociology or Social Work
Time: I
Room: Old Main 21
Social Work and Community Services
in Great Britain
SWK 346-49061
7y!-!L
/
- I
Instructor: Rosemary Link
Great Britain is an exciting mixture of ancient and modern -ancient
in its culture and modern in its social policies. The course explores
social work services with this dual focus. We will visit a variety of
community agencies: formal public, private, and natural helping
networks in a range of urban and rural settings. In order to experience the nation's culture, we will be invited to English family
homes, meet with social work students, attend theatre performances, and visit historic treasures.
London is the nerve center for the country's resources and we will
begin by visiting some of its foremost community institutions such
as Great Ormond Street Childrensl Hospital and Toynbee Hall
Settlement. With the help of English social work students, we will
unravel the post Second World War commitment to universal
socialpolicies. These policies have established servicesavailable to
all citizensin health, education, income maintenance, housing, and
personal social servics. They also provide the major working turf
of the social work profession.
As a contrast to the inner city of London, we will visit Exeter and
explore the rural and beautiful coastal West Country. In addition
to the formal 'public' social work agencies such as Probation and
Corrections, we will make contact with informal services and the
small, more extended family oriented fishing and farming communities.
Throughout the course, there will be an emphasis on understanding current national policies and attitudes through cultural and
literary connections. Therefore, visits to the National Theatre, The
Houscs of Parliament, cathedrals, and ancient community sites
such asOxford are an integral part of rmgnizingand appreciating
the wholc community. CuIturc and history come to lifc duringday
excurtions through the gcntle English countryside ta Oxford and
Stratford, Warwick and Coventry, Bath and Canterbury.
Students will complement their direct experience by reading the
British press and current social policy pamphlets, journals, and
books. Suggested Readings: A. Kahn and S. Kammerman, Not the
Poor Alone; M . Bruce, The Rise of Fhe Welfare Stake; P.Barclay, Social
Workers: T h i r Role and Tmks; Charlcs Dickens, Oliver Twisf; any
play by G.B.Shaw, and the 'quality prcsd - The Gtdardinn, The
Times, The Telegraph.
Student evaluation will be based on a summary of a reflective
journal, an agency study, a critique of a current socialpolicy (which
includes a comparison with their American experience), and participation in visits and discussions. The course is offered on a P/
NP basis.
The comprehensivefee of $1,995 includes air and surfacetravel, accommodations, six dinners, four theater tickets and a one week
London travel pass.
Registration for this interim must be made before October 26 at
the Office of International Programs.
7
Field Work III
SWK 466-49064 (full course)
466-49065 (112 course)
Instructor: Francine Chakolis
The objectives of the class are to use supervisory relationship to
increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to
increase competence in the client contact phase of the problem
solving process; to increase student self-awareness in regard to
professional practice interests, areas of strength, and areas for
personal/professional development; to promote competence in
the full process of problem solving, with special emphasis on
analysis and resolution stages.
Course content will be continuation of Field Work I1 -educationally focused field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field placement,
plus one hour per week in faculty facilitated supportive seminar
help on campus. Evaluations will be made in writing by the Field
Instructor using previously developed contract and social work
evaluation forms.
Note: Course is offered for half (466-49065) (15 hours per week) or
full (466-49064)(30 hours per week) credit. If for full credit, half of
the credit will be based on non-client contact tasks.
Prerequisite: SWK 462 (Field Work 11)
Time: to be arranged
Sociology
Principles o f Sociology (with emphasis
on thd ~ e a l t h
Care ~ i i t e m )
SOC 121-49071
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As an
academic discipline and a profession, sociology provides insights
into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for discoveringthe world and one's place
in it.
The emphasis for illustrations and exerciseswill be directed to the
health care system. Cross cultural comparisonswill be drawn. As
such, the course will be useful for future health care providers and
related professionals and for consumers as well.
This coursecovers the same concepts and meets the same objectives
as the regular term course. Therefore students can expect daily
written and/or reading assignments. Three exams will be given.
Time: II
Room: Music 24
Racial and Minority Group Relations
om of racial and minority group
ejudice, racism, and
format will include
for off-campus parexpect evaluation to
n, a research project,
nly on a P/N basis.
Time: I
Room: Music 23
!
Spanish
Evaluating Continental Literature
SPA 250-49067
The objective of th
tal literature
Student evaluation will
pation in class
discuss continenIt will involve
reports, partici-
Distribution: English-Speech
Time: I
Room: Old Main 27
Speech-Communication Movement for the Theater
SPC 226-49068
etc. Students wil
nd styles of movewill be to increase the
gh movement, by examintiming, concentra11 be introduced as
aspects of movement
a1 expression, gesture, walking,
rent styles of movement, from
c. Movement exercises will be
Some principles of
Studentswill be given required readings concerning the principles
of movement on which they will be asked to write brief essays.
Grading will be based on commitment to and effectivenessof class
work and essays, and on 3-4 movement presentations.
The class will be designed for those who desire to increase their
skills as actors, and also for those preparing for such fields as
teaching, law, the ministry, etc.
Time: II
Room: Tjomhom-Nelson Theatre
Other Courses
These courses are offered by institutions or groups not connected with
Augsburg College but have been approved for credit by the college.
Most carry a tuition cost plus other expenseswhich are the responsibility of the student. They are offered only on a P/N basis. Fuller
descriptions and details for registering are available in the Interim
Office.
Outward Bound
HPE 212-49069
Check for information in the Interim Office for material on dog
sledding and snowshoeing on the Minnesota-Canadianborder or
for white water canoeing and desert camping on the Rio Grande in
the December 27 through January 27 period. There is a cost of
approximately $1,275 (the Outward Bound organization has some
scholarships available).
Washington D.C. Interims
Leaders on Leadership: The National Agenda
POL 398-49072
Law and Society: An Examination of Issues and Principles
POL 398-49073
These interims begin January 2 and continue until January 21. Information on either of the above programs, housing and financial
assistanceis available from Dr. Milda Hedblom in Memorial 117A.
UMAIE
Augsburg is part of a consortium called UMAIE, Upper Midwest Association
for Intercultural Education, which offers overseas learning experiencesduring
the Interim. Further information about the following courses can be obtained
from Kathleen Lutfi at International Programs Office, 2018 Eighth Street (3301655)or from the Interim Office. Registration for these Interims ends October
26,1988. These courses are offered on a P/N basis only and generally carry a
lower division number.
ANCIENT GREECE
1THE ANCIENT AND MODERN MAYA OF YUCATAN
BIOLOGY AND NATURAL HISTORY OF THE
HAWAIIAN ISLANDS
1THE BIOLOGY AND NATURAL HISTORY OF NEW ZEALAND
CHINA AND CHANGE: IMPLICATIONS FOR THE WEST
IICONTEMPORARY EUROPEAN BUSINESS AND ECONOMIC
SYSTEMS
DEUTSCH IN DEUTSCHLAND
I
ENGLISH CASTLES AND CATHEDRALS, COUNTRYSIDE
AND CITIES
1THE ENGLISH SCHOOL AND FAMILY
EUROPE AND THE RISE OF MODERN SCIENCE
EXPLORING HUMAN SERVICES AND SOCIAL WORK IN
GREAT BRITAIN
1GREAT WESTERN PHILOSOPHERS: USSR & ENGLAND
HAWAII: A CULTURAL AND LITERARY HISTORY
INSIDE IRELAND
1JANUARY IN AND AROUND PARIS
MODERN EUROPEAN BUSINESS AND WORKLIFE
MUSEUMS, MUSIC AND MONUMENTS IN THE GREAT
CITIES OF EUROPE
THE PANORAMA OF ENGLISH THEATRE
LI THE ROMAN EMPIRE: CITIES, BATHS AND VILLAS IN
BRITAIN AND ITALY
1SOUNDS AND SIGHTS OF EUROPE
SOUTH SEA ADVENTURE: TROPICAL ECOLOGY
CI SPECIAL EDUCATION OVERSEAS: AMSTERDAM, ENGLAND, SCOTLAND
SPAIN: A COUNTRY IN TRANSITION
Augsburg Lifetime Sports
The following activity is available to students during Interim and
students may register for this class as well as for a regular course. This
activitv does not carry official credit, but does meet the lifetime sports
requi&ment for graiua tion. Students may participate in this class
without registering for the course, but will be cxpcctd to pay any fees
whether or not the student registers for the course.
American Karate
HPE 002-49070
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate,
taught by a certified Third Degree MKA Black Belt instructor. Fee
of $25.00.
Distribution: Lifetime Sports
Time: 1200-1:00 MWF
Room: Melby
Show less
C O L L E G E
Transforming Education
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current a t
t h e time o f publi... Show more
C O L L E G E
Transforming Education
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current a t
t h e time o f publication, it is
subject t o change without
notice. The written policies in
the catalog are t h e College
policies i n force a t the time
o f printing. It is the responsibility o f each student t o
know the requirements and
academic policies in this
publication. If you have
questions about anything i n
this catalog, consult
Academic Advising, a faculty
adviser, the dean o f the
college, o r the registrar. Key
offices are listed o n page 8
for correspondence o r
telephone inquiries.
Published May 2004
-Y
n UI GGLII
13
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clarifying definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
I-
If you are reading this to find out more about
Augsburg College and an Augsburg education,
welcome to these pages. I believe you will find
5
that they not only tell 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
College 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 a great learning laboratory, but one in which you will be able to share your own talents
and skills. Augsburg's challenging academic environment is enhanced by both educational and
service experiences that trandorm theory into action and unite the liberal with the practical in
preparing students as leaders for service in a global society.
Y
F
.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a small
campus in the core of a great city; it will be led by faculty preoccupied with your welfare and
the emergence and refinement of your vocational plans.
A you join Augsburg, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. Frame
President
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 2004
Summer...................................... F r e s a n registration
Sept. 5-7lSun.-Tues. ....................New student orientation
Sept. 81Wed. ................................ Classes begin
Oct. 29/Fri. ..................................Mid-term break (one day only)
Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring
Nov. 25Dhurs. ............................ Thanksgiving recess begins
Nov. 29/Mon. .............................. Classes resume
Dec. 17/Fri. ..................................Classes end
Dec. 20-23IMon.-Thurs. ..............Final exams
Spring Term 2005
Jan. 18Dues..................................Classes begin
Mar. 21/Mon. ............................... M i d - t e r m / break begins
Mar. 29/rues. ................................ Classes resume
Apr. 4- 15/Mon.-Fri. .....................Registration for fall
Apr. 29/Fri. .................................. Classes end
May 2-5IMon.-Thurs. .................Final exams
May 7lSat. .................................... BaccalaureatdCommencement
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 2005
Sept. 7/Wed. .................................Classes begin
Oct. 28/Fri. .................................Mid-term break (one day only)
Nov. 241Thurs. .............................Thanksgiving recess begins
Nov. 28/Mon. ...............................Classes resume
Dec. 16/Fri. .................................. Classes end
Dec. 19-22tMon.-Thurs. ..............Final exams
Spring Term 2006
Jan. 17/Tues. .................................Classes begin
Mar. 2O/Mon. ....................
.
,
...... Mid-term break begins
Mar. 27/Mon. ............................... Classes resume
Apr. 14/Fri.................................. ..Easter break
Apr. 28/Fri. .................................. Classes end
May 1-4hion.-Thurs. .................Final exams
May 6lSat. ....................................BaccalaureatdCommencement
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~.augsburg.edu/enroll/registrar>.
Fall Term 2004
June 7 .......................................... Web opens for registration*
Aug. 13 ........................................ Remote registration ends (must register in person after
this date)
Sept. 10 ........................................s t day to add class without faculty signature
Sept. 17 ........................................ Last day to add class with faculty signature**
Sept. 23 ........................................ s t day to petition Student Standing Committee to add a
class
. L a day to drop class without record notation
Sept. 17 ......................................
Last day to change grade option or withdraw from class**
Oct. 27 ....................................
Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21,
Dec. 3-5, Dec. 10-12
Winter Term 2005
Nov. 1 ..........................................
Web opens for registration*
Dec. 17 ........................................ Remote registration ends (must register in person after
this date)
Last day to add class without faculty signature
Jan, 7
Last day to add class with faculty signature**
Jan. 14 .........................................
Last day to drop class without record notation
Jan. 14 .................
Jan. 20 .......................................... Last day to petition Student Standing Committee to add a
class
Feb. 16 ........................................ s t day to change grade option or withdraw from classx*
Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13,
Mar. 18-20, Apr. 1-3
Spring Term 2005
Web opens for registration*
Feb. 7 .......................................
Mar. 25 ........................................Remote registration ends (must register in person after
this date)
Last day to add class without faculty signature
Apr. 15 ........................................
Apr. 22 ........................................ Last day to add class with faculty signature**
Apr. 28 ........................................ Last day to petition Student Standing Committee to add a
class
Last day to drop class without record notation
Apr. 22 .......................................
Last day to change grade option or withdraw from classx*
May 25 ....................................
Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12,
June 24-26
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser at least two weeks prior to registration.
**Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details
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 2005
Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20,
Dec. 2-4, Dec. 9-11
Winter Term 2006
Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12,
Mar. 24-26, Apr. 7-9
Spring Term 2006
Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18,
June 23-25
Area Code
612
Access Center ..............................................................................................................
330-1749
Academic Advising......................................................................................................330-1025
Academic Enrichment ................................................................................................
.330-1165
Academic and Student Affairs.................................................................................... .330.1024
................................................... .330-1001
Undergraduate Admissions ............................
Toll-free number .....................................................................................
1-800-788-5678
.................................................. 330-1178
AlumniParent Relations ...........................
Toll-free number .......................................................................................
1-800-260-6590
......................................................................................................................
Athletics
330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning .................................................................... .330-1148
.330-1732
College Pastor/Campus Ministry ...............................................................................
..........................................
.............................
Public Relations & Communication
-.330-1180
ConferenceEvents Coordinator ................................................................................. 330-1107
Development (financial gifts to the College) .............................................................330- 1613
Toll-free number ............................ ......-................................................... 1-800-273-0617
330-1046
Enrollment Center ................................
Toll-free number ................................. .---. ................................................ 1-800-458-1721
Facilities Management ...............................................................................................
.330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................. 330-1649
Fax ....................*.......................................‘.........
...............
..............................................................
...............................
Graduate Programs
330-1101
Human Resources ...................................................................................................... .330-1058
Lost and Found ...........................................................................................................
330-1000
President's Office ........................................................................................................
.330-1212
Registrar .............................. .....-.................................................................................. 330-1036
Residence Life (Housing)........................................................................................... .330-1109
Rochester Program...............................................................................................
507-288-2886
Student Activities ........................................................................................................
330-1111
Student Government ................................................................................................... 330-1 110
Summer Session .............................-- ..........................................................................
.330- 1046
TRIO/Student Support Services .................................................................................. 330-13 11
Weekend College .................................................................................................
3 3 0 - 1101
Mailing Address:
22 11 Riverside Avenue
Minneapolis, MN 55454
Web Site:
www.augsburg.edu
A
Selection from over 50 majors
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.
Augsburg offers more than 50 major*
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.
Discovering your gifts and talents
The Weekend College Program offers
18 majors.
The heart of an Augsburg education is
the Augsburg Core Cumculum- 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.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community."
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the 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 (1876-19071, 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 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. Under his leadership, the
College has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 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 business, education,
leadership, nursing, physician assistant
studies, and social work.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
--
About Augsburg 13
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 18 majors,
Augsburg's Weekend College is the largest
program of this type among Minnesota private colleges. Faculty in Weekend College
are full-time Augsburg professors as well as
adjunct professionals. The Weekend
College student body is involved in student government, and students participate
in academic and extracurricular activities
such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
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 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. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College 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 academic
year for Weekend College is divided into
three trimesters.
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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening or weekend schedule, making them accessible to
working adults. There are three trimesters
in each academic year, following the same
schedule as the Weekend College program.
-
14 About Augsburg
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
have an individual e-mail address and have
access to the Internet to facilitate the use
of technology in the learning and communication process. Further information may
be obtained from the Rochester program
website at <www.augsburg.edu/rochester>
or by calling the Weekend College
Admissions Office at 612-330-1101.
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-Fairview-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
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 tunnevramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library and the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admissions Offices-The Office of
Undergraduate Admissions for the day program is located on the first floor of
Christensen Center. The Weekend College
Admissions Office, Rochester admissions,
and the Graduate Studies Admissions
Office are located at 624 21st Avenue
South.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Public Relations and Communication.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications. The Office of
Undergraduate Admissions is located on
the first floor.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Fond du Lac Tribal College Center.
Edor Nelson Field-The athletic field,
located at 725 23rd Avenue South, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
-
About Augsburg 15
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson 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
StepUP program. The Foss Center's lower
level is home to the Academic Enrichment
Office, which includes the Groves
Computer Lab, the Karen Housh Tutor
Center, and the John Evans Learning
Laboratory; and the Center for Learning
and Adaptive Student Services (CLASS)
program.
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community
The JamesC. Lindell Family Library
(1 997)-This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 21st Avenues, and by
Riverside Avenue and Seventh St.
The jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with its Office of Alumni and
Parent Relations, is located inSrmley's Point,
2200 Riverside Ave.
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 19641, 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
HispanidLatino 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
New Hall (1 999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
-About Augsburg
16
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, and various other program offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Smiley's Point (2000)-The Smiley's
Point building on Riverside Avenue, once a
favorite ice-cream parlor for Augsburg students, now houses the Institutional
Advancement and Community Relations
division, including the Development
offices and Alumni and Parent Relations.
Sverdrup Hall (1 955)-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
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
~ ~
of Mr. and Mrs. Andrew Umess, t h tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of t h e Third Age-In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
-
About ~ u ~ s b u r17
g
H 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 andlor
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,
612-330-1023.
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.
ACCREDrrATlON 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 Association for Music
Therapy, Inc.
National Council for Accreditation of
Teacher Education
National League for Nursing
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)
American Association of Higher
Education (AAHE)
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
ducat ion, and Campus Compact.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.o r p
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 18 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 National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
Enrollment (Fall 2003)-3,172
dents from 29 countries.
W
Financial Aid-Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
CI
Library--Over 180,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
CI
School Year-Two semesters from
September to May, and two summer
school sessions. Augsburg Weekend
College-trimesters, September to June.
Augsburg Graduate Programtrimesters, September to June.
M
Majors-More than 50 majors in 35
departments and programs.
CI
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).
CI
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
CI
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 andlor 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.
stu-
Graduates-18,000 graduates from
1870 through August 2003.
Student/Faculty Ratio-15 to 1.
Undergraduate class size averages 13-17.
Campus-17 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 skywayItunneVelevatorsystem
provides access to 10 major buildings
without going outside.
Deqrees
- Granted-B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
A
ugsburg College is looking for students with intelligence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 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.
For Weekend College admission information, call 612-330-1 101.
DAY PROGRAM FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institution should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
Test ScoresFreshman applicants are
required to submit results from the 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.
References may use the Augsburg recommendation form in lieu of writing a letter.
If the applicant has been out of school for
several years, the form or letter may be
completed 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.
--
Undergraduate Admissions 21
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 on November 1. After that, students are notified of the admissions decision usually within three weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
enrollment deposit to the Office of Undergraduate Admissions within 30 days of
their financial aid notification. Extensions
may be requested in writing to the director
of financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" 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 Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
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 Weekend College Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekendz.
Transcripts-Official transcripts from
all previous postsecondary institutions
should be sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. 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.
22 Undergraduate Admissions
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.
W TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other colleges or
universities. College credit is granted for
liberal arts courses completed at regionally
accredited institutions with a grade of
2.O/C or better. Augsburg does not grant
credit for developmental courses, technical
courses, or courses with grades below
Z.O/C. The College reserves the right to
require that certain courses be taken at
Augsburg.
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equivalent to four semester hours or six quarter
hours. Transfer credits from semester or
quarter hour institutions are converted to
Augsburg credits by dividing by four or
six, respectively.
Augsburg College limits transfer credits
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches these credit limits,
no additional credits will transfer from
two-year institutions toward the 32
Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg
students should consult with their faculty
adviser and the Office of the Registrar
before taking courses at other institutions.
A cumulative grade point average
(GPA) of at least 2.5 (on a 4.0 scale) in
previous college work is recommended for
admission to the College.
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student's official transcripts. The registrar's office evaluates
coursework for credit and for applicability
toward Augsburg Core Curriculum
requirements. Academic departments are
responsible for evaluating the applicability
of coursework toward a student's major or
minor. The major or minor department
may require certain courses or a minimum
number of courses be taken at Augsburg.
Students transferring from the
Minnesota State College and University
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing following the Minnesota Transfer
Curriculum. A maximum of 16 Augsburg
equivalent credits (64 semester credits or
96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community
college.
2. All Augsburg Core Curriculum
requirements will be waived except:
REL 300 Bible, Christian Theology,
and Vocation Course
Senior Keystone Course
One Augsburg Experience
I
-
Undergraduate Admissions 23
-
Modem Language requirement (0-2
courses, depending on initial assessment)
One college algebra course ( W T
105) or Math Placement Group 3
One course that meets the
Quantitative Reasoning Graduation
Skill requirement
One course in the major that meets a
Writing Graduation Skill requirement
HPE 001 Foundations of Fitness or
one HPE lifetime activity course
(depending on transcript assessment).
This requirement is waived for students who have transferred two
equivalent courses
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or December
15 for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official tran-
script sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a.petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
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 DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-Undergraduate Admissions
24
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
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
I
I ) '
, .-' ,':,
.- ,
:I,
,
\
*
,
I
I
!
.
,
I4
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Full-time students-see
page 84.
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$20,260
This rate applies to all full-time students
attending in September 2004. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,460
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
audit policy on
Room Rent
(on average, includes basic
services) ..................................$ 3,100
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2004-05 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
763
..................$
2,980
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)
..................4
2,900
....................$
2,650
Student Activity Fee ................S
180
ACTC Bus (full-time
students only) ..................$
18
Information Technology Fee ..$
300
Flex 5 point plan
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
$ 90
students) .................................
Late Registration .............................. $ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ................... $ 180
Extended Payment Plan Fee ............$ 50
-
Financial Information 27
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$2,460
Private Music Lessons, per semester
(14 lessons-.0 cr. or .25 cr.) ......$350
(14 lessons-.5 cr.) ......................$700
Student Teaching (per course
for full-time students) ..................$100
Student Teaching (per course
for part-time students) .................$150
Study Abroad (in approved
non-Augsburg programs) .............$350
Zero-credt seminar (part-time
students) .......................................$763
Fees Payable by Check/Cash
Application (new and/or
special students) ....................... .$ 25
Locker Rental ....................................$ 50
Student Parking Lot Permit
-car ........................................... $ 200
-motorcycle .............................. $ 100
Transcript Fee
Regular service ........................... .$
5
Next day .....................................$
8
On demand ................................. $ 15
Special Examinations,
Cap Q Gown Costs
(Schedule onfile in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to average
.OO per course.
H DEPOSITS
Enrollment Deposit
(non-refundable)
....................$
100
Required of all new students after
lcceptance. The enrollment deposit is credted to the students' account only upon
yaduation or withdrawal. Any net credit
lalance (after all charges and/or fines) will
]e refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages andlor 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.
Application Fee (payable once,
non-refundable) ......................... $ 25
Tuition (per course) .........................$1,525
Tuition (per summer course 2004) ..$1,400
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 763
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 ........................$ 50
Transcript Fee
Regular service ............................$
5
8
Next day ......................................$
On demand ..........................,......$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar .......................... .$ 763
Extended Payment Plan Fee .............$ 50
-Financial Information
28
PAY MENTS-DAY
PROGRAM
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(1) Semester payments, due August 15 and
December 15 as billed; (2) Extended
Payment Plan-an extended payment plan
is available each semester. Details are
included with the bill for each term.
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) Extended
Payment Plan-an extended payment plan
is available each semester. Details are
included with the bill for each term. (3)
Employer Reimbursement: students whose
employers reimburse them for all or part of
their tuition and fees may pay a $100
deposit per course credit at the start of the
term. The balance, which is subject to
finance charges until paid, is due 60 days
after the last day of the term. Students on
this plan must file an employer reimbursement application form each academic year.
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.
-
~
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 until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s1
. . and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
E m o h e n t 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 andlor room (except for the
minimum deduction of $100 to cover
administrative costs) in accordance with the
terms of their housing conmact and/or the
appropriate tuition refund schedule.
-
-
Financial Information 29
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.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refwut
Amount
ReJund
Period
100%
Through the first 10 days of
classes (less $100 administrative
fee)
90%
From the 1l t h day through the
15th day of classes
80%
From the 16th day through the
20th day of classes
70%
From the 21st day through the
25th day of classes
60%
From the 26th day through the
30th day of classes
50%
From the 31st day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
tefund Policy: This policy applies to new
ind returning Weekend College students
who drop a portion of their scheduled
:ourse load. It also applies to students who
:ompletely withdraw from college and do
lot receive financial aid.
Refund
Amount
100%
Refund
Period
Through the Friday following
the first class weekend (less a
$100 administrative fee if withdrawing from the current term
entirely)
80% Through the Friday following the
second scheduled class meeting
60% Through the Friday following the
third scheduled class meeting
40% Through the Friday following the
fourth scheduled class meeting.
No refund after the fourth scheduled
class meeting.
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. Please 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.
Rochester Program and United Hospital
Program Refund Policy: See the published
refund schedule for your program.
Federal Return of Funds Policy: This
policy applies to students who have completed at least one full term, withdraw
from all courses for the current term, and
receive federal Title IV financial assistance
(including Pell Grant, SEO Grant, Perkins
Loan, Stafford Loan, Parent PLUS Loan).
The Return of Funds Policy is based on a
percentage derived from the number of
days attended divided by the number of
days in the term.
-
-
30 F~nanc~al
Information
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.
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.
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 percentage plus one-half of the
percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment. 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 enfire 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.
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-
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its 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 2003-2004 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.
-
Financial Information 31
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of 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
cwww.augsburg.edu/enroll>,and submit it
to the Enrollment Center.
4. Submit copies of federal tax forms
For the preceding year (e.g. tax year 2003
to be considered for financial aid for 20042005). Tax forms are required for the stulent 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 package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
SubsidizedIUnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the Enrollment
Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
H 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.
32 Financial Information
Academic Excellence Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must have a 3.7 or
higher GPA and 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.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA. Call
Undergraduate Admissions for info., 612330-1001.
Achievement Scholarships
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen 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' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 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 benefits to
full-time day students working toward
their first bachelor's degree who are children, grandchildren, or spouses 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 ScholarshikThese scholarships are awarded to incoming freshmen
who are in the top 30 percent of their
high school class or ACTISAT test score,
majoring in chemistry or physics at
Augsburg. Deadline: Accepted for admission by May 1.
Augsburg AmeriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Minority Encouragement Program
Scholarship-The Minority
Encouragement Program Scholarship recognizes freshmen who have graduated
from a St. Paul public high school in good
standing and who participated in their
school's Minority Encouragement Program.
MEP students are assured of receiving a
minimum award of $5,000 per year upon
admission to Augsburg College.
Application deadline is May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize
incoming freshmen and transfer students
with demonstrated scholarship and a
record of, andlor 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 May 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, 612-3301022
Pan-Asian Student Services, 612-3301530
Financial Information 33
Performing Arts S c h o l a r s h i v
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 1.
Minnesota State Scholarship a n d
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Lutheran Congregational
Scholarship Program
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.
PRIME Scholarships (Paired
Resources in Ministry a n d Education)
-Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is
February 1.
CALL Scholarships (Congregations
and Augsburg support Lutheran
Leaders) -Augsburg College CALL
Scholarships recognize incoming students
of high academic achievement with a
demonstrated record of leadership within
their Lutheran congregations. Augsburg
will provide a double match of congregational grants or scholarships up to $750
($2,250 maximum award) for students
who meet the leadership criteria as specified on the application. The awards are
renewable, depending on the class level at
entry point (i.e., a new entering junior will
have two years of eligibility). Final selection of CALL Scholarship recipients is
made by the College. Deadline for application is February 1.
Gift Assistance (Need-Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility
academic record, and participation in
extracurricular activities in school,
community, and church.
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
2003-04 is $4,050.
Bureau of Indian AffairsITribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairnribal 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.
34 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1. Interest is capped at
8.25%.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsfieniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of check disbursement at a
variable interest rate not to exceed 9 percent and a minimum payment of $50 per
month. Application forms are available at
Augsburg College Enrollment Center or
the lending institution.
-
Financial Information 35
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.
Augsburg College, through generous
gifts from alumni, faculty, staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship* ,
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Kopp Investment Advisors Presidential
Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship*
36 Financial Information
SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
David J. Formo Memorial Scholarship*
The Grace Scholarship*
David Gronner Memorial Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hoversten Peace Scholarship*
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Wells Fargo Scholarship
CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial
Scholarship*
C. A. L. and Esther J. E. Anderson
Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship*
Corinne and Herbert Chilstrom
Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
Dave Hagert Memorial Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Lee Family Scholarship*
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Pastor Carl 0 . and Edith W. Nelson
Memorial Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Russel and Virginia Smith Scholarship*
Roy C. and Jeanette Tollefson Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship*
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
I
-
Financial Information 37
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
KerridgdMueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Harold B. and Laura M. Lanes
Scholarship*
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Malcom and Maybelle Estrem
Scholarship*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship*
38 Financial Information
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Pederson Samuelson Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. P A. Sveeggen Memorial Scholarship*
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship*
Paul Dahlen Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
James P Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics
Floyd \! and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs*
Modern Languages
Emil M. Fossan Modem Language
Scholarship*
Mary E. (Mimi) Johnson Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Beth Halverson Violin Scholarship*
Kay Halverson Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Heam Violin Scholarship*
Hanwick Thanksgiving Scholarship*
Financial Information 39
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Robert Karlen Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Catha Jones Memorial Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . ~ o w e r - ~ d r d Male
k a ~ Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W and Edith B. Norberg
Scholarship*
St. John's Lutheran Church-John Nonis
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Nursing
Augsburg Nurses Alumni Association
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physician Assistant
Alne Swensen Scholarship*
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Martin and Sylvia Sabo Scholarship*
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Financial Information
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Elias F! Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Phyllis M. Baker Memorial Scholarship*
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo F: Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
E
xperiences in the classroom are an
important part of college life, but learning
and develo~ment"'0 occur in formal and
informal activities of the Colleg'e and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staffhave
officesin the F ~~ ~~ b
~~ ~, i Center
~ kl , ~
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
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 explore
Christian ministry Contact the director of
Exploring Our Gifts for further information about the program.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
several committees. Elections are held in
the spring for the next year. Freshmen
elect their representatives in the fall of
their first year. Many kinds of involvement
are possible-program planning, writing,
editing, or service opportunities. If you
want to get involved, contact the president
or vice president of the student body in
their offices in the lower level of the
Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, speakers, and visiting personalities
in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (student lounge) is a popular hangout located in the lower level. Many of the
clubs that unite classroom and non-classroom related interests meet here. Student
offices in this area include the College
newspaper, the Echo; the yearbook, The
Augsburgian; Student Government; the
community senrice organization, the LINK;
and the Augsburg Student Activities
Council (ASAC).
--
Student Life 43
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.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
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.
4 4 Student Life
7
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 Center on page 49.)
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 56.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 18 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for con-
tent tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
SERVICES FOR STUDENTS WITH
DISABILITIES
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 cognitive, psychological, and neurological disabilities.
CLASS has been recognized as a leader in
its field, helping these students gain full
access to the college cuniculum. 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.
Students who qualify for assistance
from CLASS work directly with one of our
disability specialists to develop an appropriate educational plan. These plans may
include:
Accommodations for testing and
classroom (e.g., extended time, notetaking)
Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
-
Student Life 45
Use of assistive technology through
the Groves Computer Laboratory
Individual meetings (weekly or occasional) with a specialist for 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 ensure that students
have every opportunity for 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 Learning Disabilities Program
Endowment and the Groves Foundation.
Access Center-The Access Center
provides support and specialized services
to students with documented physical disabilities. The goal of the Access Center is
to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the
educational experience at Augsburg
College. Areas of assistance include but are
not limited to:
*Individual meetings with the physical
disabilities specialist on a regularly scheduled basis
-Assistance with organization and time
management issues
-Academic advising and registration
-Housing assistance
-Advocacy with faculty and staff
-Assistance with community support
services and other non-academic issues
The Access Center also provides academic accommodations for students. These
include providing note takers, taped texts,
typing of papers, sign language interpreters, and adaptive physical education
courses. Adaptive technologies available
through the center include Braille translating software, a Braille printer, CCTY TTY,
Jaws, and speech recognition software.
Through a system of skyways and tunnels, the majority of the Augsburg campus
is accessible to those with mobility impairments ensuring access regardless of the
weather. There are a variety of modified
and fully .accessible rooms available in the
residence halls.
TRIO PROGRAM
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 ServicesStudent 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
-
-
46 Student Life
degree. Participants in TRIOISSS 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 TRIOIStudent Support
Services serves 120 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIOISSS typically admits 25 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 extended
four-year 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
*Summer Bridge program including
free summer-term college coursework,
academic seminars, adjustment-to-college
workshops, and advising for a small group
of incoming first-year students
*Need-based scholarships for first- and
second-year students actively participating
in TRIOISSS
*Program-sponsored tutoring, academic
learning communities and supplemental
instruction in select academic subjects
Students may apply for TRIOISSS any-
time after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIOISSS Advisor, please contact TRIOISSS
program staff at 612-330-1311.
STEPUP PROGRAM
The StepUP Program is an Augsburg
College program for men and women in
recovery from addiction to alcohol and
other drugs who are pursuing their college
education. The StepUP Program concurrently supports Augsburg students in their
academic studies and their recovery.
The StepUP Program offers separate
chemical-free housing accommodations,
advocacy with faculty and staff, weekly
individual support meetings with the director or assistant director, referrals to campus
services, and extracurricular team building
and community activities.
Requirements for admittance into the
StepUP Program include an agreement to
live in StepUP housing, a minimum of six
months continuous sobriety, and a commitment to a 12-step abstinence-based
recovery program.
StepUP promotes the vision of belonging and being at peace with oneself, while
respecting the hard work of personal
growth. We encourage students to create
friendships and form bonds, some of
which will carry throughout a lifetime.
StepUP celebrates recovery in community as a normal part of personal growth.
Students are challenged to take responsibility for themselves and their decisions while
maintaining a healthy respect for the disease of chemical dependency. StepUP students join together for mutual support and
to help one another access additional
opportunities outside of StepUF!
-
Student Life 47
HISPANICILATINO STUDENT
SERVICES
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
leam about their heritage
Provides opportunities for the campus community to leam about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school districts, intended to increase the number of
American Indian teachers in these districts.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one fifth of the loan will be
forgiven.
The Hispanic/Latino Student Senices
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, scholarships,
orientation and registration, academic
planning, career counseling, housing,
internships and employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanid
Latino students and provide awareness of
the unique aspects of Hispanic culture.
PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
48 Student Life
PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
"One Day in May" when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
licensed psychologists. Services include
individual counseling, group counseling,
psychological testing, assessment and referral, workshops, and consultation and outreach.
Students may discuss personal issues
such as stress, depression, roommate problems, intimacy and sexuality, drug use,
motivation, transitions, family issues, selfimage, difficult decisions, eating concerns,
grief and loss or other issues with the psychologist. Professional counseling can
make a substantial contribution to the educational experiences of the student by providing the opportunity for increased selfunderstanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
HEALTH INSURANCE
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may purchase a
student policy by contacting the Center for
Counseling and Health Promotion for
more information.
HEALTH CLINIC SERVICES
The College offers basic health care services to students through a contract with
UFP-Smiley's Clinic. These services are
limited. For students without health insurance, Smiley's Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
I
Student Life 49
7
any kind are not covered through the contract between Augsburg and Smiley's
Clinic. Students with health insurance can
also access Smiley's Clinic for a variety of
clinic or other health services. A student's
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
#
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
FITNESS CENTER
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center; some hours are
reserved for classes.
ISlrs mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
*Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
*General advocacy for international
students
*Advising the International Student
Organization
*Facilitating intercultural skill building
sessions for students, faculty and staff
*Celebrating diversity of cultures by
increasing awareness of internationavintercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment
to a new culture and education system.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 66.)
50
Student Life
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to
complete their degrees. Residence life staff
are on hand to help students become
acquainted with life at Augsburg through
social and educational events. They are
also ready to assist students who need help
or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls also earn higher grades and
gain greater satisfaction during their college career. Numerous events are planned
to welcome students to the community
including dances, movie nights, coffee
house concerts, and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This nine-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms may
be available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
New Hall-Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
-
Student Life 51
Special Interest Housing-Special
Interest Housing is available to students
who are interested in creating a
living~learningenvironment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-up
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Student Affairs.
OFFICIAL NOTICES
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plan who live in residence halls eat their
meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student's Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review
the A-Mail, published on-line, and available in hard copy at locations throughout
campus.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
52 Student Life
official personnel (faculty and administration) at Augsburg. This means that faculty
or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the Office of the Registrar.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
General Information - 54
Degrees Offered - 54
Academic Calendar - 54
-
I
r
7
~ibra6
and Information
Technology Services - 55
Academic Advising - 56
T
Academic Organization
and Programs - 56
Divisions and Departments - 56
Majors and Minors - 56
Teaching Licensure - 60
Pre-Professional Programs - 60
Honors Program - 61
Inter-Institutional Programs - 62
Study Abroad - 63
Center for Service, Work, and
Learning - 66
Graduate Programs - 68
Other Programs - 70
I
Academic Policies and
Procedures - 70
Registration - 70, 73
Crossover Registration - 72
Withdrawal from College - 73
Student Standing/
Petition Process - 74
Re-Admission - 74
.
-
Graduation Requirements - 75
Graduation Requirements- 75
Liberal Arts Foundation - 77
Skills Requirements - 78
Quick Check Summary of
Graduation Requirements- 82
--
Evaluation and Grading - 80
Explanation of Grades - 80
Assessment of Previous Learning
Program - 85
Academic Progress, Probation
and Dismissal - 87
Dean's List - 87
Latin Honors - 88
Commencement - 88
Four-Year Assurance Program - 89
m
$
L
'
C
B
h
h
-
FERPA - 89
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
H DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
H ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 70 and Calendars on
pages 4-7.)
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours. (Refer
to the program schedule for weekday
evening meeting times.) Students may take
from one to four classes each term.
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
Augsburg offers two summer school sessions. A maximum of four course credits
(two per term) can be earned in the two
five-week-long summer sessions. The
Summer Session Catalog is published in the
winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for Physician
Assistant Studies. (See Graduate Programs
on page 68.)
--
Academic Information 55
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particu-
larly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 180,000 volume
main collection, the Lindell Library
includes the Gage Family Art Gallery, special collections and archives, curriculum
library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and
listening. A skyway links the building to
Sverdrup Hall (the former library), which
has undergone renovation to house the
Enrollment Center, as well as additional
computer labs and multimedia classrooms,
a lounge, and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
labs and five computer classrooms, as well
as 80 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network provides access to
AugNet online services as well as support
for printing and internet access.
Appropriately equipped student-owned
machines can also be connected to the network to provide access from dormitory
rooms.
56 Academic Information
7
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
ed 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 academic
adviser prior to registration. All students
are encouraged to meet with their faculty
adviser as often as is necessary.
DIVISIONS AND DEPARTMENTS
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING
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.
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have complet-
The College curriculum is offered by 24
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts a n d Humanities-Art,
communication studies, English, history,
modem languages, music, philosophy, religion, theatre arts, College librarians.
Professional Studies-Business
administration, education, health and
physical education, nursing, physician
assistant studies, social work.
Natural a n d Social SciencesBiology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The college requires students to declare
a major by the end of the sophomore year,
and earlier in some disciplines. Details of
majors and minors are in the course
description section. Unless otherwise indi-
-
-
Academic Information 57
cated, majors are part of the bachelor of
arts degree.
2. Develop a student-designed major
program proposal that includes:
Student-Designed Major
a. A statement of learning goals and
objectives.
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student's proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supportmg letters of approval to AAC. Supporting
letters should assess BOTH the student's
~bilityto complete the proposed major and
:he validity and value of the proposed
najor, including (in at least one of the let:en) the proposed capstone course. The
tdvisers' signatures and supporting letters
.epresent their approval of the program,
ncluding the capstone course, and their
:ommitment to oversee the student's
xogress.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated
with a college major Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point andlor prepares one for further study In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the AAC
Chair. The student will be informed of the
date that AAC will hear the proposal. The
student and advisers, one of whom must
attend, will be invited to a meeting if AAC
has questions.
58 Academic Information
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
Listings that are shadedire offered
through both the day progran1 and
Weekend College. Weekend (Iollege
students may choose a major offered in
the day program if t hey wish. They ma)7
take as many courst:S as possible throu)~h
Weekend College, tlhen finish the majo~
r as
--*
-L-- -- -4a day program studr11~.
r i L I I ~ I I ~U
C
I plogram is allowed once each academic year.
A
--a
General Communication Studies
Mass Communication
Organizational Communication
Rhetoric
Human Relations
" "--'--'kg Communications
:elations and Advertising
;ory Management
C U ~ L ~ ~Science
U L C (B.A.
~
or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
~omputational~conomics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B:S.licensure)
Special Education: EmotionaYBehavioral
Disabilities (WEConly)
.
-.
Secondary (non-major, licensure only)
Engineering 2
English
Film
Finance
Health Education (B.A. or B.S.)
History
International Relations
International Business
~ a n a ~ e m e1nformation~Systems
nt
Marketing
Mathematics (B.A. or B.S.)
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
-
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business-~dministration
Economics/Business Administration
--International~usiness
Management
Music Business
Chemistry (B.A. or B.S.)
Clinical Lab Science (B.S.)
- ~ c k i m u n l ~ a t i oStudies
n
Communication Arts/LiteratFe
(Teacher Licensure Major)
-1.-
7
'
usic
Music (B.A.)
Music Business Concentration (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
ordic Area Studies
ursing (B.5.-Weekend College only)
hilosophy
Computational Philosophy
hysical Education (B.A. or B.S.)
hysics (B.A. or B.S.)
Solid State Physics (B.S.)
Space Physics (B.S.)
olitical Science
Political Science/Economics (Teacher
Licensure Major)
sychology
Social Psychology
eligion
YOU t h ' K d x m i l y K4iZisRussian, Central and East European Area
Studies 1
~ c ~ W ~ r k ~ ~ ~ )
oclology
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Gtudent-Designed
heatre Arts
Dance and Theatre (Teacher Licensure
Major)
Women's Studies1
ccounting
merican Indian Studies
Lrt
Architecture
Art History
Studio Art
liology
iusiness Administration
:hemistry
:ommunication
-
Academic lnformation 59
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
International Relations
Leadership Studies
Management Information Systems
Mathema tics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth andPFamily~ k i s t r y
Sociology
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
-
-
60 Academic Information
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technologcal University.
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Twin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middleschool
education with subject area specialties in
one of the following: mathematics, science,
communication artsAiterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle schoolhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
music (K-12), physical education
(K-12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information.)
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work ;losely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses:
-
-
Academic Information 61
BIO 113, 114,215; PHY 121,122; CHM
115, 116 (or 105, 1061,351,352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
jtudents'with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
zourses, including ENG 111; CHM 115,
116 (or 105,106); CHM 351,352; BIO
113,114,215,369; MAT 145,146; PHY
121, 122. Courses recommended in prepa:ation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, Pre'hysician Assistant, a n d Pre-Physical
rherapy-Coursework in preparation for
hese programs should be discussed with a
aculty member in the Department of
3iology.
Pre-Pharmacy-Augsburg has a pro;ram designed to fulfill minimum
,equirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
1061,351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
HONORS PROGRAM
The Honors Program is rooted in the
Augsburg Core Curriculum. As such it is
shaped by the themes of Vocatio
(Vocation), Caritas (service and leadership); and citizenshipin a diverse world,
both locally and globally. The Honors
Program recasts this distinctive mix by
underscoring the public uses of knowledge, by recognizing that intelligence
expresses itself in many ways, and by
embracing an intentional interdisciplinarity
in its curriculum. While celebrating the
signature elements of the Augsburg Core
Curriculum, the Honors Program transpos-
-
-
62 Academic Information
es them to a new key, even a kind of academic jazz, in which committed students are
encouraged to traverse new domains and
improvise novel themes appropriate to new
circumstances.
The Honors Program is a community of
people who are committed to achieving an
exceptional education by exploring the
many dimensions of fundamental ideas.
Fundamental ideas such as "all people are
created equal" and "all knowledge begins
with experience" shape our construction of
the valuable, our deliberations regarding
the ethical, and even our identification of
the factual. Honors education believes that
when we engage freely in Socratic dialogue
about knowledge and wisdom, we find our
noblest calling as people.
The Honors Program strives to provide
an enriched environment in which the pivotal questions of human experience can be
explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to
new ~roblemsthat emerge in dynamic,
worldwide markets and evolving political
realities. In fact, graduation from the program is advantageous for graduate school
admission or career placement.
Contact the director for information
about the Honors Program curriculum.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester at one of the
other campuses. This program is open to
sophomores through seniors. No additional
fee is required for such an exchange,
except for private instruction in music or
approved independent studies. Students
may elect to participate in the cooperative
program to gain new perspectives, to get
better acquainted with the other schools,
or to undertake a specific course or major
not offered on the home campus. A regularly scheduled bus shuttles students
between the campuses.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (H ECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the Office of the Registrar.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
he University of Minnesota under an
greement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
he Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
or graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
4 OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are talung advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examme prospects for peace in Northern
Ireland, study geology and ecology in
Vonvay, have a paid corporate internship
n Germany, or thrill to the sounds of The
Magic Flute at the Viennese state opera
louse. Study abroad provides opportuniies to develop critical thinking skills,
itrengthen language competencies, further
:areer paths, experience different cultures,
tnd gain knowledge about the increasingly
nterdependent world.
Icademic Requirements and Credit
Study abroad is an integral part of sev:ral majors at Augsburg and will add an
ntemational dimension to any academic
Irogram. Courses abroad can fulfill major,
iugsburg core cuniculum, and graduation
equirements when approved by academic
~dvisersand department chairs before
leparture. Any approved study abroad pro-
Academic lnformation 63
gram will also fulfill the Augsburg
Experience.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and personal
lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required for all study
abroad programs. Since it takes some time
to prepare for studying abroad, students
should start planning during their freshman and sophomore years.
The application deadline for spring
term, non-Augsburg study abroad programs is September 30 and for summer
session, fall term, and year long, nonAugsburg study abroad programs the application deadline is March 1.The application
deadlines for Augsburg programs are listed
below for each program. Please contact the
study abroad advisor in the Office of
International Programs for deadlines on
summer and short-term study abroad
courses.
Costs a n d Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
-
-
64 Academic Information
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars-from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political and cultural
issues in Mexico and El Salvador; explore
the interconnectedness of race, class, and
gender; learn first hand from both women
and men who are involved in struggles for
sustainable development and social
change. The program offers credit in religion, political science, women's studies,
and Spanish. Internships and independent
studies are also available. The program
begins with a one-week seminarlorientation in the U.S-Mexico border region and
ends with a two-week seminar in El
Salvador. Students stay in guest houses
while traveling, spend approximately six
weeks in Augsburg housing, and 4-6 weeks
living with Mexican host families.
Prerequisite: one college-level Spanish
course or its equivalent. Application deadline: April 1.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) -Fall
or Spring
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southem Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
apartheid and colonialism, they are faced
with the challenges posed by today's world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Application deadlines are April 1 for the fall semester, and
October 15 for the spring semester.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) -Fall or Spring
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women's studies, and economics. Students
spend the first five weeks in Guatemala,
Academic Information 65
the next four weeks in El Salvador, and the
final six weeks in Nicaragua. Prerequisites:
one college-level Spanish course or its
equivalent is required, and coursework in
macro Lnd microeconomics is strongly recommended. Application deadlines: April 1
for fall semester, Oct. 15 for spring semester.
Social and Environmental Justice:
Latin American Perspectives (Mexico)
-Spring
This is an intensive program of study
and travel that explores socioeconomic and
political issues with a focus on the impact
of environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Students will examine
the ethics of land distribution, environmental racism, ecofeminism, social change,
and the complexity of gender; class, race,
and ethnicity in Latin America. Credit is
available in Spanish, history, political science, religion, and women's studies.
Internships and independent studies are
also available. The program includes a twoweek seminar in Chiapas and Guatemala.
Students stay in guest houses while traveling, spend approximately six weeks in
Augsburg housing, and six weeks living
with Mexican host families. Application
deadline is October 15.
Social Work in a Latin American
Context (Mexico)-Spring
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks. Application deadline: September
15.
International Partners
International Partners offers a broad
range of learning opportunities in Norway
and Germany. Students can choose from
several options: group programs, "tailormade" individual study programs, and
practical professional experiences that may
include a paid internship. Program length
varies from ten days to two semesters. All
course work is in English. Some travel
scholarships are available. For further
information contact the International
Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in full semester programs
in Norway, Ecuador, Ireland, Guatemala,
and the Twin Cities. All programs emphasize the impact of civic engagement, social
change and cross-cultural factors on the
human community HECUA programs
emphasize intense language experience,
internships, andlor field study
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
66 Academic Information
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Northern Ireland: Democracy and
Social Change- Spring
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Student Teaching Abroad
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMoms. Additionally, International Partners
has student teaching options available in
Norway. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
~ u g s b u application
r~
deadline: Oct. 15.
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Offerings
include Summer Session I in Mexico via
the Center for Global Education. Contact
the study abroad adviser in the Office of
International Programs for the most current list of programs.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource cen-
.
-
Academic Information 67
ter incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg's metropolitan
location through the highly successful service-learning, internship, and career planning programs that link the College's academic programs to community organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The underlying assumption is that a
liberal arts education is an effectivepreparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection, on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers, volunteering at homeless
shelters, Habitat for Humanity, and community centers, or working with cultural
and environmental groups.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Academic Internships
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 80.
A maximum of four courses of intemship may count toward the total courses
required for the degree.
-
68 Academic Information
Cooperative Education
Cooperative Education is a non-cre&t
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation, set learning goals and
evaluate their experience. The director of
the Center for Service, Work, and Learning
supervises co-op transcript notation work
experiences. Academic internships and
cooperative education may be used to fulfill the Augsburg Experience graduation
requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is often times viewed as an important part of a student's development while
attending college. To aid in this process,
career staff provide career related assessments, one-on-one career planning and
coaching, and assistance with choosing
majors, locating internships, preparing for
job searches and graduate school applications, and making connections to community and alumni resources.
GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: the Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, Master of
Social Work. Catalogs for each degree pro-
gram should be consulted for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: EBD.
Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate
coursework. Students can then apply their
graduate level licensure courses to complete a master's degree program. Students
will complete their master's degrees
through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed
teachers also can pursue special education:
E/BD licensure at the graduate level. The
program is available through the Weekend
College schedule, and the admissions
process begins with the Weekend College
Admissions office. Two new licenses will
be in place by Fall 2004-Reading (K-12)
and Special Education LD. The special
education LD license is available either as
an initial license or as an additional license
for licensed teachers. The reading license is
offered as an endorsement to an existing
license. For further infomation about the
programs, contact the Education
Department or the Weekend College
Admissions office.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues,
and problems relevant to organizational
leaders. Augsburg's program recognizes
that today's leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program operates on alternate Saturdays.
I
-
Academic Information 69
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), andfor Transcultural Nursing
through the Transcultural Nursing Society
(TCNS). Classes meet on an immersion
schedule (every other week or once per
month) that may include weekday
evenings and Saturdays. Web-enhanced
pedagogies are used for all classes. The
Master of Arts in Nursing Program is
accredited by the Commission on
Collegiate Nursing Education in accordance with its accreditation standards and
procedures.
The Master of Business
Administration is designed to give students mastery of the tools and principles
needed for career advancement and business success. Designed to be completed in
21 months, the program offers a cohort
format, encouraging small-group collaboration with a high level of personal attention
from faculty. Field-study projects enable
students to apply classroom learning to the
business environments.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Social Work prepares
students for entering advanced social work
practice. The program builds on the liberal
arts base of the College and supports the
College's mission to nurture future leaders
in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
-Academic Information
70
OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
Twin Cities Public Television (TPT), and
the Midwest Regional Office of the College
Board. Augsburg College is a Lifelong
Learning Partner with the ELCA.
Contact the Office of Continuing
Studies at 612-330-1406 for information
about current and upcoming programs.
Canadian Program
The Canadian program was inaugurated
in 1985 with endowment from the Mildred
Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals
of the program include community involvement, increased awareness of the importance of Canadian/U.S.relations, and provision of opportunities to learn directly from
Canadians through visits and exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
(Note: For individual study, call the
Admissions Office at Augsburg College at
612-330-1001.)
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 3:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
II REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
a total of 5.5 course credits without peti-
--
Academic Information 71
tioning. All overload registrations must be
done in person at the Enrollment Center.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs). Auditing classes over the 4.5 overload limit will also incur a tuition charge.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. The Day program
calendar and the WEC school calendar are
both available through the registrar's web
page.
Day students may add individual classes to their current schedule or withdraw
without notation through day 10 of the
term. The signature of the instructor is
required to add a class after the fifth day
From day 11 through day 20, students may
still petition the Committee on Student
Standing for permission to add a class.
There is a fee for this petition. Day 20 is
the last day to petition for adding a class.
Students registered for day program
Time l/Time 2 (Tl/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under "Combined Academic
Calendars" at <www.augsburg.edu/enrolV
registrar>.
Weekend College students may add
individual classes to their current schedule
or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
is the Thursday prior to the second class
weekend.
Students registered for Weekend
College Tl/T2 courses may add or withdraw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
Students registered for Rochester Tl/T2
courses may add or withdraw without
notation through the Monday after the first
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Some late course registrations may be
subject to additional late fees.
72 Academic Information
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center-612-330-1046
Academic Advising412-330-1025
Office of Weekend College-412330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, full-time students may
register for up to 1.0 credits per term outside their home program. Enrollment will
be based on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, bill be considered full-time and will be charged the
full-time day program tuition rate. A W C
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter. WEC and Spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5 .
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the regispar's office
web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by web.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program (an exception is made for AAC-approved courses in
the Department of Nursing and the joint
B.A. AccountingMAL). Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered.
Change of Program
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
-
-
Academic Information 73
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming freshmen and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College students may register
during the designated time prior to the
start of each term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar for specific dates.
Day students will be able to register only
after meeting with their faculty adviser.
The Enrollment Center is also available to
process regismation forms. Note: Web registration may not recognize prerequisites
fulfilled by transfer work. In these cases,
please process your registration at the
Enrollment Center.
Once the open registration period ends,
returning students registering for the first
time for the coming term will be assessed a
late registration fee. The Enrollment
Center will process all registration forms
after the Web closes.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar's Web page. Withdrawal from
the College cannot occur during final
examination week unless a petition is
approved by the Committee on Student
Standing. Withdrawal from college and any
consequential adjustments in accounts are
effective as of the date the Withdrawal
from College form is returned to the registrar's office.
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of orders.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise from a failure to
note attendance on the transcript, and also
indicate that the withdrawal was outside of
the student's control.
Alternatively, the college supports faculty in enabling students who are called to
active duty and have substantially completed a course, to assign a grade based upon
the coursework completed, or work out an
"incomplete" agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
andlor the Office of Academic and Student
Affairs as soon as possible so the College
can notify all parties and aid in this
process.
-
74 Academic Information
Student Standing Committee
The Student Standing Committee deals
with requests for minor exceptions to academic policies and procedures. Typically,
the Committee reviews requests for:
Changes after registration deadlines
(adding, withdrawing, or grade option
changes)
Note: Petitions for an exception to the
published registration deadlines will
require a $50 petition fee attached to the
petition. This fee is non-refundable regardless of the outcome of the petition.
Extending time for an incomplete.
Permission to take a course overload.
Minor exceptions or transfer course
substitutions for academic requirements.
In addition, the Committee reviews students' transcripts in determining academic
probation or dismissal from the College on
academic grounds. The Committee also
hears appeals from students who have been
dismissed for academic reasons.
The Committee reviews student
requests for readmission to the college
after dismissal or returning after leaving
while on probation.
The Committee typically meets every
other week throughout the school year
(September-April),and once a month during summer.
Note: Petitions involving adding or
dropping courses/withdrawing from college after the deadline must be submitted
within six months of the published registration deadline for the term involved.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar's Web page: <www.augsburg.edul
enroll/registrar/index.html>.
Step 2: Fill out the petition form completely Include documentation for illness.
Have your advisor, instructor, or department chairs sign and add comments concerning your request. Petitions without
comments from faculty will be returned for
completion.
Step 3: Return the completed petition
form to the Office of the Registrar1
Enrollment Center, include signed
drop/add form and $50 check if applies.
Step 4: A copy of the petition with the
Committee's decision is returned to the
student's campus box after the committee
meets
Re-Admitted Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. The election to complete a
degree under a new catalog must be submitted in writing to the registrar's office.
Some departments will not accept coursework taken more than seven to ten years
ago. Students must meet all of the requirements in effect under the catalog they
choose. Choosing to complete graduation
requirements under the current catalog
will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog
requirements.
Students who graduated from Augsburg
who are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Minors
are not noted on the transcript if they are
completed after a baccalaureate degree has
been awarded.
--
Academic Information 75
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar's office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special
Students (Second Degree).
Each student must apply for graduation at the end of his or her junior year.
Students should apply before the start
of their last academic year to confirm
remaining graduation requirements.
Application forms are available at the
Enrollment Center or on the registrar's
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar prior to the anticipated date of graduation (there may be no
incompletes or open courses on the academic record).
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
1. Completion of 32 course credits
-No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) - 14;
music education (B.M.) - 17; music performance (B.M.) - 14.5; music therapy (B.S.)
- 17; and social work (B.S.) - 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two P/N
graded courses. Each department sets its
own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum-Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
76 Academic Information
5. Residence-The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar's office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
THE AUCSBURC CORE
CURRICULUM
The Augsburg Core Cumculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a cumculum
that:
Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
Calls for common inquiry into questions of Christian faith and the search for
meaning; and
Cultivates the transformative discovery of, and appreciation for, one's place of
leadership and service in a diverse worldvocatio and caritas.
The curriculum has three major components:
The Augsburg Signature Curriculum
The Liberal Arts Foundation
Skills Requirements
THE AUCSBURC SIGNATURE
CURRICULUM
Search for Meaning
Augsburg's Signature Curriculum is
centered on its identity as a college of the
Evangelical Lutheran Church in America.
As a college of the Church, Augsburg
accepts as a basis for its educational program the doctrines of the Christian faith as
revealed in scripture and the creeds
affirmed by the Lutheran Church. It consciously affirms that all students should
reflect upon the Christian scriptures, theological concepts, ethical values, their own
faith and values, and religious concepts
outside of the Christian faith as part of
becoming educated.
In these courses students articulate and
critically reflect upon Augsburg's concept
of vocation and its meaning; Christian theological concepts as well as concepts from
other religious traditions; and the meaning
of the Bible in Judeo-Chnstian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning course credits
are required except for the following:
Transfer students entering with
advanced transfer status will take one
Search for Meaning course: REL 300 Bible,
Christian Theology, and Vocation.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and the Augsburg Seminar. The
Seminar is attached to a first-semester
major or Augsburg Core Curriculum
course. The purpose of the Seminar is to
introduce students to an Augsburg education and to help them make the transition
I
Academic Information 77
to college work.
Engaging Minneapolis
Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources
of the Twin Cities as they orient .first-year
weekday students to the community where
they will be studying, living, and working
during their college careers. Most Engaging
Minneapolis courses also fulfill an
Augsburg Core Cumculum or major
requirement. They normally are taken during the first year, but may be taken in the
second year.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College's commitment to experiential education and
active participation in the broader community both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, creditlno-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education-vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg.
The Senior Keystone course connects
the broad liberal arts foundation with the
professional skills and in-depth study of
the major. It thus asks graduating students
to think critically, reflectively, and ethically
about their place in the world as leaders
and servants.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar's
office.
The Liberal Arts Foundation requirements for some bachelor of science majors
may vary. Students must consult with the
major department to determine the options
available. The following bachelor of sci-
78 Academic Information
ence majors are approved for modifications
in the Liberal Arts Foundation or Modem
Language Core Skill requirements: biology,
clinical laboratory science, elementary education (LAF option only), health education
(teaching licensure only, LAF option only),
mathematics, physical education (teaching
licensure only, LAF option only), and
physics.
Natural Sciences and Mathematics
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Economics, Political Science,
Psychology, Sociology
Humanities
Two courses from two different departments:
Communication Studies, English,
History, Philosophy, Religion, Modem
Languages (literature and culture courses)
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
Critical Thinking
Mathematics
Modem Languages
Writing
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
core and graduation skills course requirements.
Freshmen (all students entering with
fewer than seven Augsburg course credits) and sophomore transfer students with
fewer than 13 course credits are required
to take entry level skills assessments and
satisfy all skills requirements.
Advanced transfer students (who
enter with 13 course credits or more or
an A.A. degree accepted in transfer) take
only the following entry level skills
assessments and fulfill the following
requirements:
The Mathematics assessment and
requirement.
The Modem Language assessment
and requirement.
The Writing assessment and requirement.
Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
-
Academic Information 79
another college may have their MPG determined by the registrar's office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2,3, or 4
as a prerequisite.
Modern Language Assessment and
Requirement
The BYU-CAPE language assessment is
offered to students who have had at least a
year of Spanish, French, or German language studies in high school. It is designed
to assess and place students at the appropriate course level for language study.
Students may waive the modern language
requirement by completing this assessment
and placing at the 311level or above.
The Modem Language Core Skill
requirement for some bachelor of science
majors may vary. Students must consult
with the major department to determine
the options available. The following bachelor of science majors are approved for
modifications in the Liberal Arts
Foundation or Modem Language Core
Skill requirements: biology, clinical laboratory science, elementary education (LAF
option only), health education (teaching
licensure only, LAF option only), rnathematics, physical education (teaching licensure only, LAF option only), and physics.
Writing Assessment and
Requirement
The entry level assessment determines
readiness for ENG 111Effective Writing.
Students who do not satisfy the entry level
skill in writing will be required to take
ENG 101 Developmental Writing before
ENG 111.
Students who have transferred in an
equivalent course to ENG 111 are excused
from the entry level exam.
Core Skills Requirements
Effective Writing
ENG 111 Effective Writing or the
equivalent with a grade of 2.0, P, or higher,
is required. Attendance the first day of
class is required.
Students should complete ENG 111by
the middle of their sophomore year since it
is a prerequisite for Writing Graduation
Skill courses.
Modern Language
Requirements for the Modem Language
Core Skill are determined by placement
-Academic Information
80
test. For a language previously studied,
successful completion (minimum grade of
2.0 or P) of one language course at your
placement level (112 or higher) satisfies
the requirement. For a language not previously studied, successful completion of a
two-course sequence in the same language
with the minimum grade of 2.OR in both
courses is required. Students whose placement test is at 311 or higher will be
exempted from further language study
There is a seven-year time limit on language courses presented for transfer and
automatic waiver.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modem Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is Satisfied by successfully completing the WL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the Modem Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information.
Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
(or a transfer equivalent) is required of all
students. The second course may be chosen from a variety of different lifetime
activities (HPE 002,003 Lifetime Activity
courses). Students who are not health and
physical education majors or intercolletest Out of One lifetime
giate
activity course. Students may demonstrate
proficiency from a selected list of lifetime
activities. There is a fee to take the lifetime
activity proficiency test.
Foundations of Fitness courses are
non-credit courses and are not included in
the 32-course graduation requirement.
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Students are required to have one
course each with Critical Thinking,
Quantitative Reasoning, and Speaking skill
components, and two courses with a
Writing Skill component. These requirements are modified for advanced transfer
students (see page 82). A minimum grade
of 2.0 or P is required to satisfy a graduation skill requirement.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill this
requirement. Academic advisers will provide a list of these courses.
All Writing Skill courses have the prerequisite of ENG 111or its equivalent. All
Quantitative Reasoning Skill courses have
the prerequisite of Math Placement Group
3, and all Critical Thinking Skill courses
have the prerequisite of passing the entry
level Critical Thinking Assessment or GST
100.
.
EXPLANATION OF GRADES
Student achievement in courses is measured by final examinations, shorter tests,
-tten papers, oral
and other
types of evaluation.
-
Academic Information 81
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
To be eligible for graduation with
Latin Honors, students may elect only 2
P/N credits.
See P/N limitations under Graduation
Requirements, page 75.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.0
Achieves above basic course
standards
2.0
Meets basic standards for the
course
1.0
Performance below basic course
standards
0.0
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
An incomplete grade (I) may be 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. 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 com-
-
82 Academic Information
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 75. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these requirements):
CI Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 7.
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
LI Complete a major.
O Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Complete two (2) Search for Meaning
courses.
Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
1. Complete the fall orientation and
Augsburg Seminar.
2. Complete an Engaging Minneapolis
course.
Complete at least one Augsburg
Experience
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
Natural Sciences and Mathematics (1 lab
science)
Social and Behavioral Sciences
Humanities
Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Critical Thinking Assessment
Mathematics Assessment
Modem Languages Assessment
Writing Assessment
Achieve a Math Placement Group score of
three.
Complete ENG 111
Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P (Courses meeting these requirements
are designated by the major.)
Two courses with Writing components.
One course with a Critical Thinking component.
One course with a Speaking component.
One course with a Quantitative Reasoning
component.
All advanced transfer students (those
entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these
requirements):
Li Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . .14.5
Complete a Senior Keystone course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 75.
I
-
Academic IlnformaRion 83
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
0 Complete a major.
0 Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Complete REL 300 Bible, Christian
Theology, and Vocation course
Complete a Senior Keystone course.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
O Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.)
.
Complete one Augsburg Experience
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
Natural Sciences and Mathematics (1 lab
science)
Social and Behavioral Sciences
Humanities
. . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.)
. . . . . . . . . . . . . . . . . .15
Other maximums are described on page 7.
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
O Complete a major.
0 Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Fine Arts
Complete Entry Level Skill Assessments and
Core Skills Requirements:
Satisfy entry level skill requirements in
writing.
Achieve a Math Placement Group score of
three.
Complete Modem Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
One course with a Writing component.
One course with a Critical Thinking component.
One course with a Speaking component.
One course with a Quantitative Reasoning
component.
Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete a Senior Keystone course.
Complete one Augsburg Experience
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P (Courses meeting these requirements
are designated by the major.)
One course in the major that meets a
Writing Graduation Skill.
One course that meets the Quantitative
Reasoning Graduation Skill.
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
-
84 Academic Information
pleted by the specified date of the following academic term, the grade for the
course becomes 0.0.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned..
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 27. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work aansferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
pleted.
course credits com-
Juniors-16
course credits completed.
Seniors-24
course credits completed.
--
Academic Information 85
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and ( 2 ) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. Credit
granting guidelines are available in the registrar's office.
Advanced Placement Program
(AP)-Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. A score of 4 or
5 is required on the AP Language and
Composition examination for credit for
ENG 111 Effective Writing. Inquiries
should be addressed to the Office of the
Registrar.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the
American Council on Education's recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. Information
about CLEP tests is available from the
Office of the Registrar.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study hrectly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous
learning, the faculty team applies the fol-
86
Academic Information
lowing criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
English as a Second Language (ESL)
Students whose primary language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
2171218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course
completion, have completed the modem
language core skill requirement for
graduation.
-
-
Academic Information 87
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA) .
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Student Standing
Committee. Evidence of the student's commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses completed:
Freshman-fewer
Sophomore-fewer
credits
Junior-fewer
than 7 course credits
than 16 course
than 24 course credits
Senior- 24 or more course credits
Dean's List
The Dean's List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.5 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program's calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean's List. If permission
is given by the student, an announcement
is sent to the hometown newspaper of each
student on the Dean's List.
-
88 Academic Information
Latin Honors
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditslrequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
may be required to sign a statement
acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will
a degree be conferred until all graduation
requirements are met, regardless of participation in commencement.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of "With Distinction." Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.9-4.0 GPA plus
successful completion of the summa oral
examination.
Magna cum laude: 3.8-3.89 GPA.
Cum laude: 3.6-3.79 GPA.
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than the following number of elective
passlno pass graded credits at Augsburg
(classes offered only as P/N by the department will not be counted, nor will "N"
grades):
2004 graduates-6
2005 graduates-4
2006 graduates-3
2007 and thereafter-2
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enrolV
registrar>.
EnrollmentIDegree Verifications
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: <www.degreeverifyorg>
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreevenfy@studentclearing
house.org
-
-
Academic Information 89
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day program schedule as fulltime freshmen in the fall of 1996 and
thereafter. New freshmen are assured that
they will be able to graduate in four
years-if they maintain continuous fulltime enrollment for four years, maintain a
2.0 GPA, and follow the Four-Year
Assurance Program g u i d e l i n e ~ they
r
will receive the remaining required courses
free of additional tuition. A few majors are
excluded from this program. Contact
Academic Advising for a list of eligible
majors. Students must complete a formal
Four-Year Assurance Degree Plan with the
College before the end of their sophomore
year (prior to completing 16 course credits) in order to qualify. Contact Academic
Advising for details.
4 FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records-You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. 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
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or gnevance 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.
90 Academic Information
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
t h e following:
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 form for withholding
disclosure must be completed each academic year.
The student's date and place of birth;
Right t o 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.
The student's major field of study;
Reporting Educational lnformation
The student's academic class level;
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
The student's name;
The student's address;
The student's telephone number;
The student's e-mail address;
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
92 DEPARTMENTS
AND PROGRAMS
-
a liberal arts institution, Augsburg
College believes that knowledge and-truthare interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
can be met.
Descriptions and schedules for Sumnier
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in separate catalogs.
Credits
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most day program courses
meet for three 60-minute periods or two
90-minute periods per week with additional time required for laboratory work. All
full credit Weekend College courses meet
for eight 3.5-hour sessions during fall and
winter terms, and for seven +hour sessions during spring term.
Class Schedule
Numbering
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available ,on-line.
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
--
Departments and Programs 93
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
n the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
s prior approval by the professor teaching
the course.
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
2. Register for the Internship during
the registration period. The signed permission form must be turned in at the time of
registration. (Students may pre-register
without a placement secured, but a suitable internship must be found by the end
of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
InternshipIOn-campus
InternshipIOff-campus (.5)
InternshipIOn-campus (.5)
InternshipIOff-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
Internship/On-campus
InternshipIOff-campus (.5)
Internship/On-campus (.5)
InternshipIOff-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
94 ~ e ~ a r t m e nand
t s Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tedregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration.
A,
erican Indian Studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
Coordinator:
Eric Buffalohead
--
American lndian Studies 95
Associated Faculty:
Eric Buffalohead (Sociology), Elise
Marubbio (English), John Gregg (History)
Adjunct Faculty:
Sophia Jacobson, Steve Chapman,
Richard Gresczyk, Dale Weston
American Indian Studies Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
ENG 216 American Indian Literature
INS 105
or INS 264 American Indians in the
INS 260
HIS 336
REL 370
INS 499
Cinema
Contemporary American
Indians
American Indian History
American Indian Spirituality
and Philosophical Thought
Capstone Project
In addition student must complete four
electives. At least five of the courses
toward the major must be upper division.
Minor:
Five courses including INS 105. At least
two must be upper division.
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
ENC 216
American lndian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
i l S 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
96
American lndian Studies
INS 260
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
INS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
INS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women's roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with Women's Studies.
INS 332
Native American Storytelling
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
INS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Indigenous
Filmmakers, American Indian Women in Film, Contemporary Indigenous
Issues of North and South America, and American Indian literature Seminar.
INS 499
Independent ResearchICapstone Project
An independently designed research project to fulfill the capstone requirement.
A,
is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this,we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the TWin Cities area.
Art Faculty
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson,John
McCaffrey
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identlfy current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Eight art courses, including four in
graphic design, one art history, and three
electives.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
STUDIO ART FOUNDATIONS
ART 102
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Introduction to basic drawing concepts, media, and surfaces.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil.
-
Art 99
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
ART 215
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
media, focusing on web design.
ART 221
ART 223
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
ART 250
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
ART 315
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 325
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
100 Art
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 340
Digital Imaging
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Study of transparent watercolor, emphasizing perceptual painting and abstraction from observation in the studio and on location.
ART 368
Print Making II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections per year:
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
ART 2491349 The Designed Environment
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking
tours and site visits to prominent examples of design excellence. (Prereq.:
None for ART 249; ENG 111 and an ART, HIS, or urban studies course for
ART 349)
-
Art 101
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ART 299
Directed Study
See description on page 94.
ART 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ART 499
Independent StudyIResearch
See description on page 94.
ASIANSTUDIES
See listing under East Asian Studies.
T
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course or course pair and a parallel
Augsburg Seminar. These 'linked' courses
integrate disciplina~ycontent with various
learning strategies and community-building opportunities beneficial to all beginning students.
AUC 101
B
Each content course normally meets
three hours per week for the entire semester and is valued at 1.0 course credit. The
Augsburg Seminar meets once a week for
eight weeks for a .25 course credit. The
Augsburg Seminar offers the opportunity
for further discussion of topics from the
paired content course, along with presentations on campus life, academic resources
and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood.
While the content course is graded on a
traditional point basis, the Augsburg
Seminar is graded Pass/No credit (PIN).
However, performance in the course is
linked to performance in the seminar.
All freshman students must successfully complete the entire Augsburg Seminar in
order to fulfill the graduation requirement,
even if they drop the linked content
course. Permission to complete the seminar after withdrawal from the content
course is at the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
-
-
Biology 103
In recent decades great strides have
been made in understanding important
biological processes, particularly those at
the cellular, molecular, and ecosystem levels. Biological research has also provided
some extremely important benefits to
humans, including advances in medicine,
agriculture, and food science.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
Biology Faculty
William Capman (Chair), Ralph
Butkowski, Robert Herforth, Dale
Pederson, Mark Strefeler
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 113 Introductory Organismal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
BIO 215 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
and five upper division biology courses
chosen from the following list:
BIO 351
BIO 353
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Special Topics in Biology
BIO 491 Biology Seminar (non-credit)
is required of all juniors and seniors.
Required Supporting Courses for
Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 1151116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
104 Biology
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the
Social and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
Bachelor of Arts in Life Sciences
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four upper division biology courses are required (one from each grouping)
Two additional science courses are
required, chosen from the following list:
PHY 101
PHY 106
An introductory geology course
Transfer course policy for majors and
minors
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
(Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department
by Sept. 30 of 'the senior year or Feb. 28 in
the case of students planning to graduate
in the following December.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
In planning their courses of study students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
-Biology 105
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian,. etc.). have sDecific requirements that should be discuised
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has s~ecific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
A
identify current Minnesota teacher licensure requirements. All upper division biolOgy requirements for
licensure
must be completed before beginning student teaching.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.0 in biology.
.
Cooperative Education
The department works with the Office
of Cooperative Education in identif~lng
and defining co-op ed experiences in laboratories and other settings in the Twin
Cities.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoky. Prereq.: SCI 110)
BIO 101
Human Biology
An introduction to basic biological principles with a human perspecrive.
Includes discussion of the maIeculat and celiular lmik oi life, g n e t i a . organ
systems, and human impact on the errvi-rommt. (Three one-horn lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Prereq.: CHM 100 or another chemistry course strongly
recommended. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
106 Biology
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or
another chemistry course strongly recommended. Spring)
BIO 113
lntroductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity natural history, physiology, and structure.
BIO 113,114, and 215 must be taken in sequence except by permission of
instructor. (Three one-hour lectures, four hours laboratory, some Saturday
field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent
registration in CHM 105/115. Fall)
BIO 114
lntroductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: BIO
113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall)
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 352. Fall)
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215. Spring)
-
Biology 107
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215, and PHY 116 or 122 strongly recommended. Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of devel-
opment. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Microbiology
BIO 476
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215,
junior standing. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or h4AT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including oral presentations. Guest speakers are often
invited. A noncredit requirement for the major. (Spring)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
(
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 113, 114. P/N only)
BIO 299
BIO 399
Directed Study
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 215. P/N only)
BIO 499
Independent StudyIResearch
(Prereq.: BIO 215. P/N only)
BUS, ACC, FIN, MIS, MKT
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC) ,
finance (FIN), management information
systems (MIS), and marketing (MKT).
Specializations
Within the business administration
major there are three specializations: management, music business, and international
business. Within the accounting major
there are three specializations: general
accounting, public accounting, and managerial accounting.
Certificate Programs
Faculty
John C. Cerrito (Chair), Nora M. Braun
(MIS Coordinator), C. Lee Clarke, Marc
Isaacson, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Jim Kattke, Steven
J. LaFave, Lori L. Lohman (Marketing
Coordinator), Fekri Meziou, John Molloy,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe, Stuart M. Stoller (Accounting
Coordinator)
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and finance
through the Weekend College program.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 75), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
-
Business Administration 109
Internships
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
Advising
International Business
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Transfer Students
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one additional upper division course in
either international business or international economics.
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
sonfigurations.
Specialization in Music Business
See description and requirements in the
Music section of the catalog.
Combined Major in Business
Administration and Economics
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
ACC 221
ACC 222
BUS 242
MKT 252
BUS 379
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
11 courses including:
ECO 112 Principles of.Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course
--
Business Administration 111
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, FIN 33 1 or BUS 379. Other
configurations may be permitted with the
approval of the department chair.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be i n international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Students should consult the area coordinator concerning acceptable alternatives
i n international economics.
BUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
PHI 300
Business Law and Ethics
(See Department of Philosophy for course description)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor)
112 Business Administration
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 175 or 260 or
270 and either MPG 3 or completion of MAT 171. WEC-Additional sessions
are required, usually on a weekday evening.)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 379,
FIN 331, MIS 175, MKT 252)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
7
-
Business Administration 113
Internships and Independent Study Courses:
BUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus.
half credit) on page 93.
BUS 299
Directed Study
See description on page 94.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
BUS 499
Independent Study/Research
See description on page 94.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs) . This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
-
Accounting 115
Minor in Accounting
Six courses including:
ACC 221,222, FIN 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,379,
MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of -planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
116 Accounting
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Studenrs work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,379,
FIN 331, MIS 175 or 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ACC 299
Directed Study
See description on page 94.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ACC 499
Independent StudyIResearch
See description on page 94.
T
he Finance major
prepares
students
.
for professional careers in corporate
finance and the financial services industry.
Besides careers in the financdaccounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
Association for Investment Management
and Research (AIMR).
-
Finance 117
BUS 379
Finance Maior
Finance Core Requirements
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
Required Finance Courses
5 courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENG 111 and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
EC0 315 Money and Banking (Prereq:
ECO 112)
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision making and portfolio management- theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, finance and
marketing as well as from MIS. If students
have a weak computer background, they
should also take MIS 175 for the major.
MKT 252
MIS 260
MIS 270
MIS 375
MIS 376
MIS 475
MIS 476
Principles of Marketing
Problem Solving for Business
Data Management for Business
Management Information
Systems in the Organization
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Management Information Systems
Major
12 courses in business, accounting, marketing, and MIS:
BUS 242 Principles of Management
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 260 or 270, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Note: Completion of MIS 260 or MIS 270
satisfies any requirement for MIS 175.
-MIS 119
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 260 or 270 instead of MIS 175.
(Prereq.: MPG 2)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3. Completion of MIS 260 satisfies any requirement
for MIS 175)
MIS 270
Data Management for Business
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3. Completion of MIS 270 satisfies any
requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanrhg of using idomration ?stems to ~ p p o r st ~ n k a t i o n a ~
objectives. Topics include snaregic planning md rises 01 inkmarion sy.;tems,
busines procrrss analysis. and understnnding of the rechnolog architecture.
(Prereq.: BUS 242 or MkT 252, and ENG 311 )
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 175 or 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260,270, and 375)
120 MIS
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MIS 299
Directed Study
See description on page 94.
MIS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MIS 499
Independent StudyIResearch
See description on page 94.
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationshi~s.
'
-
Marketing Major
ACC 222
BUS 242
MKT 252
PHI 300
FIN 331
MIS 175
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
Required Marketing Courses
6 courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer ~ehavior
or MKT 354 Sales Management
MKT 355 Marketing
" Communications
or MKT 357 Advertising
Marketing Core Requirements
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
122 Marketing
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to cany out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modem marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MKT 299
Directed Study
See description on page 94.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MKT 499
Independent StudyIResearch
See description on page 94.
c
hemistry is the science that examnes and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
nsights of chemistry with physics, mathematics, and molecular biology opens vistas
hat excite and offer opportunities to better
he entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumcuum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemlstry major that meets the chemistry backyound required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
h e following objectives to help its stulents develop into mature scientists:
*To provide a course of study of suffi:ient rigor and depth to enable our graduktes who complete our ACS chemistry
najor to compete successfully with their
leers of similar ability in graduate school
)r research positions.
*To provide programs of study for proessional goals in addition to the tradition11positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Ron L. Fedie (Chair), Arlin E. Gyberg,
Joan C. Kunz, Sandra L. Olmsted
BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
124 Chemistry
CHM 464
CHM 481
CHM 482
CHM 470
BIO 367
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, I1
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364,365 Physical Chemistry and
Laboratory I1
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Departmental Honors
Full ACS major; GPA of 3.5 in chernistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115,116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
Chemistry 125
Any course taken as a prerequisite for another course, including the first course in a two-term
equence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
f H M 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemisuy. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
EHM 105
Principles of Chemistry 1
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confidmr about their background in
chemistry. Students may go into CHM 351 or 353 f m CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour T a b ~ r a t oP~rereq.:
~
MPG
2. Fall)
I H M 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
I H M 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
126 Chemistry
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Chemistry I, II
CHM 351,352 Organic
Important classes of organic compounds with special emphasis on mechanisms and multi-step
Descriptive material is correlated by means of
. synthesis.
.
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Cowrs graximetric and volumemc analysis and solution equilibrium in derail
a d gives an inrroduction ta eIectrochemica1 and specmphotometric techniques of analyis. The labomto. involves quant5irauve analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one f m - h o u r
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemislry Laboratory introduces students to techniques of data collection and experimental applimtion of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
-
Chemistry 127
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR. L% NMR,and mass spectroscopy; use of the literature, and advanced ropics in organic spnth=is. (Three hours of lecture, sir hours of hborator)?
Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge
of German is helpfrrl. FaU)
CHM 470
Principles of Medicinal Chemistry
Medicinal chmisay examines the organic chemisq of drug design znd drug
action Students study the mechanisms of drug banspert across biological
membranes. absorpdon. dismibntion, and dmg excretion; the relatienship
beween smcture and activity molcnilz recognition process in dmg-receptor
interactions; enzyme mechanisms: and the meiabohcpathmp by which dmgs
are detoxified. -4lso studied are the concepv nsed in rhe design of therapeutic
snbstances. (Prereq.: CtOn 352. BIO 367 i s se~ommended.Spring, al~ernare
yc5d
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
128 Chemistry
Internships and Independent Study Courses:
CHM 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CHM 299
Directed Study
See description on page 94.
CHM 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CHM 499
Independent StudyIResearch
See description on page 94. (Prereq.:junior or senior standing)
c
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. Hdshe also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The cuniculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of scieace degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the
spring semester of the academic year just
prior to the beginning of their professional
studies, typically in the junior year. Formal
acceptance into the hospital-sponsored
program is based on the submission of an
application for admission to the major,
personal recommendations, review of academic performance, and interview with the
Program Admission Committee. A minimum grade point average of 2.75 overall as
well as in science and mathematics courses
is strongly recommended. Acceptance into
the hospital program is not guaranteed by
the College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is in the process of
receiving accreditation by the National
Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 8410 W Bryn Mawr,
Suite 670, Chicago, IL. 60631, 773-7148880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
FUMC-University
FUMC-Riverside
Fairview-Southdale
Fairview-Ridges
Generalized four-year academic plan for
Clinical Laboratory Science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENG 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENG 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 1131114
130 Clinical Laboratory Science
First year:
Fall Term:
BIO 113: Organismic Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Term:
BIO 114: Genetics, Evolution & Ecology
CHM 106 or CHM 116: General Chemistry
ENG 111
Elective
Second Year:
Fall Term
BIO 215: Cell & Development
CHM 351: Organic Chemistry I
Re1 200: Search for Meaning
Elective
Spring Term
BIO 355: Genetics
CHM 352: Organic Chemistry I1
MAT 163: Statistics (QR)
Elective
Third Year:
Fall Term
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Term
BIO 476: Microbiology
BIO 4xx Immunology
Elective
Elective
Fourth Year: Clinical Program
Summer Session
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 420: Immunohematology
Clinical Rotations:
Fall & Spring Semester
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
Fall Semester
CLS 425: Clinical Chemistry
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
Spring Semester
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
CLS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
BIO 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of "C" or above. Students
must meet all college graduation requirements including those for General
Education, grade point, College residency
and total credits.
0
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redrnond (Chair), Wes
Ellenwood, Robert Groven, Daniel Hanson,
David Lapakko
4 BACHELOR OF ARTS
Communication Studies Major
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all Communication Studies
majors:
Public Speaking
COM 111
COM 188
Forensics Practicum (noncredit)
COM 321
Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
Argumentation
COM 351
Persuasion
COM 352
COM 354
COM 355
Interpersonal
Communication
Small Group
Communication
One of the following: ENG 223, 225, 226,
227
Professional Communication Emphasis
This area is intended for students interested in studying communication from an
artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Five additional electives from the following: COM 329,345,399,495,499;
THR 350,360; BUS 301,302; PHI 120,
241,260; POL 380,326,342,370,375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Five additional electives from the following: COM 329,345,399,410,480,
495,499; BUS 242,340; CSC 160; INS
325; PSY 325,371,373; SOC 265,349,
375
Supervisory Management Emphasis
Appropriate for students seeking management careers (see Organizational
Communication electives)
132 Communication Studies
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Five additional electives from: COM
329,345,399,410; INS 325; PSY 373,485;
SOC 231,265,349,375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Five additional electives from: COM
329,399,410,480; BUS 252,352,355,
357,450; POL 342; INS 325
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Five additional electives from: COM
345,399,410,480; ART 132,224,225;
BUS 242,252,355; INS 325; MIS 379; PSY
373; SOC 349, POL 342
Mass Communication and Journalism
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Five electives from the following: COM
247,343,348,399,499: ART 132,215,
224,225,315,330,340; ENG 226,227,
241,327,347,445; POL 342,375; THR
232,325,333,350,360; BUS 254, INS 331
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic foremics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing
COM 188 (Forensics Practicum) is
required to document participation.
Students should be aware that the toumament season is essentially from October
through mid-March, and should plan
schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded cumculum that
encourages creativity, critical analysis and
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
-
Communication Studies 133
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women's studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
John McCaffery, John Mitchell, Robert
Thom
Required of all Film Majors:
Six Core Courses
C O m H R 216 Intro to 16mm Film
Intro to Cinema Arts
ENG 241
ENG 495
History of Film
COMITHR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your advisor who is designated by the
program director. Note that not all elective
courses are offered every year, so altematives within the track may have to be
chosen.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
C O m H R 495 16mm Film 11, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography ART 215 Design for
New Media I, ART 315 Design for New
Media 11, ART 340 Digital Imaging, MUS
130 Intro to Music and the Fine Arts, THR
328 Stage Design.
Track #2 Performance: This track is
designed for students interested in acting
and directing. Electives include: THR 333
Acting for the Camera, THRENG 325
Playwriting, THR 366 Stage Direction,
THR 325 Stage Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENG 499 Screenwriting
Track #3 Theory & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENG 295 Writing
for the Arts and Popular Culture, ENG 245
Introduction to Literature, ENG 480
Criticism, COM 499, INS 495 Indigenous
Filmmakers, INS 264 American Indians in
Cinema, WST/INS 481 Native American
Women & Film, ART 240 Art History, PHI
260 Philosophy and the Arts, PHI 120
Ethics, SPA 248 Spanish and Latin
American Culture Through Film, REL 309
Religion at the Movies
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
134 Communication Studies
Communication Studies Minor
Six courses including:
COM 111 Public Speaking
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 35 1 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
ENG 223,225,226 or 227
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
C O M H R 216 Introduction to 16mm
Film
THR 333 Acting for Camera
COM 343 Studio Production
C O M H R 420 Issues in Contemporary
Cinema
Plus one of the following:
THRIENG 325 Playwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
INS 495 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a communication studies faculty adviser.
Communication ArtsILiterature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
COM 111and 112 for credit, but not both. Fall, spring)
COM 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
--
Communication Studies 135
COMITHR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in BIW.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: COM 111 or
112)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 347)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or consent of instructor. Fall)
136 Communication Studies
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: COM
111or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
COMITHR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JRISR standing)
COM 480
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
COM 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
COM 299
Directed Study
See description on page 94.
COM 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
COM 499
Independent StudyIResearch
See description on page 94.
-
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
-
Computer Science 137
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
soc 375
THR 232
THR 325
THR 350
THR 360
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
Computer Science Faculty
Lany Ragland (Chair), Larry Crockett,
James Moen, Noel Petit, Charles Sheaffer,
Karen Sutherland
138 Computer Science
Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
CSC 345
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study Students
interested in this major should consult
with the faculty in computer science, in
economics. or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
-
Computer Science 139
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Symbolic Programming and
Artificial Intelligence
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science major
courses, GPA of 3.1 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
h4AT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
140 Computer Science
-
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3 )
CSC 170
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
CSC 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
-
Computer Science 141
CSC 431
Introduction to Al Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
CSC 44.0
Advanced Networking and Operating Systems
Network management; clientlserver databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 240 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
PHI 385, or concurrent registration, and CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
csc 299
Directed Study
See description on page 94.
csc 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CSC 499
Independent StudyIResearch
See description on page 94.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies 143
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses) :
BUS 368
ENG 282
HIS 104
HIS 323
PHI 355
POL 282
POL 363
REL 356
THR 245
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Modem China
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background
for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic creht.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 480 Research Methods in
Econometrics
and three other upper division economics
courses
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
Prerequisites: MIS 175 Principles of
Computing for Business
or MIS 260 Problem Solving for Business
or MAT 163 Introductory Statistics
Mathematits Class:
MAT 114 Precalculus
or MAT 122 Calculus for the Social and
Behavioral Sciences
or MAT 145, 146 Calculus I & I1
-
Economics 145
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 3 13 Intermediate Microeconomics
ECO 480 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 279 Quantitative Methods for
Business and Economics
or MAT 163
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Combined Major in Economics and
Business Administration
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business
administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 33 1 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore,should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall;
a senior thesis and comprehensive oral
examination in the major field of concentration.
Minor in Economics
ECO 112,113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
1 4 6 Economics
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter
Trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate Winter Trimester)
-
Economics 147
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined andcompared to real-world variants. (Prereq.: ECO 112 or 113: Every 3 years)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
dechons. Emp&
is on applications such as transportation. marketing, portfolio selecrion, environmental, protectim, the shortest r m t e , and inventory
models. (Pmq.:ECO 113, FvIfG 3. Fal? Trimester and Spring Semester)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. Every 3
years)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 480
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Prerequisite(s): ECO 112, ECO
113 and ENG 111
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (P/N Grading only.)
ECO 299
ECO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent StudyIResearch
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in biology,
chemistry, communication arditerature,
health, mathematics, physics, and social
studies, and K-12 specialist licenses in
visual arts, physical education, music, and
dancdtheatre, and special education: E/BD
(WEC only).
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication arditerature, social
studies, visual arts and special education.
Additional teaching majors are available
through the weekday program and open to
weekday and weekend students who can
take courses on a weekday schedule. All
prerequisite, elementary core, and professional education courses except field work
and student teaching are available on a
weekend or weekday late afternoon1
evening schedule. Fieldwork and student
teaching must be completed during regular
weekday hours. All students must have
some time available each term for field
experiences.
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 3 0 0 4 0 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education deuariment at least one vear
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct ~~~~b~~~faculty supervision.
-
A graduate level licensure option is
available in weekend format to those
already holding a B.A. degree. Graduate
courses taken for licensure can be applied .
to a Master of Arts in Education degree.
Contact the Education Department or
Weekend College Admissions for information.
Students in all degree and/or licensure
L
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
150 Education
I
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students may choose
between bachelor of arts and bachelor of
science Liberal Arts Foundation requirements in consultation with the department.
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
Option A is for students who have completed either one of the following courses.
This is the old course sequence that is
being phased out during 2004-2005.
MAT 131 Math for the Liberal Arts
MAT 132 Numeracy for Contemporary
Society
Option B is for students who have not
taken either MAT 131 or 132. This is a
new course sequence that will become permanent after 2004-2005. Math Placement
what courses must be
taken.
Education Faculty
Vicki Olson (Chair), Joy Bartlett, Chris
Brown, Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson, Anne
Kaufman, Carol Knicker, Lynn Lindow,
Susan O'Connor, Ron Petrich, Linda
Stevens, Barbara West
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers 11 (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for DAY students who do not
have college level science courses in their
background.
SCI 110 Natural Science I
SCI 111 Natural Science I1
Option B is for WEC andlor transfer students with at least one college level science
course accepted in transfer or for day students who have already started this
sequence.
PHY 103 Conceptual Physics
PHY 114 Earth Science for Elementary
Teachers
or EED 200 Elementary Education Earth
Science (summer school, only)
BIO 102 The Biological World
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (,5)
EDC 290 Topics: MN American Indians
(.5)
-
Elementary Education 151
Foundations Block I1 (courses from this
point and on require admissions to the
department)
EDC 3 10 Learning and Development
(HI)
Methods Block I
EED 31 1 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children's Literature
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society
Student Teaching Block
EED 481,483,485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change-see Education
Department for most current list)
Communication Arts Specialty
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
SPC 351 Argumentation (Pre-req.: SPC
111 or permission of instructor)
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literaturmeading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120,121
or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 241
Human or Cultural Geography (take elsewhere-see Education Department for
suggestions)
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 122 Calculus for the Behavioral
Sciences
or MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 331 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry 11
or CHM 116 General Chemistry I1
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
PHY 106 Meteorology
Geology (take elsewhere-see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
-
152 fiementar)/ Education
College. Licensure is obtained through a
combination of graduate and undergraduate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department for information.
the elementary education major requirements.
A graduate level elementary licensure
option is available through Weekend
point and on require admission to the education department.)
EDC 310 Learning and Development
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artslliterature, dancdtheatre, health, mathematics, music, physical
education, physics, and social studies.
Methods Block I
ESE 300 Readineriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Student Teaching Block
ESE 481,483,485 Student Teaching (2.03.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Non-departmental requirements:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Art, Dancenheatre, Music, and
Physical Education Licensure (K-12)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools ( 5 )
EDC 220 Educational Technology (.5)
EDC 290 Topics: MN American Indians
(.5)
Foundations Block I1 (Courses from this
'
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
(101
-snasu! 30 uo!sqmad p a d s ro luauuedap 01 uo~ss!urpapue ~ s d :.barard)
d
.pai~nba~
a~uauadxayIOMplaIa wuapnls ueqrn jo spaau uo snJoj 1e!~adspue
'sauonno mnurEem aaaqse sluapnls lie dlaq 01 saJrnosa1 pue sanbtuy~aluo
qssqdu~q.ssaupayrB pue 'spaau ispads ;4q!qaqp qlpw sluapnls 30 Xpnls a q l
l a u ~ e asi p a a ~~epadsa q l
OLP3a3
(~uaunredap01 uo!ssppe pue ~ s d :.barad)
d
.aJuauadxa ylOMpla!d .suogaqdde uroorssqs uo p a q d s! qseqdma @pads
.Bu~mealpue % u q x a l o lpaqdde SE s~rdolMoloq~Xsdleuogasnpa JO Xauns y
6u!nas 1euo!$e3np3ue u! $uawdola~aapup 6u!u~eal
O L E Da]
.arnqnJ pue 'aSen8ual 'holsq 'luamma~o%
l e q y ue!pu~ ue~uaurypaseq
slda~uospue 'map ppom 'luamos Iernqns 30 mapuaao u v
(s-)sue!pul ue>!lauy NW :s3!dol
- ~ p qa ~ d m o : ,
062 Da]
.asrnoD qq1 u1 papn~~u!
aq 11" B u ~ e lalnduo3
a
.suogetu!s Ku!
-meay%u!q~ea~
103 qeuawm pa-q-~a~ndmospue lenw-o!pne aAgDajJa 30 uog
- e n p a pue 'uogsnpord 'uope~edard'uogJalaS .Bo~ouqsalleuogsn.11~~~
jo asn
aq1 qBn01q1 uogesrunuIuIo330 suo!suamFp ~es!qdosol!qd pue 1~~!8oloqsl(sd
(as~no:,
r(601ouq3al leuope3np3
ozz D a j
.amllnJ pue 'aK-e&ue~'hol
-qq 'JU~UIUI~AOB
1aqg u e ~ p uu-e~uaurv
~
pasaq-~rlosauu~~q
aspduro~1eq1 qdas
~
aagJaffg
-1102 pua 'mapppom 'lualuos IertuIns aq1 puelsrapun : 3 'a3!1~erd
JO p~epu~rls
~m ay, ? asrnoJ qql u! passarppe o s ~ y.saqunururoJ pue
s ~ o o q mo
~ s l~edur!quamala asaql moq SE IIam SE X11'fuosrad sn ~ s e d sq a a
u s ssauareme ue
-oarals pu-e uogmquu~qp'axpnCard moq JO s~sX1me~ e ~ gpue
appod
11 'suopelai u m n q p u h~~ s r a a pu m n q au!urma 11" as11103 s ! ~
sueipul u e q ~ a u v~ w / & ! s l a ~ ! a
goz 3 a 3
s-)
(Ku!pueis arouxoqdos '1I 1 3 ~ :.barard)
g
.pai~nbaramauadxa yiompIag
u e q q .uralsXs ~ o o q umuamv
~s
ay, jo suo!lapunoJ ps!qdosol!qd pue p u o 1
-qq uo qseqdurq .uo!ssqord 2u1q~aa1
aqljo mapuaao pue uoprno~dxalaam3
6u!nas ueqJn ue u! uo!$e>np] 01 uo!$elua!Jo
0 0 3~a 3
' u 0 g ~ o 103
J ~suo!ssFurpv 3m
'21->I sap& roj a ~ n s u a s ~
ro ~ u a a ~ e d uopmnpz~
aa
ay, ~ s a u o - ~ pea1 suneI8ord uogesnpa rayseal uo!leJnpa
-aFpan alenpeBrapun p u alenpeB
~
jo uog
1eJ!sXqd pue 's!snur 'aneay,psuep ' 1 ~
-eu!q11103 e q s n o q p a y a q o q arnsuasq
. I O ~ ~uogesnpa
UI
- a a a ~ p >puayaaw q 8 n o q aIqEI!eAe
D!snuI jo IoIaysaq arl, roj auaura~!nba
s! uogdo arnsuaq Iaaal a~anpeBv
ay, a~aldurosX11qssa3sns O ~ M
auap
154 Elementary Education
EDC 480
School and Society
Emphasis on points of view about the role of school in modem 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 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modem
inquiry learning and teaching strategies. It meet. the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
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)
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.: PPST and admission to
department)
EED 320
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 required. (Preq.: PPST and admissions to deparment)
EED 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 Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication artditerature specialty.
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 342
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)
-
Secondary Education 155
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (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 required. (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. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (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 degree program and program portfolio.
ESE 300
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondaly techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience required. (Prereq.: PPST and admission to department. Note:
Students seeking the 5-12 Communication Artskiterature license do not need
to take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of h e social sciences in middle w d high schools.
and
Emphasis on insrmctiod s B ~ K ~ @
E mrriculum development Middle
school portion required for elementary concenmtion in sock1 studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (-5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
iSE 320
iSE 325
5-12 Methods: Theatre/Dance
.
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and cumculum development. Fieldwork experience
required. (Prereq.: PPST and admission to the department)
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 required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
156 Secondary Education
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and cumculum development. Middle
school portion required for elementaly concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cumculum development.
Also required for elementary concentration in communication artdliterature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artditerature license. (Prereq.: PPST and admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artditerature license. (Prereq.: PPST and 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 cumculum development. Fieldwork experience'required.
(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 cumculum development. Fieldwork experience required.
(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. Occurs upon satisfactory completion of licensure program and program
portfolio.
ENG 111 Effective Writing
T h e special education EB/D major is
available: only through Weekend College;
deally, to people who are currently in
schools working with students with this
abel. This major leads to Minnesota teachng licensure in special education with a
specialty in emotional/behavioral disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more inforrnation.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
The Education Department intends to
put in place a Special Education: Learning
Disabilities program by academic year
2004-2005. Contact the Education
Department or WEC Admissions for information.
Required Non-major Courses:
3PE 115 Chemical Dependency (.5)
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 290 Topics: MN American Indian
(.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
SPE 481,483,485,487 Student Teaching
Summer Practicum
SPE 400
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)
iPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-reforial 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 department)
158 Special Education
SPE 420
Planning, Design, 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 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active 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)
SPE 440
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).
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 The Special Needs Learner
EDU 49 1 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and ~ i l ~ sofi Social
s
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
DC 410
DU 491
-
Engineering 159
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
A
ugsburg College has cooperative
rrangements with two universities to
llow students to earn a bachelor of arts
egree from Augsburg College and an engieering degree from either the University
f Minnesota Institute of Technology,
viinneapolis; or Michigan Technological
Jniversity, Houghton, Michigan. Because
f the special requirements and opportunies of these programs, early consultation
vith the Augsburg engineering adviser is
ecessary. Applications for these programs
equire the recommendation of the
ugsburg engineering adviser. Contact Jeff
ohnson, Physics Department,
12-330-1070.
Jniversity of Minnesota
The Institute of Technology and
~ugsburgcooperative arrangement provides
or two dual degree engineering programs:
Bachelor of Arts/Bachelor of
ingineering (B.A.1B.E.) enables students
o receive a bachelor of arts degree from
~ugsburgCollege and a bachelor of engileering degree from the University of
dinnesota. The program typically involves
hree years at Augsburg and two years at
he Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The cumculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cuniculum. The number of such
courses varies by IT department and area
of emphasis within a department.
160 Engineering
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.N.E.
program are not guaranteed admission to
the Institute of Technology.
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus 11
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121,122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of hvital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through worlung in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, John Harkness, Colin Irvine, Dan
Jorgensen, Dallas Liddle, Roseann Lloyd,
Elise Marubbio, John Mitchell, John
Schmit, Cary Waterman, Susan Williams
Major
Nine courses above ENG 111,including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351 American Literature Since
1920
One 400 level course
Two additional electives
162 Enqlish
Majors are encouraged to consult their
departmental adviser regularly A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
Communication ArtsILiterature
Teacher Licensure Major
Prerequisite: ENG 111
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
338/438 recommended)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351
ESE 352
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
This major is only for those who seek
to be licensed in communication artdliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for the
education licensure program no later than
the spring of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
-
English 163
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Transfer Students
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111 Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
The Enqlish Placement Test
Prerequisites
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences--are
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
ENG 101
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
Developmental Writing
A preparatoly course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
. critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
164 English
ENC 216
American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENC 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
-
English 165
ENC 245
Introduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Westem heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
166 English
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENC 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-level courses will involve some reading and study of literary criticism or; in the case of
writing classes, of what writers andlor composition theorists have to say about writing.
ENC 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of insmctor. Spring)
-
English 167
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.:ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories with which graduate
programs in English, as well as in women's and cultural studies, expect familiarity, including feminist, poststructuralist, and historicist approaches. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literaly and cinematic texts.
(Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
See department listing for a description of the following approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ENC 299
Directed Study
See description on page 94.
ENC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 94. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Modem Languages.
FRENCH
See listing under Modem Languages.
S
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
CST 009
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education work assignment, satisfactory completion of the
evaluation process, and participation in reflection activities conducted by the
Center for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are
required to complete GST 100. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the
instructor.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias
and chance. Review common techniques involving statistical opportunism.
Study conditional reasoning using English to describe and compare rates and
percentages presented in tables and graphs. Use standardization to take into
account the influence of confounders. Analysis of statistically-basedarguments. Emphasis on interpretation, evaluation and communication. (Prereq.;
MPG 3.1
GERMAN
See listing under Modem Languages.
HEALTH
AND PHYSICAL
EDUCATION-HPE 169
v
irtually all students at Augsburg
College will interact at some point in their
college years with the ~ e ~ a r t k eof
nt
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
Health and Physical Education Faculty
4 HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues (Fall:
even years)
Anatomy and
BIO 103
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
urna an
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may ddfer slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
'
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Paul Grauer, Alvin
Kloppen, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
170 Health and Physical Education
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 110,114,115,316,320,390,
450. BIO 103.
PHYSICAL EDUCATION
'
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 324 K-6 PE Games and Activities
HPE 334 7-12 Sport Skills and Activities
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 115, 210, 223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3 100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
--
-
Health and physical Education 171
HEALTH EDUCATION
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexualiry. (Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological,political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
172 Health and Physical Education
PHYSICAL EDUCATION
HPE 001
Foundations of Fitness (.O course)
This course is required of all Augsburg students. It seeks to improve the student's knowledge and understanding of the components of physical fitness and
how they contribute to personal lifelong health and well being. This course is
designed to not only provide knowledge but also to discuss and analyze ways
an individual can assess, monitor, motivate and discipline himherself to maintain a lifestyle of fitness and wellness.
HPE 002, 003 Lifetime Activity (.O course)
Lifetime Activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy and rules of the activity. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
(.5 course)
Introduction to Physical Education
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning (.5 course)
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
HPE 254
lntroduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmentalladapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries (.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
HPE 324
K-6 PE Games and Activities
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPE 334
7-12 Sport Skills and Activities
Theory and practice in skills, teaching and officiating selected sports activities.
(Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
-
I
Health and Physical Education 173
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical educa-
tion and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult w i d department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-1 2)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HPE 299
Directed Study
See description on page 94.
HPE 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HPE 499
Independent StudyIResearch
See description on page 94. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline devries (Chair), Phil Adamo,
Bill Green, John Gregg, Don Gustafson,
Chris Kimball
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 280 and
480). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
History 175
Transfer Students
Transfer students planning a major
must normally take at least three of their
HIS 101
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 121
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 122
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 1501350 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
176 History
HIS 1621462 20th Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 249
The Designed Environment
(See Department of Art for course description)
-
History 177
HIS 280
The History Workshop
This course introduces history majors and minors to the historian's craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
HIS 282
The History of Women Since 1850
This course examines in comparative perspective women's changing political,
economic, social and sexual status since the nineteenth century, with attention
given to social, racial and ethnic, and sexual differences among women.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
178 History
HIS 343
American WestIFrontier History
An examination of the history of the American West as place (real and imag-
ined) and process (shifting hests' or frontiers) from the colonial period to the
present. Special emphasis on changing interpretations of the American West
and the importance of the West in shaping American culture and society.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 349
The Designed Environment
(See Department of Art for course description)
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and the Commonwealth
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg's Center for
Global Education. Cross-listed with Women's Studies.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
-
History 179
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c.
300 to 1350 AD, and uses a variety of written and visual sources in an attempt
to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 374
Medieval Crusades
This course examines Western Europe's crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to "take back" the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c.300 to c. 1517 AD) It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 462
20th Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Prereq.: HIS 280. Generally offered Fall and Spring terms.)
180 History
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HIS 299
Directed Study
See description on page 94. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HIS 499
Independent StudyIResearch
See description on page 94. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T
he Honors Program is rooted in the
Augsburg Core ~u&ulum. As such it is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a cumculum
that:
Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
Calls for common inquiry into questions
of Christian faith and the search for
meaning; and,
Cultivates the transformative discovery
of, and appreciation for, one's place of
leadership and service in a diverse
world-vocatio and caritas.
The Honors Program recasts this distinctive mix by underscoring the public
uses of knowledge, by recognizing that
intelligence expresses itself in many ways,
and by embracing an intentional interdisciplinarity in its cumculum. While celebrating the signature elements of the Augsburg
Core Cumculum, the Honors Program
transposes them to a new key, even a kind
of academic jazz, in which committed students are encouraged to traverse new
domains and improvise novel themes
appropriate to new circumstances.
The Honors Program is a community of
people who are committed to achieving an
exceptional education by exploring the
many dimensions of fundamental ideas.
Fundamental ideas such as "all people are
-
Interdisciplinary Studies 181
created equal" and "all knowledge begins
with experience" shape our construction of
the valuable, our deliberations regarding
the ethical, and even our identification of
the factual. Honors education believes that
when we engage freely in Socratic dialogue
about knowledge and wisdom, we find our
noblest calling as people.
The Honors Program strives to provide
an enriched environment in which the pivotal questions of human experience can be
explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to
new problems that emerge in dynamic,
worldwide markets and evolving political
realities. In fact, graduation from the program is advantageous for graduate school
admission or career placement.
I
nterdisciplinq studies programs
draw
.
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
In addition to completing the Honors
Program courses that fulfill Augsburg Core
Cumculum requirements, students complete the language requirement (if it is a
requirement for their degree), Foundations
of Fitness, the lifetime activity course,
Effective Writing, any required entry level
assessments, and graduation skill requirements.
Students may enter the Honors
Program at three points (first or second
semester of first year; first semester of second year). Students must fulfill requirements of all four years to complete the
Honors Program and thereby satisfy the
Augsburg Core Cumculum requirements.
Contact the director for additional
information about the Honors Program
curriculum and academic requirements.
American Indian Studies
East Asian Studies (ACTC)
International Relations
Metro-Urban Stumes
Nordic Area Studies
Russian, Central, and East European Area
Studies (ACTC)
Women's Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
182 Interdisciplinary Studies
SPC 321
Coordinator
Norma Noonan
The world of the 2lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
BUS 242
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242)
HIS 222 20th-Century U.S.
INS 325 Building Working Relationships
(WECDay)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
SPC 355
SPC 410
Business and Professional
Speaking
Small Group Communication
(no prereq.)
The Self and the Organization
(WEC)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
See International Relations, page 185.
Interdisciplinary Studies 183
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
INS 325
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INS 381
Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
I
nternational Relations is an interdisciplinary major which provides students
with the basis for informed global citizenship, preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill-Cady
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 323,346,348,350,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
S W 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as
a fourth term or higher of college work in
a second foreign language.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
lnternational Relations Major with
lnternational Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1of the
senior year and must defend the thesis
before a faculty committee. Students
lnternational Relations 185
should declare their intention to complete
an honors major by the end of their
junior year.
lnternational Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor
focuses on the centrality of justice, tolerance and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it'focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability Students will draw
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, I N S M T
311, POUWST 341, REL 313, POUWST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENG 361, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations Program Director for full program description.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, general education,
and graduation requirements when
approved by the appropriate program
directors and faculty before departure. Any
approved study abroad will also fulfill the
Augsburg Experience.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
contact the study abroad adviser.
Application deadlines are listed for each
program. Please contact the study abroad
adviser in the Office of International
Programs for a list of deadlines for summer
and short-term study abroad courses. The
cost for many programs is comparable to
full room, board, and tuition for on-campus study, plus airfare. Financial aid is
granted on the same basis as on-campus
study.
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
live in the midst of the society they are
studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays,
regional travel, community-based living,
and opportunities for volunteer work and
internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below
For information on these programs, contact the semester programs abroad office.
INTERNATIONAL PARTNERS
The International Partners program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Norway and Germany.
Under these agreements International
Partner students from abroad receive part
--
International Studies 187
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
Study abroad through International
Partners emphasizes business, education,
and social work, but offers training in
more than a dozen other fields as well. All
coursework is in English. The study program may be for one year, one semester, or
a summer session. Participation may be on
an individual basis or as part of a student
group. For further information contact the
nternational Partners office. Application
deadlines are April 1 for fall semester and
year long programs and October 15 for
spring semester programs.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full-semester programs through HECUA in Norway,
Guatemala, Ecuador, and Northern Ireland.
All programs emphasize the impact of
social change, civic engagement, and crosscultural factors on the human community.
HECUA programs include intense language experience and field study. The cost
is similar to full tuition, room, and board
for one semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
International study programs administered by HECUA and approved through
Augsburg are listed below For information
on these programs, contact the Center for
Global Education.
I CROSSING BORDERS: GENDER AND SOCIAL CHANGE I N MESOAMERICA
(MEXICO)-FALL
This program is an intensive semester of study and travel designed to introduce stuients to the central issues facing Mesoamerica, with emphasis on the experiences and
:mpowerment of women. Students engage in gender analysis of key social, economic,
?olitical, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
:ace, class, and gender, and learn first-hand from both women and men who are involved
n struggles for sustainable development and social change. The program begins with a
me-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
;eminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
~pproximatelysix weeks, and with Mexican host families for 4-6 weeks.
All students will be expected to take POYWST 359, REUWST 366, and at least one
jpanish course. In addition, they may choose between taking a second Spanish course or
:ompleting an internship or field research (independent study).
Augsburg application deadline: April 1. Prerequisite: one college-level Spanish course or
ts equivalent.
188 International Studies
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
,
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POLIWST 359 Women, Gender, and Social Change in-Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women's organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
RELIWST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1 transformation. Examines key theological concepts, critiques, and practical implications.
I
-
International Studies 189
NSISPAIWST 399 Internship
Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
NSIRELISPAIWST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
I SOCIAL AND ENVIRONMENTALJUSTICE:LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students will examine the ethics of land distribution, environmental racism, ecofeminism,
social change, and the complexity of gender, class, race, and ethnicity in Latin America.
Credit is available in Spanish, history, political science, religion, and women's studies.
internships and independent studies are also available. The program includes a two-week
;eminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend
ipproximately six weeks in Augsburg housing, and six weeks living with Mexican host
imilies.
All students will be expected to take the following three courses: a Spanish course,
- I l W S T 355, and P O W J T 341 or REyWST 313. For their fourth course, they may
: h a benveen taking a second Spanish course, or completing an internship or field
search (independent study).
Augsburg application deadline is Oct. 15. Prerequisite: one college-level Spanish course
)r its equivalent.
iPA 111, 112 Beginning Spanish I, II
Aims to develop she four basic slalls: understanding, spspeaking, wding, and
writing of elementary Spanish. Introdnc~anto c u l m of the 5-h-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
;PA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
-
190 International Studies
SPA 31 1
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper diesion courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 3 11 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.)
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
31 1 or equivalent.)
HISIWST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in Mexican and Central American
history. Focuses on the development of gender, class-based, and raciavethnic
oppression and the history of resistance and social change in Latin America
from the Conquest to the present day.
POL341/WST 341 Environmental Politics
Explores enivornmental politics in Latin America from pre-Columbian times
to the present. Applies a gender perspective to analyze environmental issues
and examines political and economic policies that promote andfor hinder sustainable development.
REL/WST 313 Environmental Theology and Ethics
Explores different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
INS/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
-
International Studies 191
NS/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
I SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)-SPRING
This program was created to satisfy the cumculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformaive, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
3r its equivalent. (Students may choose to study Spanish in Mexico during the month of
lanuary, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
-Aims to dwelop the four b& skills: understanding, speaking, reading,and
writing of elementary Spanish. htroducrion to culture ot the Spanish-speaking
world. Taught by Mexican insmcrors. (No prerequisite far SPA f 1l.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
5PA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
;PA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
,PA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
;PA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
192 International Studies
7
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
3 11 or equivalent.)
SWK 294
International Social Welfare: The Mexican Context
Develops students' understanding of current social, economic, political and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students' knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the U.S. at large.
SWK 316
Social Work Practice II: With Families and Croups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational andlor community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
International Studies 193
H SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
This program introduces students to the key issues facing the Ceneal Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following 4 courses: 1) one
Spanish course, 2) REL 366,3) HISM7ST 355, and 4) ECO 495,
Application deadline is April 1. Prerequisite: one college-level Spanish course or its
equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite:SPA 212 or equivalent or score at
minimum of 31 1 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
194 International Studies
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 3 11 or equivalent.)
HISIWST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and raciauethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post war period in Central America.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1transformation. Examines key theological concepts, critiques, and practical implications.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
Augsburg application deadline: Oct. 15.
INS 312
REL 346
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
--
International Studies 195
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This contse is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movemen= that have evolved in the struggle for independence.
HIS 440
Racism and Resistance in Southern Africa and the US: Struggles
Against Colonialism, Apartheid and Segregation
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
INS 399
Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
INS 499
lndependent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cumculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1.
INS 372
Norwegian Language
INS 377
Scandinavia in the World
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
INS 394
Urbanization and Sustainable Development in Scandinavia
INS 499
Independent Study (Students may choose either INS 372 or 499)
-International Studies
196
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND CUBA-FALL
The Politics, Development, and the City program explores historical and current issues
related to rural-urban migration, industrialization, government policies, and effects on
human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
worlung on urban issues. A Spanish in the Field course facilitates language learning directly related to content. April 1.
INS 2611386 Spanish in the Field
INS 362
Development in the Latin American City
INS 363
Wealth, Poverty, and Community Development: Critical Social
Issues
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
INS 366
Community Participation for Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
-
International Studies 197
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatarnalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community Each student cames out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
INS 384
Social Dynamics and the Environment
INS 385
The Ethics of Development: Local and Global Implications
INS 386
Spanish in the Field (advanced-level language course)
INS 499
Independent Study Project (students chooses topic)
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANCE-SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace and the
progress being made. Through a seven-week internship, students get hands-on experience
with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO
Centre at the University of Ulster in Coleraine. Oct. 15
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
M
athematics is the study of structure and relationships and
tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justifj their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg's urban
location allows students to gain experience
working with mathematics through intemships, cooperative education, and the
practicum and colloquium courses.
Mathematics Faculty
Rebekah Dupont (Chair), Tracy
Bibelnieks, Nicholas Coult, Suzanne Doree,
Matthew Haines, Kenneth Kaminsky.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
CSC 160 Introduction to Computer
Science and Communications
Two supporting courses from the following
list or substitutes with departmental
approval: CSC 170, CSC 320, ECO 112 or
ECO 113 (not both), ECO 318, ESE 330,
FIN 331, MAT 163 or MAT 173 (not both),
PHY 121, PHY 122.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Depending on the choice of electives, up to
two additional communication skills
courses (one in writing, one in speaking)
may also be required.
-
Mathematics 199
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with Mathematics
Major except that the two MAT electives
and two supporting courses must be chosen from a focus area approved by the
department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355,374, or 377; ECO 112 or
113;MAT 173,ECO 318, orFIN331.
Computational Mathematics: Two of MAT
355,377, or approved 395; CSC 170; CSC
320.
Physical Sciences: Two of MAT 247, 327,
or 355; PHY 121-122.
Teaching Mathematics: MAT 252; MAT287;
MAT 314; ESE 330.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as, MAT
252 Exploring Geometry, MAT 287 History
of Mathematics, MAT 314 Abstract
Algebra, and ESE 330 5-12 Methods:
Mathematics. At the time of publication,
the mathematics requirements for a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus 1 or MAT
122 Calculus for the Behavioral and Social
Sciences; MAT 163 Introductory Statistics;
MAT 252 Exploring Geometry; MAT 271
Discrete Mathematical Structures; and
MAT 287 History of Mathematics.
Elementary Education majors seeking middle school mathematics licensure are
strongly encouraged to consult with a
mathematics department advisor before
enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
GPA of 3.5 in MAT courses numbered
above 200,3.0 overall GPA, an honors project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus 11
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
At least one MAT course numbered above
250 must be taken at Augsburg.
200 Mathematics
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
Math Placement Croup (MPC)
Before enrolling in any mathematics
course, students must have the required
Math Placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the
Mathematics Department. All other students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and hgonomemc functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
deparanent. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
-
-
Mathematics 201
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 123
Mathematics Sampler
An examination of intriguing mathematical ideas including geometrical and
numerical patterns, and axiom systems such as set theory, non-Euclidean
geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG3 for
MAT137; MAT 137 or MPG4 for MAT138.)
MAT 145-6
Calculus 1 & ll
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146.)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, anaIysis-of-variance, and regression. (Prereq.: MPG 3.)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3.)
202 Mathematics
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146.)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271.)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theoly, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and
MPG 4 Also recommended: CSC 160)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. (Prereq. : MAT 145 or MAT 122
and MPG 4)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting. (Prereq.: ENG 111, MAT 271 Also recommended: MAT
245, MAT 246 or MAT 247, and at least one MAT courses numbered 300 or
higher.
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor).
-
Mathematics 203
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374.)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a senice learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
MAT 3951495 TopicsIAdvanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, chaotic dynamical systems, combinatorics, graph theory,
topology, or foundations of mathematics. (Prereq: at least two MAT courses
numbered above 200 and consent of instructor. For 495, an additional upper
division MAT course depending on the particular topic may also be required)
-
MAT 491
-~
Mathematics Colloquium
Information about contemporaly applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Canies no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on page 93.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 94.
M
etro-Urban studies is a multidisciplumy major and minor taught by faculty
in sociology, economics, history, political
science, social work, art and other related
disciplines. Metro-Urban studies is designed
to blend classroom and field experience, theory, and internships that focus the content
of liberal learning on the metropolitan community and the process of urbanization.
Metro-Urban studies and general education's Engaging Minneapolis introduce
students to the wide variety of developing
careers related to urban and metropolitan
affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan
community. The Metro-Urban studies
major and minor also provide undergraduate preparation for postgraduate studies in
planning, architecture, law, public administration, environmental studies, social welfare, government, community organization,
and theology.
internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional comes
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
DECREE AND MAJOR REQUIREMENTS
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modem
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 PoliticaVShtistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Minor
POL 122, SOC 21 1, HIS 225/249/349,
and two of the following: HIS 335, SOC
381, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
-
-
Metro-Urban Studies 205
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
INS 299
Directed Study
See description on page 94. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other inteinship options (on-campus, off-campus,
half credit) on page 93. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study-Metropolitan
Resources
An independentlydesignedcourse developed by a student (or p u p of students),
utiliring the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
insmctor)
INS 499
Independent StudyIResearch
See description on page 94. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality, located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
OR SPRING
This Semester in the Cities program focuses upon the Twin Cities meeo area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
206 Metro-Urban Studies
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identlfy inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 93.
II. CITY ARTS-SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 93.
Ill. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS AND PUBLIC
POLICY -FALL
Focuses on the social, scientific, ecological and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions o f Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship (2 course credits)
IV. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CIIA, AND
EECIA)
T
he Department of Modem Languages
at ~ u ~ s b u r ~ k o lcontributes
le~e
in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese,Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the aistry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Modern Languages Faculty
Mary Kingsley (Chair), Pary PezechluanWeinberg, Frankie Shackelford, Donald
Steinmetz
Major
The major consists of nine courses
above 211 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 211 (Norwegian only: 211and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.5 GPA in the major,
3.5 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or F!
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
208 Modern Languages
Study Abroad
Teaching Licensure
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
4 AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
4 CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
W
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC-additiona1 sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
-
Modern Languages 209
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 41 1
FRE 495
.
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
FRE 299
Directed Study
See description on page 94.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
FRE 499
Independent StudyIResearch
See description on page 94.
-
210 Modern Languages
GERMAN (GER)
CER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC-additional
sessions required)
CER 21 1, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
GER 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, A u s ~and
,
~witzerlandsince the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
-
-
Modern Languages 21 1
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age. (Prereq.: 311)
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CER 299
Directed Study
See description on page 94.
CER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CER 499
Independent StudyIResearch
See description on page 94.
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
H NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
-
Intermediate Norweaian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
-
212 Modern Languages
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Intenuhips and Independent Study Courses:
NOR 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NOR 299
Directed Study
See description on page 94.
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NOR 499
Independent StudyIResearch
See description on page 94.
-
Modern Languages 213
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction. (Fall:
111; Sring: 112, Prereq.: 111.)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. IPrereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
214 Modern Languages
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 31 1 or
consent of instructor. Spring: odd years)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 31 1 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SPA 299
Directed Study
See description on page 94.
SPA 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SPA 499
Independent StudyIResearch
See description on page 94.
M
usic has the power to strengthen
the mind, heal the body, and unlock ;he
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training in the context
of a liberal arts education, and is an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and five majors as follows:
Bachelor of Arts (Music Major or Music
Major with Music Business
Concentration)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
Major)
In addition, we offer minors in music,
music business, and a Music Therapy
equivalency certificate program.
Participation in a variety of music experiences including large and small ensemble
courses, music theater productions, performance study, and music courses are open
to students from all majors, with pennission from the instructor.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Ned Kantar, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Marv Dahlgren, Bridgt Doak,
Susan Druck, Lynn Erickson, Janet Fried,
Jennifer Gerth, Bradley Greenwald, Nancy
Grundahl, Mary Horozaniecki,Jim
Jacobson, Kathy Kienzle, Caroline Lemen,
Steve Lund, Laurie Merz, Celeste O'Brien,
Paul Ousley, Rick Penning, Nicholas Raths,
Sonja Thompson, Angela Wyatt
Fine Arts Coordinator
Cathy Anderson
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of their sophomore year.
Transfer students must meet with a music
adviser immediately after enrolling at
Augsburg to establish an appropriate
course of music study and application
process. All students interested in pursuing a music degree at Augsburg must contact a music faculty adviser in their
degree area as soon as possible to ensure
a smooth program of study and timely
completion of music degree requirements.
Degree Program Advisors:
Jill Dawe - BM Music Performance
Stephen Gabrielsen - BA Music
Peter Hendrickson - BM Music
Education
Roberta Kagin - BS Music Therapy
Ned Kantar - BM Music Education
Robert Stacke - Transfer Students
Acceptance to the degree program will
be based on the successful completion of
the steps outlined in the Music Student
Handbook, as well as on the student's performance at his or her spring sophomore
jury.
Music Degree Core Curriculum for all
ProgramsJMajors
MUS 101 Materials of Music I
MUS 102 Materials of Music 11
MUS 111 Aural Skills I
216 Music
MUS 112
MUS 201
MUS 202
MUS 211
MUS 212
MUS 231
Aural Skills I1
Materials of Music 111
Form and Analysis
Aural Skills 111
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music I1
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements as
given under each specific degree and
major.
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Student select either
vocaVgenera1 or instmmentavgeneral
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses in necessary for the music education licensure pro-
w"--
Requirements
Music core curriculum and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 290 Topics: MN American Indians
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481ESE 483 Student Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,254
Instrumental emphasis- one course credit
of music elective
Two quarter course credits of performance
studies in the major insh-umentlvoice (first
year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
-
Music 217
Two full course credits of performance
studies in the major instrumendvoice
(fourth year)
Eight semesters in a major Augsburg
ensemble on the major instrumenthoice
(winds and percussion, Band; strings,
Drchestra; voice, Choir). You must participate in the ensemble for which you want
to teach.
Music Education majors whose major
performance medium is piano, organ, or
pitar are required to enroll in 4 semesters
~flessons on a minor performance medilm that allows them participation in the
:orresponding large ensemble. Examples:
4 music education major in the vocal-gen:ral track who selects piano as a major perormance medium (rather than voice) is
equired to take a minimum of four semes.ers of voice lessons, in addition to partici~atingin a large group vocal ensemble for
:ight semesters.
A music education major in the instrunental-general track who selects piano,
)rgan, or guitar as a major performance
nedium is required to take a minimum of
our semesters of lessons on a band or
rchestral instrument, in addition to paricipating in a correspondinglarge group
nstrumental ensemble for eight semesters.
=oursemesters in an Augsburg small
:nsemble on the major instrumendvoice
mprovisation competency on major
nstrumendvoice
mprovisation
Lrea of Emphasis:
InstrumentaVGeneral Certification
Two semesters of traditional MUE
chamber music
Two semesters MUS 129
Improvisation- OR- one semester
MUS 129 Improvisation and one
semester jazz band
VocaVGeneral Certification
Two semesters traditional MUE chamber music
One semester MUS 129 Improvisation
One semester MUSITHR 235 Music
Theatre
(Vocalists taking MUS 129 will also be
expected to comp from a lead sheet andlor
sing with the combo.)
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in themajor instrumendvoice
BACHELOR OF MUSIC
Music Performance Major
This major is a focused classical training program designed to challenge the
musical skills and performing ability of the
individual musician. Students interested in
pursuing this degree are selected through
an audition/interview process (see Music
Department Handbook) and should have
demonstrated performance ability an
excellent GPA in music coursework, a selfdirected learning style, and a passion for
developing their skills through intensive
work and practice in a chosen performance
area.
This degree best prepares students for
private and studio teaching, professional
performing opportunities, auditions, and
graduate school.
Requirements: 14.5 course credits
Music core curriculum and:
MUS 358 Full Junior Recital
MUS 459 Full Senior Recital
One of the following three areas of emphasis:
Vocal emphasis-MUS 251,252,253,254
218 Music
435, EDS 359, one course credit of music
elective
Piano or organ emphasis-MUS436,456,
one course credit of music elective
Instrumental emphasis- one and one half
course credits of music electives, one
methods course for major instrument
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight semesters in a major Augsburg
ensemble on the major instrumentlvoice
and residency at Augsburg
Or, for piano or guitar emphasis:
Four semesters in a major Augsburg
ensemble plus four semesters of departmental ensemble work as assigned by the
student's academic adviser and studio
instructor.
Four semesters in an Augsburg small
ensemble on the major instrumentlvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major instrumentlvoice
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility approved by the American Music
Therapy Association (AMTA). This course
of study is chosen by students who wish to
become professional music therapists.
Requirements: 23 course credits
Music core curriculum and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275 Music Therapy Practicums
MUS 311,312 Composition I or 11
MUS 372,375 Psychological Foundation
of Music I, I1
MUS 374, 375 Music Therapy Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
In ternship
MUS 458 Half Senior Recital
EDC 410 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods 11:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design
Procedure, and Analysis I
Eight quarter course credits of performance studies in the major
instrurnentlvoice
Eight semesters in a major Augsburg
ensemble on the major instrumentlvoice
and residency at Augsburg
Two semesters in an Augsburg small
ensemble on the major instrurnentlvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
-
Music 219
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many music
related business fields most often choose
this course of study.
Requirements
Music core cumculum and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One credit of approved courses outlined in
the Music Department Student Handbook.
One credit of upper division music
courses.
Eight quarter course credits of performance studies in the major
instrument/voice
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
Two semesters in an Augsburg small
ensemble on the major instmmental/voice
Pass piano proficiency test
music business studies. The music business major has two tracks: the Bachelor of
Arts in music with music business concentration (designed for the performing
artist) and the Bachelor of Arts in business administration with specialization in
music business (designed for the
music/business student).
B.A. in Music with Music Business
Concentration
Requirements: 19.5 credits
Music core cumculum and:
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
MUSBUS 105 Music Business
MUSBUS 245 Arts Management
MUSBUS 399 Internship
SPC 111 Public Speaking
MUS 458 Senior Recital
Eight quarter course credits of performance studies in the major
instrument/voice
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
Pass three music repertoire tests
Two semesters in an Augsburg small
ensemble on the major instrumentaVvoice
Music Business Major
Pass piano proficiency test
The music business major prepares students to enter today's music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
[or careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
~usinessstudent the opportunity to pursue
Pass three music repertoire tests
B.A. in Business Administration with
Specialization in Music Business
Requirements: 16 credits
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
-Music
220
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Marketing
or BUS 254 Entrepreneurship
MKT 252 Principles of Marketing
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUSBUS 245 Arts Management
MUSIBUS 399 Internship
SPC 111 Public Speaking
3 MUS credits- OR-2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music I1
MUS 112 Aural Skills I1
MUS 130 Intro to Music and the Fine
Arts
MUS 241 History of Jazz
MUS 320 Worlds of Music
MUS xxx Finalehlusic Tech Software
(Other MUS courses as approved by advisor)
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, I1
MUS 111, 112 Aural Skills I, I1
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUS 232 History and Literature of
Music I1
One credit of additional music courses.
Four consecutive semesters in a major
Augsburg ensemble concurrent with four
quarter courses of performance studies on
the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSIBUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUSIBUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
Music Therapy
Equivalency/Certification Program
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
-
Music 221
Music Therapy Association to become prolessional music therapists. This equivalen7 program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
~ndividualrequirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
rnsemble for four terms and successful
:ompletion of a two-year music theory
rquivalency test.
For acceptance to the degree program,
:quivalency/certification students must:
submit an application for admission during the first semester of residency at
Augsburg
submit a copy of a current academic
transcript and eansferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
)e based on the successful completion of
he above, as well as on the student's perormance at his or her first jury.
Iepartmental Honors
Students may quahfy for departmental
ionors by submitting a petition to the
nusic faculty before the end of the first
iemester of the senior year. The petition
or honors should include:
I
I
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical standards.
A proposal for an honors project
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in performance studies in the major
instrumentlvoice is required for recital performance. At least two full-time music faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
222 Music
W EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Many music courses are offered alternate years. Consult the re@trar's Web site
<www.augsburg.edu/enroll/registrar>or the Music Department for course offerings in each
term.
W THEORY AND MUSICIANSHIP
MUS 101
Materials of Music 1 (.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondaly dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 129
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 201
Materials of Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
-
Music 223
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.0)
MUS 21 1
Aural Skills 111
MUS 212
Aural Skills IV
MUS 31 1
Composition 1
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related twentieth-century literature. (Prereq.: Passing
MUS 202 and 212 with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm and form.
Serialism, exoticism, indeterminacy, electronic minimalism, special effects.
Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or
permission from instructor)
vlUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111,231)
AUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
lnUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
I HISTORY AND LITERATURE
AUS 105
AUS 130
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
224 Music
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102,201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
Thefollowing four half courses are extensive studies of special eras in the history of music:
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254 or permission from instructor)
-
Music 225
MUS 436
Piano Repertoire (.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing and performing. (Prereq.: MUS 231,232)
H PERFORMANCE TECHNIQUE
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of music-theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254)
(each ;25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 358
MUS 458
Junior Recital
(.O course)
B.M. candidates only One-half hour recital at repertoire level 111 for music
education majors, one hour recital at level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
Senior Recital
(.O course)
One-half hour recital at repertoire level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only One hour recital at repertoire level IV for music education majors, one hour recital at level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
MUS 359
MUSIC METHODS: VOCAL
MUS 456
(.5 course)
(.5 course)
(.5 course
Piano Pedagogy (.5 course)
Explores the methods, materials, and techniques for teaching piano. This
course has a community service-learning requirement that pairs each
Augsburg Student with 1-2 elementary school children to whom they will
teach piano.
226 Music
PERFORMANCE-BASED COURSES
ENSEMBLES (MUE)
These courses are open to students from all degree programs and majors.
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and general education requirements. Large ensemble requirements are fulfilled by yearlong participation
with 0.25 credit granted each semester, and non-music majors may choose traditional or
P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements). Transfer students must participate in an Augsburg ensemble during their entire residency
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers o f Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
SMALL ENSEMBLES
These courses are offered each semester for 0.0 credit (with the exception of Jazz
Ensemble). The small ensembles study and perform music that is written for one person
per part.
MUE 113
Vocal Chamber Music
(.O course)
MUE 122
String Chamber Music
(.O course)
MUE 131
Woodwind Chamber Music
(.O course)
MUE 142
Brass Chamber Music
(.O course)
MUE 143
Jazz Ensemble
(.25 course)
MUE 144
Percussion Chamber Music
(.O course)
MUE 145
Piano Chamber Music
(.O course)
MUE 196
Community Jazz Band
(.O course)
-
Music 227
PERFORMANCE STUDY (MUP)
Is available to students from all majors and degree programs, and consists of 14 weekly
private lessons with Augsburg faculty. Students may register for half hour lessons for 0.0
credit or .25 credit, or one hour lessons for 0.5 credit. The semester goals for each performance study course are set at the discretion of the faculty instructor and may include concert attendance, studio class, a jury or additional requirements, in accordance with the student's abilities, experience and intended major. 0.0 credit lessons have less stringent course
goals.
MUP 111-411
Voice
MUP 141-441
Trumpet
MUP 121-421
Violin
MUP 142-442
Trombone
MUP 122-422
Viola
MUP 143-443
Baritone
MUP 123-423
Cello
MUP 144-444
Tuba
MUP 124424
Bass
MUP 152-452
Piano
MUP 131-431
Oboe
MUP 159
Piano accompanying
MUP 132-432
Bassoon
MUP 161-461
Guitar
MUP 133-433
Clarinet
MUP 171-471
Percussion
MUP 134434
Saxophone
MUP 181-481
Organ
MUP 135-435
Flute
MUP 191-491
Harp
MUP MUP 137-437
Horn
MUP 192-492
Improvisation
MUP 193-493
Composition
Note carefully the following provisions:
A semester of study is 14 weeks of lessons and coaching. Any lessons during the summer
are arranged privately with the teacher.
A student who cannot attend a scheduled lesson is required to notify the teacher at least
24 hours in advance; otherwise except for illness immediately prior to the lesson, the
stuclent will forfeit the right to a make-up lesson.
Credit is granted only for study with faculty members of the Augsburg College
Department of Music.
CROUP INSTRUCTION (MUS)
The following classes consist of group lessons on a particular instrument and are recommended as a starting point for students who are beginners, and for music majors needing to fulfill a proficiency requirement. After completing group instruction, students may
choose to pursue performance studies (see above). These courses do not have a performance study fee attached.
228 Music
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MUS 299
Directed Study
See description on page 94.
MUS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
lndependent StudyIResearch
See description on page 94. Open only to advanced students upon approval of
the faculty.
MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement.
MUS 274,275 Music Therapy Pradicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hour
per week. No course credit.
-
Music 229
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano and percussion with application for the use
of these instruments for music therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.5 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Broad Base Requirements (also for 5-8
General Science licensure)
GEO XXX Introductory Geology
PHY 106 Introductory Meteorology
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, I1
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I,
I1
Biology Major-B.A. in Life Sciences
(for licensure in biology 5-12)
Broad base requirements (substitute BIO
113 and 114 for BIO 101 and 102), plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Anatomy
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 369 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
MAT 114,122,145,163, or PSY 215
-
Natural Science Teaching Licensure 231
Chemistry Major
(for licensure in chemistry 5-12)
Physics Major (for licensure in physics
5-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, 11
or CHM 115, 116 General Chemistry I,
I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two courses from:
CHM 364,367,464,470,481,482
One year of general physics -PHY 121,
122
Two additional physics courses above 122;
PHY 261 recommended
One year of general chemistry- CHM
105, 106 or CHM 115,116
Other Requirements
N
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NAS 230
Contemporary Norderl
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: altanate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in ~ o k e g i a n(Spring:
.
alternate years)
-
Nordic Area Studies 233
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NAS 299
Directed Study
See description on page 94.
NAS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NAS 499
Independent StudyIResearch
See description on page 94.
See listing under Modem Languages.
T
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses who want to increase their opportunities
in the health care field.
The scope of nursing practice is changing and expanding: Nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own practices.
Wherever they work, nurses provide comprehensive health care for persons, groups
and communities of diverse cultures and
socioeconomic levels throughout the life
span.
The bachelor's degree equips nurses to
synthesize working knowledge from the
liberal arts with the art and science of
nursing. The nursing program at Augsburg
also provides educational opportunities to
increase skills in critical thinking, clinical
investigation, and decision-making in
preparation for challenging new nursing
positions in emerging care systems.
Augsburg's nursing program, which
leads to a bachelor of science degree with a
major in nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for a public health nurse registration certificate in
Minnesota.
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss.
Adjunct Faculty: Linda Holt, Luann
Watson, Susan Hageness, Kia James,
Audrey Erwin, Marty Aleman, Maralou
Brose, Deborah Schumacher, Beverly
Nilsson (Emerita)
Major
Seven courses including:
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 403 Families and the Life Cycle
NUR 405 Leadershipmanagement
NUR 410 Community Health Nursing I
NUR 41 1 Community Health Nursing I1
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 are
required. Students also must complete
Augsburg's residence and general education
requirements.
The program has been planned so that
the major can be completed within 15
months; however, students may pursue
their studies at a slower pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 41 1) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with the program coordinator, Luann
Watson, from the Department of Nursing
for program planning.
-
Nursing 235
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.6 in the major
and 3.3 overall, application to the department chair by November 1 of the senior
year, recommendation by nursing faculty,
and honors thesis to be presented before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from a nationally accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently. registered
to practice in Minnesota prior to beginning the
nursing major.
clinical practice: ~~~l~~~~~
4. current
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have their own malpractice insurance and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursing this degree.
Nursing courses at Augsburg are available through Weekend College. Classes
usually meet on alternate weekday
evenings for one 3-1/2 hour time block.
Clinical practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts
be taken before
the nursing major.
Nursing majors can complete courses
toward the baccalaureate at the
Minneapolis campus, United Hospital site,
and Rochester site.
NUR 305
Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research.
236 Nursing
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span.
NUR 405
LeadershipIManagement
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105)
NUR 411
Community Health Nursing II*
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/leaming theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent StudyIResearch (optional)
See description on page 94.
Note: I f NUR 41 1 is not taken immediately following NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
* This course involves an additional clinical tuition and hours.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most othe; disciplines arose out of it. Moreover, it is concemed with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 139.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
238 Philosophy
-
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Consideration is given to the nature and history of romantic love and its relationship to sex. Issues such as the ethics of sex in relation to marriage,
pornography, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on inductive
reasoning.
PHI 241
History of Philosophy I: Ancient Creek Philosophy
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
-
Philosophy 239
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 300
Business Law and Ethics
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
PHI 343
History of Philosophy Ill: Early Modern and 19th-Century
Philosophy
The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kantk synthesis of rationalism and empiricism, and 19th century Idealism and the reaction
to it (Marx, Kierkegaard, Nietzsche).
PHI 344
History of Philosophy IV: 20th-Century Philosophy
A survey of major philosophical schools in the 20th century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
240 Philosophy
PHI 380
Ethics of Medicine and Health Care
The course lays out some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343, 344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHI 299
Directed Study
See description on page 94.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHI 499
Independent Study/Research
See description on page 94.
PHYSICAL
EDUCATION
See listing under Health and Physical Education.
p
hvsic~ts
' . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography,biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Aughurg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
242 Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 1% Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Elecmomagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM
lo6
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
lo57
BACHELOR OF SCIENCE
Physics Major with Concentration in
Solid State Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
y durand MAT 245 and 247 (or p ~ 327)
ing [he sop~omoreyear.
-
Physics 243
\
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, I1
PHY 101
lntroductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition
the course traces the development of scientific thought from early civilization
to the present day. Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lecturedaboratories. Prereq.: MPG 3.
Fall, spring)
SCI 106
lntroductory Meteorology
A survey of the basic principles of Earth's weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
244 Physics
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour 1aboratoryAectureperiods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
PHY 320
lntroduction to Space Science
A survey of Earth's space environment including solar, planetary, magnetos-
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
-
Physics 245
4
PHYIMAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of insmctor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 330
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
A study of the physics of thin (magnetic) films, covering the entire range from
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, Tunnel
and Force Microscopy and various magnetometry methods. (Three one-hour
lectures. Prereq.: PHY 245 and PHY 351. Spring)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics I1
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modem physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
246 Physics
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modem optics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior
or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHY 299
Directed Study
See description on page 94.
PHY 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHY 499
Independent StudyIResearch
See description on page 94. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of cam. paigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
William Monis, Norma Noonan, John
Shockley,Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 PoliticakPatterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective--one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
-
248 Political Science
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specdic requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social StudiesCapstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
--
Political Science 249
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
250 Political Science
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
-
Political Science 251
I
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
POL 282
POL 380
Political Patterns and Processes
(See Section I1 for description.)
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
252 Political Science
I
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
-
POL 484
Origins and evolution of Marxist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the constmction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject rnatter.
Internships and Independent Study Courses:
POL 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 94.
POL 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
POL 499
Independent StudyIResearch
See description on page 94.
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industriaVorganizationa1psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay, Sean Truman
Major
The major is 10.5" courses
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (2 courses)
PSY 399/396 Internship
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 263 Sports Psychology
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Electives (3 courses in psychology)
Majors are strongly encouraged to take
more than the minimum10.5 required psychology courses; no more than 13 course
credits can count for graduation.
"For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399/396, and 499
may be counted.
254 Psychology
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project. Formal application must be made
during the junior year. Please consult the
department chair for more detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299,399/396,
and 499 may be counted.
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 105, MPG 3, and sophomore status)
Psy 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
PSY 262
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
256 Psychology
PSY 295
Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 105)
PSY 315
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 and junior standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memoly, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 and junior
standing)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215, or PSY 105 and junior
standing)
PSY 357
Behavior Analysis
Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 215, or PSY 105 and junior standing)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 and
junior standing)
Psy 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 and junior standing)
-
Psychology 257
PSY 381
Historical Perspectives
Focus on the'people in psychology's history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual histoly. (Prereq.:
PSY 105 and junior standing, or consent of instructor)
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 and junior standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 215 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or comparable course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Internships and Independent Study Courses.
PSY 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 94. (Prereq.: PSY 105)
PSY 3991396 lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Participation in a concurrent seminar is required.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. (Prereq.: PSY 315)
PSY 499
Independent StudyIResearch
See description on page 94. (Prereq.: PSY 315)
258 RELIGION, YOUTH AND
-
MINISTRY-REL,
FAMILY
YFM
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Religion Faculty
Philip Quanbeck I1 (Chair), Janelle
Bussert, Nancy Going, Lori Brandt Hale,
Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik
mum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective credit for the major. Students
who have taken an approved introductory
course in Bible and/or Christian theology
at another college may take REL 300 in
place of the college REL 100 and 200
requirement; consult the registrar's office.
Majors
Advising
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
All majors must have an adviser in the
department.
Departmental Honors
Prerequisites
Religion 100 or 300 (for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Courses designated REL and YFM are
offered by the religion department. A maxi-
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expres-
Reliqion 259
sions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
BACHELOR OF ARTS
Religion Major
REL 210
REL 495
Research Methods in Religion
Religion Seminar
Five additional electives
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Religion Minor
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
Note for majors and minors: At
least two upper division courses must be
taken at Augsburg College. Students are
required to have at least a 2.0 GPA in
courses counted toward the major or
minor. One or two courses in Youth and
Family Ministry (YFM) may count toward
the religion major or minor.
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for credit for students who
have taken REL 300.
REL 190
Christianiv and Contemporary Culture
This introductory course will explore some of the biblical and theological
resources that the Christian tradition brings to the dialogue with contemporary culture. The specific focus will vary; possible topics may include
Christian perspectives on and responses to: political life, religious pluralism,
global communities, consumerism, the media and the internet, ecological concerns, apocalyptic expectations, violence in society, health care issues, new age
spiritualities, and others. NO PREREQUISITE.
-
260 Religion
REL 100 or 300 is a prerequisitefor all other religion courses.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students' own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100 and critical thinking
entry level skill pass or GST 100)
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: ENG 111 and REL 200)
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
REL 301
lnterpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
lnterpreting the New Testament
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities.
REL 306
NonWestern Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 308
Psalms, Songs, and Religious Poetry
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Reliqion 261
REL 309
REL 313
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
Environmental Theology and Ethics
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 362
Theology of the Reformers ,
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: ENG 111and REL 200 or 300)
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
262 Religion
7
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1 transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and
REL 100 or 300)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
REL 425
Christian Spiritual Practices
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, joumaling, and service to the poor.
REL 435
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
-
Religion 263
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: Critical thinking entry level skill pass or GST 100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: ENG 111and REL 200 or
300)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: ENG 111 and REL 210. Fall)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Limited to special cases.
REL 299
Directed Study
See description on page 94.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
REL 499
Independent StudyIResearch
See description on page 94. For religion majors only.
See department listingfor a description of thefollowing approved elective:
HIS 378
Medieval Church
PHI 350
Philosophy of Religion
SOC 360
Religion and Society
=YOUTH
AND
FAMILY
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy.
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. YFM majors are encouraged
to plan class schedules to allow for either
extending the internship experience for a
full year, or completing the internship
semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising.
Youth and Family Ministry Major
Eleven courses including
Theology core:
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 35 1 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
Youth and Family Ministry Minor
The minor consists of the following six
courses
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
-
Youth and Family ~ i n i s t e265
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the religion department youth
and family ministry coordinator.
YFM 207
Contextual Education (.O course)
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
YFM 316
Church and Culture in Context
A study of culture and church life and the contemporary religious situation in
another country. Emphasis will be on the role of congregations and families in
both that country and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
YFM 358
Life and Work of the Church
A study of the role of congregations and families in shaping and nurturing
faith through Christian education and curriculum, youth and family ministry,
and parish life.
YFM 399
Internship
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
YFM 499
Independent Study/Research
See description on page 94.
T
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
'
-
Russian, Central, and East European Studies 267
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
(Letters following course numbers designate location: H=Hamline; M=Macalester;
C=St. Catherine; T=St. Thomas)
See Nordic Area Studies.
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastem Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
E\r Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
ECO 3 17 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, histoly, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work program is accredited by the
Council on Social Work Education and
leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department is to
develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of
people in a diverse and global society.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Annette Gerten, Barbara
Lehmann, Rosemary Link, Sharon Patten,
Curt Paulsen, Karen Robards (BSW
Program Director), Nancy Rodenborg
(BSW Field Coordinator), Glenda
Dewbeny Rooney, Michael Schock,
Maryann Syers (Field Education
Coordinator)
270 Social Work
-
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. An application,
written self-statement, reference letters,
and the completion or planned enrollment
in all core and supporting program courses
below the 400 level are necessary to apply
for candidacy
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Politics and Public Policy
-
Social Work 271
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 40 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Concurrent with
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
-
272 Social Work
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
SWK 402
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
SWK 403
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
-
Social Work 273
Internships and lndependent Study Courses:
SWK 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 94.
SWK 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SWK 499
lndependent StudyIResearch
See description on page 94.
s
ociology is the study of society as a
whole and i f human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as l a y the
ministry, social work, urban planning, and
human services.
Sociology Faculty
James Vela-McConnell (Chair), Eric
Buffalohead, Lars Christiansen, Gany
Hesser, Michael O'Neal, Diane Pike, Tim
Pippert
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 490 Senior Seminar
and three additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Crime and Deviance
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration
include: SOC 265, SOC 277, a deviance
course, PSY 335, and an upper division
Internship approved by the department.
See Diane Pike for advising and visit the
department Web site for details.
-
Sociology 275
Concentration in Cultural
Anthropology
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical Perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their ~ersonalcareer and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Lars Christiansen
for advising and visit the department Web
site for details.
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in l a y consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.5 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
276 Sociology
the junior year. Successful completion of
departmental honors in sociology automatically qualifies the student for graduation
with distinction from the college.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 222
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
SOC 231
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social
patterns. (Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What conditions are necessary for the formation of social movements? Why and how do
social movements emerge, and decline? Is violence a legitimate strategy of
social change? What impacts do social movements have on social institutions,
the state, culture, and even personal identity? The purpose of this course is to
explore these and other questions through studying social movement theory
and several social movements occurring over the last two centuries. (Prereq:
SOC 121 or consent of instructor)
-
Sociology 277
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality--receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy (Fall)
SOC 290
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis--be it in an academic joumal or a daily newspaper. (Prereq.:
MPG 3. Fall)
-
278 Sociology
SOC 363
Research Methods
Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and field
research in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: Soc 121 or consent of instructor)
SOC 410
Practicum in Organizational Analysis and Development
In this course students and the professor work together-as a team-to discuss readings, to visit and analyze local organizations, and work on a project
with a community partner. We will explore organizational theory through classic, pathbreaking, and contemporary readings in the fields of the sociology of
organizations and organizational theory, discuss those ideas in their own
terms, in relation to other theories, and in application to our experiences with
local organizations. (Prereq: SOC 222 and SOC 349)
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 490
Senior Seminar
This capstone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity Pass/No Pass grading. Seniors only. (Spring)
-
Sociology 279
Internships and Independent Study Courses:
SOC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SOC 299
Directed Study
See description on page 94.
SOC 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211-andlor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 94. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speech/communication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts
Department offer valuable cross-disciplinary connections for the campus while
also providing a solid base in classical,
modem, contemporary, and multicultural
theatre.
~
-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theame professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as communication arts, art,
English, education, music, or religion.
Theatre Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Sandra
Schulte
BACHELOR OF ARTS
Theatre Arts Major
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten theatre practicum units distributed as
follows: 1-5 practicum units in the performance area from THP 111 or THP 118; 4-8
racticum units in the production area
rom THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 practicum units in
he artistic area from THP 117, THP 119 or
THP 120.
Please note that all theatre practicum
ourses count as one theatre practicum
unit except for THP 116, Stage
Management (three practicum units) and
THP 115 Assistant Stage Managements
two practicum units), because of the
xceptional time requirement of these two
practicum areas.
The following cross listed and capstone
courses are encouraged, but not required:
THRMUS 235 Skills of Music Theatre
THRIENG 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
a r t s should begin with courses THR 226,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365, 366.
Note: Some courses are offered alternate years only
Majors must participate in two out of
5ree dramatic productions every year.
jtudents must maintain an overall 2.0 GPA
:o have major participation in productions.
-
-
Theatre Arts 281
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors can&dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five theatre practicum units including
THP 111plus four theatre practicum units
fiom THP 112,113, 114,115, or 116. See
note above about THP 115/116.
Film Major and Minor
See a description and requirements for
the film major and minor in the
Communication Studies section of the catalog.
282 Theatre Arts
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism 11
A directed studies course in dramaturgy or
theatre criticism or theatre history
Dance and Theatre Teacher Licensure
Major
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in day program only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
11required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama: Acting and
Improvisation
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THWENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
For secondary education licensure coursework, see the secondary education section
of this catalog and consult with the education department.
'THR 222 is linked to an AUG SEM course,
but may be taken separately
THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
One recommended, but not required, theatre course:
THRMUS 235 Skills of Music Theatre
-
Theatre Arts 283
THRIHPE 002 Lifetime Sports-Introduction
to Dance (.O course)
This course offers an o v e ~ e w
of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 005 Lifetime Sports-Modern
(.O course)
Dance and lmprovisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004,
or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and lmprovisation
A study of theatrical movement, voice, mime, mask, improvisation, acting
with an emphasis on active participation and reflective writing. Teaching and
instructional methods of creative drama are included in course content. This
course is primarily designed for non-majors and does not fulfill credit toward
the theatre arts major.
THRICOM 216 lntroduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in BIW.
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 226
Movement for the Theatre
This course will explore principles of movement used in the art of acting. The
goal will be to improve the actor's physical energy, concentration, balance,
control, clarity timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical
and vocal characterization exercises. Students will examine various performance paradigms and see professional productions.
THR 228
lntroduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
magic, and creative processes. Students will execute practical projects, attend
theatre tours, see professional productions, and participate on the Theatre
~
lab requireDeparment's fall production. Open to all students. F O hour
ment. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor. Spring,
284 Theatre Arts
THRIMUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of music-theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
THR/ENC 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one
literature course. ENG 226 also recommended. Alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute three design projects using a research based design process. Class will
take theatre tours, host visiting artists, and have a practical involvement in
two Augsburg College productions. Forty hour lab required, materials needed.
(prereq.: THR 228 or junior status. Spring)
THR 333
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the clas-
sical Greek through the Italian Renaissance period. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
-
-
Theatre Arts 285
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through the contemporary theatres. Reading of plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance de&inds of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare,French neoclassicism, Restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 222 and THR
232 and 362 or consent of instructor. Fall or Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analyses; audition, casting, and rehearsal planning and techniques; blocking,
stage dynamics, working with actors, and the overall staging of a play.
(Prereq.: THR 362, or consent of instructor. Spring, alternate years)
THRISPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. Prereq: ENG 241
and JR/SR standing
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
THR 299
Directed Study
See description on page 94.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
THR 499
Independent StudyIResearch
See description on page 94.
-
286 Theatre Arts
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts majorlminor and the dance-theatre
licensure major. All THP theatre practicum
courses are taken for non-credit with
Pass/No Pass grading. Evaluation by the
faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
Consent of instructor
Supervision by theatre faculty
A minimum of 40 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Please note:
All majors will complete at least one
THP unit in costumes.
THP courses may be repeated.
Crew work required for classes/coursework does not count towards practicum.
Work-study hours do not count towards
practicum.
Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 11111211131 Theatre Practicum: ActingIPerformance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for dancdlicensure
majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition).
THP 11211221132 Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (30 hour minimum) in house management, ushering,
or box office.
THP 113/123/133 Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
-
Theatre Arts 287
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.O course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Pradicum: Assistant Stage Management
2 Practicum units (-0 course)
Assistant stage management for main stage production.
THP 11611261136 Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 117112711371147 Theatre Practicum: Artistic Assistance
1 Practicum unit (.O course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
THP 118
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
THP 119
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
of scenery or lights in collaboration with another student's Senior Directing
Project if the student cames the design project out as a THR 4991THP 119
combination.
THP 120
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
URBAN
STUDIES
See Metro-Urban Studies.
T
he Women's Studies Program
provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences. The
Women's studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women's Studies Faculty
Cass Dalglish (Coordinator), Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline deVries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehmann, Lynne Lorenzen, Anita
Lutterman-Aguilar, Elise Marubbio,
Kathleen McBride, Norma Noonan,Michael O'Neal, Timothy Pippert, Judy
Shevelev, Beverly J. Stratton, Kathryn
Swanson,James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in Women's Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (Seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women's studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women's studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg's Center for Global Education.
Two programs have been pre-approved for
women's study credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Social and
Environmental Justice: Latin American
Perspectives (offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
--
Women's Studies 289
approval of the women's studies program
coordinator.
Transfer Students
Students who transfer to Augsburg
College and wish to complete a major or
minor in women's studies are urged to consult with the director of women's studies
immediately upon transfer.
The Women's studies program has an
articulation agreement with Century
College that governs Century College students with a women's studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of women's studies
for approval of courses for the major or
minor.
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
Thii course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society Emphasis will be placed on the comparative roles of women in different cultures.
WST 281
Topics in Women's Studies
WST 305
Issues in Cay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbt/supporting
agencies, and some travel and experiences in the Twin Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites:WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social and EnvironmentalJustice:
Latin American Perspectives)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 341
Environmental Politics
(CGE Course. See International Studies, Social and Environmental
Justice:Latin American Perspectives.)
290 Women's Studies
I
WST 355
Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Social and Environmental Justice:
Latin American Perspectives.)
WST 359
Women, Gender and Social Change in Mesoamerica
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors. It is also
required of minors who do not elect to do an independent study (499). It is
offered at a different college each semester.
Internships and Independent Study Courses (Must be approved in writing by the women's studies
coordinator):
WST 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
WST 299
Directed Study
See description on page 94.
WST 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
WST 499
Independent StudyIResearch
See description on page 94.
-
Women's Studies 291
See department listings for descriptions of the following approved electives:
ART 352
Women and Art
ENC 236 o r 436 Women and Fiction
ENC 361
Modern Fiction
ENC 480
Criticism and Theory
HIS 282
History of Women Since 1850
HIS 311
Topics in Women's History
HPE 316
Human Sexuality
POL 124
American Women and Politics
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology o f Gender
SOC 231
Family Systems
SOC 265
Gender, Race, and Ethnicity
REL 441
Feminism and Christianity
See listing under Religion.
Board of Regents - 294
ELCA, Division for
Education - 295
Faculty and Administration - 296
Officers - 296
Administration - 296
Faculty - 298
Faculty Emeriti - 315
Campus Maps - 318,319
Chair
Jean M. Taylor '85
Secretary
Tracy Lynn Elftmann '81
Vice Chair
H. Theodore Grindall76
Treasurer
Joan L. Volz '68
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Dan W. Anderson '65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
Rev. Craig Johnson (2005)
Bishop, Minneapolis Area Synod,
Minneapolis, MN
*Gary E. Benson '70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
*KinneyJohnson '65 (2008)
Partner, Sequel Venture Partners, Boulder,
Rev. Robert Berg (2005)
Bishop, Northwest Synod of Wisconsin,
Rice Lake, WI
*Ruth E. Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
*Jackie Cherryhomes '76 (2004)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
*Tracy Lynn Elftmann '81 (2008)
President, Customized Employer Solutions,
LCC, Minneapolis, MN
William V Frame (2006)
President, Augsburg College, Minneapolis,
MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Michael R. Good '71 (2007)
President and CEO
Sotheby's International Realty
*H. Theodore Grindal'76 (2008)
Attorneypartner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
James E. Haglund (2006)
PresidentIOwner, Central Container
Corporation, Brooklyn Park, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
co
Jennifer H. Martin (2007)
Senior Vice President Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
*Julie R. Nelson '83 (2008)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
"Ronald G. Nelson '68 (2008)
Vice President and Controller, 3M
Company, St. Paul, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Wayne Popham (2006)
Attorney, Popham Law Office,
Minneapolis, MN
-
Board of Regents 295
Glen J. Skovholt (2006)
President, Government & Community
Strategies, St. Paul, MN
Marshall S. Stanton (2009)
Vice President and CRM Medical Director,
Medtronic, Minneapolis, MN
*Philip Styrlund '79 (2006)
President, The Summit Group, Apple
Valley, MN
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Sandra L. Vargas (2008)
County Administrator, Hennepin County,
Minneapolis, MN
*Joan L. Volz '68 (2006)
Attorney, Welch, MN
*Jean M. Taylor '85 (2006)
President, Taylor Corporation, Eagan, MN
*F! Dawn Taylor '78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, LA
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
Dr. Rod Schofield
Director for Colleges and Universities
Dr. Arne Selbyg
Secretary, Board of Directors
Rev. Linda J. Kraft
Asst. Director for Colleges and
Universities
Vacant
Executive Director
Leonard G. Schulze
296 AUGSBURG
COLLEGE
FACULTYAND
-
Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Student Affairs and Dean
of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John E Kennedy School of
Government, Harvard University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; MS., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Administration
Leif Anderson (1996). Chief Information Officer and Director of Information Technology.
B.A., University of Minnesota.
Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato
State University; M.P.A., John E Kennedy School of Government, Harvard
University.
Trena Bolden (2002). Director, Pan-Afrikan Center. B.A., Augsburg College.
Carrie Carroll (1997). Director of Admissions, Adult Programs. B.A., Hamline University.
Peggy M. Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanichtino Student Services. M.A., St. Paul
Seminary School of Divinity - University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
David Fenrick (2003). Program Coordinator and Faculty Liaison, Center for Global
Education. B.A., Gordon College; M.A., Luther Seminary; M.Div., Wesley
Seminary.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
-
Augsburg College Administration 297
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Assistant Vice President for Enrollment and Market
Development. B.A., Augsburg College.
Daniel F. Jorgensen (2000). Director, Public Relations. Instructor, part-time, English. B.A.,
M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
John I! Knight, Sr. (1999). Director, Development. B.A., Bethel College; M.P.A., The
George Washington University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
Patrice Salrneri (2002). Director, StepUP Program.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
298 Augsburg College Faculty
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Amy L. Sutton (2002). Director, AlumniRarent Relations. B.S., M.S., South Dakota State
University.
Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College.
Paul L. Temo (1990). Director, Financial Aid. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Theatre Arts. B.S., University of
Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Phillip A. Alioto (2004). Instructor, part-time, Business Administration. B.S., Marquette
University; M.B.A., Northland University; Ph.D., California Coast University
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Nancy M. Atwater (2004). Instructor, part-time, Business Administration. B.S., Iowa State
University: M.A.M., College of St. Scholastica.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
-
Augsburg College Faculty 299
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University
Matthew C. Barber (1992). Studio ArtistPercussion, part-time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
Carol E. Barnett (2000). Studio ArtistfComposition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.EA., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Michele R. Braley (2002). Instructor, part-time, Social Work. B.A., Oberlin College;
M.S.W., Augsburg College.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota.
Jacquylynn Brickman (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.Ed., St. Mary's University.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
300 Augsburg College Faculty
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., MS., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.EA., University of Minnesota.
Janelle M. Bussert (1994). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part-time, Modem Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cemto (1991). Instructor, part-time, Business Administration. Director of
Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W , University of Minnesota.
Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; M.EA., Minneapolis College of Art and Design.
Anthony J. Clapp (2001). Instructor, part-time, Physician Assistant Studies. A.A., Golden
Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas
State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
-
Augsburg College Faculty 301
Thomas S. Conroy (2002). Instructor, part-time, Psychology. A.A., Minneapolis
Community College; B.A., Northeastern Illinois University; M.Ed., University of
Minnesota.
Teresa A. Cook (2000). Instructor, part-time, General Studies. B.A., University of
Minnesota; M.A.L., Augsburg College.
Nicholas A. Coult (2000). Associate Professor of Mathematics. B.A., Carleton College;
M.S., Ph.D., University of Colorado.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
D
David S. Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A.,
University of Wisconsin-Madison.
Liv Dahl (2003). Instructor, part-time, Modem Languages. B.A., M.A., University of
Minnesota.
Marvin D. Dahlgren (2002). Studio Atist/Percussion, part-time, Music. B.A., MacPhail
School of Music.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.EA., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.EA., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastrnan School of Music.
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; PA., Bowman Gray School of Medicine.
Jacqueline R. devries (1994). Associate Professor of History. Director of A.C.T.C. Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Michael L. Douglas (2003). Medical Director, Assistant Professor, part-time, Physician
Assistant Studies. B.S., Vanderbilt University; M.D., Quillen College of Medicine
of East Tennessee State University.
-Augsburg College Faculty
302
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Elizabeth B. Eicher (2003). Instructor, part-time, Education. B.S., M.Ed., University of
Minnesota.
Wesley B. Ellenwood (2002). Instructor, part-time, Theatre Arts. B.A., University of
Minnesota; M.EA., Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College;
M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist~Trumpet,part-time, Music. B.A., Bethel College;
M.EA., D .M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio ArtistIPiano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Kevin G. Ewert (2002). Assistant Professor of Computer ScienceMIS. B.S., North Dakota
State University; M.A., M.S., Saint Mary's University-Rochester; A.B.D., Nova
Southeastern University.
F
Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University
of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Edith E. Ferber (2003). Instructor, part-time, Education. B.A., M.A.T., Indiana University.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
-
Augsburg College Faculty 303
Gordon R. Flanders (2003). Instructor, part-time, Business Administration. B.A., Augsburg
College; M.B.A., University of Minnesota.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Michael 0.Freeman (2002). Instructor, part-time, Political Science. B.A., Rutgers College;
J.D., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Bennet B. Fuller (2004). Instructor, part-time, Center for Global Education. B.A.,
Southeastern Massachusetts University; Ph.D., Boston University.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Ann L. Gamey (1998). Associate Dean for Student Affairs. Instructor, part-time, Business
Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D.,
University of Minnesota.
Merry Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Rarnsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C. Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
-
304 Augsburg College Faculty
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Education and Modem Languages.
B.S., M.Ed., University of Minnesota.
Joan L. G r i f f i (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University
Lyle M. Griner (1996). Instructor, part-time, Religion. B.A., University of Northem Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Susan M. Hageness (2002). Adjunct Instructor of Nursing. B.S., St. Olaf College; M.A.,
Saint Mary's University.
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Curtis W. Hammond (2003). Instructor, part-time, Health and Physical Education. B.S.,
M.S., University of Oklahoma.
Alyssa N. Hanson (2003). Instructor, part-time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College,
Moorhead; M.P.H., M.S., University of Minnesota.
John U. Harkness (2001). Instructor of English. B.A., University of Minnesota; Ph.D.,
Harvard University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
-
Augsburg college Faculty 305
Gany W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Stella K Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Bradley I! Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Mary A. Hunt (2000). Studio Artisfliano Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
Lisa L. Hyland (2003). Instructor, part-time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; MS., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part-time, History. B.A., University of Wisconsin,
Lacrosse; M.A., University of Nebraska.
Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.M!, University of
Michigan.
I
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part-time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part-time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Instructor, part-time, Sociology (American Indian Studies).
B.A., Metropolitan State University; M.A., University of St. Thomas.
Kia M.G. James (2003). Instructor, part-time, Nursing. B.A., B.S.N., St. Olaf College;
M.PH., Ed.D., University of Minnesota.
306 Augsburg College Faculty
William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Eric R. Johnson (2003). Instructor, part-time, Computer Science. B.A., Amherst College;
M.S., Ph.D., University of Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
Daniel E Jorgensen (2002). Director, Public Relations. Instructor, part-time, English. B.A.,
M.S., South Dakota State University
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaulinan (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mary Beth Kelley (2004). Instructor, part-time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball (1991). Vice President for Academic and Student Affairs and Dean
of the College. Associate Professor of History B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newbeny College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
-
Augsburg college Faculty 307
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State
University; M.S., Mankato State University; Ed.D., University of St. Thomas.
Margaret A. Knutson (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Hamline University.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Richard J. Kramer (2003). Instructor, part-time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Heidi M. Kreutzer (1995). Instructor, part-time, Modem Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Gregory l? Krueger (2000). Instructor, part-time, Education. B.A., Southwest Minnesota
State University; M.A., Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
VelrnaJ. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership and
Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West
Virginia University.
Edward Bok Lee (2002). Instructor, part-time, Communication Studies. B.A., University of
Minnesota; M.EA., Brown University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistlFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Karoline M. Lewis (2003). Instructor, part-time, Religion. B.A., Northwestern University;
M.Div., Luther Seminary; A.B.D., Emory University.
Teny L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant
Studies. B.A.S., Siena Heights College; M.P.A.S., University of Nebraska.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. L h k (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah F! Lockwood (2002). Studio ArtistPiano Accompaniment, part-time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
308 Augsburg College Faculty
Lori L. Lohrnan (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Michael S. Lotti (2003). Instructor, part-time, Business Administration/Philosophy B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven P. Lund (1982). Studio Artist~Trombone,part-time, Music. B.S., University of
Minnesota.
Ann L. Lutteman-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
M
Paula S. Martin (2000). Instructor, part-time, Education. B.S., University of Maine; M.Ed.,
Framingham State College.
M. Elise Marubbio (2003). Assistant Professor of English (American Indian Studies).
B.EA., Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Craig D. Maus (2002). Instructor, part-time, Business Administration. A.A., North
Hennepin Community College; B.S., Mankato State University; M.B.A., University
of St. Thomas.
Ioanna Mavrea (2003). Assistant Professor of Mathematics. B.A., Glassboro State College;
MS., Ph.D., University of Connecticut.
Paul K. McAlister (2001). Instructor, part-time, Philosophy B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; MIA., University of Miami-Coral Gables.
Carol T. McCoy (2003). Adjunct Faculty Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Michael J. McIlhon (2000). Instructor, part-time, Economics. B.B.A., M.A., University of
Iowa.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University
Kirsten A. S. Mebust (2004). Instructor, part-time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
-
Augsburg College Faculty 309
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California
State University; M.A., Califomia State University-Northridge.
Karen Coe Miller (1998). Instructor, part-time, Theatre Arts. B.A., Macalester College.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Cassandra M. Moe (2002). Instructor, part-time, Biology. B.S., University of Minnesota;
Ph.D., University of Maryland.
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
Patsy H. Mogush (2003). Instructor, part-time, Education. B.A., B.S., University of
Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota.
John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Sheila M. Moriarty (2002). Instructor, part-time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio ArtistRiano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G . Olson (2001). Instructor, part-time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
310 Augsburg College Faculty
Shawn A. Osell (2002). Instructor, part-time, Economics. B.A., University of MinnesotaDuluth; M.A., Mankato State University
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastrnan School of Music.
P
Stephen A. Pacholl (2001). Instructor, part-time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part-time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G . Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Michael F. Pattison (2003). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part-time, Education. B.A., St. Olaf College;
M.A., St. Mary's University
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Cvetanka T. Perovic (2003). Instructor, part-time, Modem Languages. B.A., University
Ciril and Metodi; M.A., University of Minnesota.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
-
Augsburg College Faculty 311
Q
Philip A. Quanbeck I1 (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Christopher Karstens Randall (2004). Instructor, part-time, Psychology (Capella
University). A.B., Wabash College; M.S., Ph.D., University of Kentucky
Karl P.Raschke (1999). Instructor, part-time, Art. B.A., M.EA., University of Minnesota.
0. Nicholas Raths (1988). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A.,
Ph.D., Northwestern University
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Karen J. Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W.,
Ph.D., Washington University.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University
Glenda Dewbeny Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
James M. Russell (2003). Instructor, part-time, Political Science. B.A., M.A., Drake
University.
Barry D. Rutman (2000). Instructor, part-time, Business Administration. M.A., Montclair
State University.
s
Cynthia D. Sautter (2002). Instructor, part-time, Religion. B.A., Gustavus Adolphus
College; M.Div., United Theological Seminary; Ph.D., The Graduate Theological
Union.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University
of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part-time, Theatre Arts.
B.A., M.A., M I A , University of Minnesota.
31 2 Augsburg College Faculty
David G . Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Came B. Senske (2000). Instructor, part-time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part-time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Visiting Professor, part-time, Political Science. B.A., University of
Texas; M.A., Ph.D., University of Wisconsin.
Trygve R. Skaar (2000). Studio Artist/, part-time, Music.
Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Saint Mary's College.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Alyssa E. Snyder (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Lisa K. Sperling (2003). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; M.S., Mankato State University
-
Augsburg College Faculty 313
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Theresa A. Stoller (2003). Instructor, part-time, Business Administration. B.A., Augsburg
College.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part-time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-Lacrosse.
Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State
University; MS., North Carolina State University; Ph.D., Cornell University.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees; Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; PA. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Michael D. Thompson (2002). Instructor, part-time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Andrew P. Tix (2001). Assistant Professor of Psychology. B.S., University of Wisconsin,
Madison; Ph.D., University of Minnesota.
Robert K. Tom (2002). Assistant Professor, part-time, Art. B.EA., University of Hawaii;
M.EA., Temple University.
Beth M. Torstenson (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Diane Townsend-Anderson (2003). Instructor, part-time, Business Administration. B.A.,
University of Minnesota; J.D., Hamline University.
Phala Tracy (2003). Studio ArtistIHarp, part-time, Music. B.M., Oberlin Conservatory of
Music; MIA., California Institute of the Arts.
Daniel 0.Trainer, IV (1999). Instructor, part-time, Modem Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Sean D. Truman (2002). Assistant Professor of Psychology. B.A., Reed College; M.A.,
Ph.D., University of Connecticut.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
314 Augsburg College Faculty
-
U-v
Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part-time, Modem Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
W
Andrew Ward (2001). Instructor, part-time, Business Administration/Philosophy B.A.,
Luther College; M.A., Ph.D., University of Kansas.
Martha A. (Cary) Waterrnan (1991). Instructor, part-time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Luann Watson (2003). Instructor, part-time, Nursing. A.A., Normandale Community
College; B.S., M.A.L., Augsburg College.
David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary;
M.A., University of Notre Dame.
Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska;
M.P.H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; MS., Syracuse University. .
Thomas R. Westbrook (2002). Instructor, part-time, Art. B.A., M.Arch., University of
Minnesota.
Dale A. Weston (2001). Instructor, part-time, Sociology, American Indian Studies. B.A.,
Hamline University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Susan L. Williams (2002). Instructor, part-time, English. B.A., M.A., A.B.D., University of
Minnesota.
J. Ambrose Wolf (1999). Associate Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Timothy D. Wrenn (2002). Instructor, part-time, Computer Science. B.S., South Dakota
State University; M.S., Mankato State University.
-
Faculty Emeriti 315
Angela J. Wyatt (1981). Studio ArtistlSaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin
~ o l i e ~M.B.A.,
e;
Western ~ i c h i ~ University.
an
X-Y-z
John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin;
M.S.W., Loyola University.
Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer
College; M.S., University of Utah.
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
316 Faculty Emeriti
Beverly C . Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
J e n y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.EA.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlen. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CalifomiaBerkeley.
Marie 0.McNeff. Professor Emerita of EducationDean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C . Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C . Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C . Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
-
Faculty Emeriti 31 7
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. BB.A.,Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
PbD., Cornell University
Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of
Pennsylvania.
21sl Ave S
20th Ave. S.
Iu,
I
4 MINNEAPOLIS
-
,
ST. PAUL )
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 22nd Avenue South.
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
i s a bona tide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodationsto
its employees and its students.
A
About Augsburg 10, 18
Academic and Achievement Scholarships 32
Academic Advising 56
Academic Calendar 4-7, 54
Academic Divisions 5 6
Academic Excellence Scholarships 32
Academic Information 53
Academic Internships 67
Academic Policies and Procedures 70
Academic Progress, Probation and
Dismissal 87
Academic Skills Center 44
Academic and Student Affairs 44
Access Center 45
Accessibility 18
Accounting 1 14-1 16
Accreditation and Memberships 11, 17, 18
Activities 43
Admissions 14, 20-24
Administrative Officers of the College 296
Advanced Placement Program Test (AP) 85
Advanced Transfer Students 82
African American Student Services (see
Pan-Afrikan Student Services) 48
Alumni Center 15
American Indian Studies 94-96
American Indian Student Services 47
American Sign Language 208
Anderson Hall 14, 50
Application Procedures 20, 31
Applied Economics 145
Architecture Minor 98
Art 97-101
Art History 97, 100-101
Asian American Student Services (see Pan
Asian Student Services) 47
Asian Studies (see East Asian Studies) 142-143
Assessment of Previous Learning (APL)
Program 85-86
Associated Colleges of the Twin Cities
(ACTC) 60, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletics 43
Audit Fee 26
Auditing Courses 84
Augsburg Core Curriculum 76
Augsburg Echo 43
Augsburg Experience 77
Augsburg Seminar 76, 102
Augsburg Signature Curriculum 76
Augsburgian, The 43
B
Bachelor of Science (Liberal Arts
requirement options) 77-78, 79
Beta Beta Beta 105
Biology 102-107
Board of Regents 294-295
Business (Master of Business
Administration) 69
Business Administration 110-1 13
Business Administration and
Economics Major 110, 145
Business Management Certificate 108
c
Calendar 4-7, 54
Campus Location 14, 18, 31 8-31 9
Campus Map 318-31 9
Campus Ministry 42
Campus Tours 20
Canadian Program 70
Career Services 68
Carlson (Jeroy C. Carlson) Alumni Center 15
Center for Global Education 15, 64-65,
186-195
Center for Global Education Courses 64-65,
186-1 95
Center for Learning and Adaptive Student
Services (CLASS) 44-45
Center for Service, Work, and Learning
66-68
Change of Program 72
Chemistry 123-128
Chinese 208
Chapel 15, 42
Choir 43, 226
Christensen Center 14
Class Schedule 92
Classification (Class Year) 84, 87
Clinical Lab Science 129-1 30
Coaching Endorsement 170
College Costs 2004-06 26-27
College Level Examination Program
(CLEP) 85
College of the Third Age 16, 70
Commencement 88
Commons 51
Communication Studies 131-1 37
Communication ArtsILiterature Teacher
Licensure 134, 162
Community Service-Learning 67
Community Studies Concentration
(Sociology) 274
Computational Economics 138-139
Computational Philosophy 139, 237
Computer Science 1 37-141
-
Index 323
Concert Band 43, 226
Continuing Education Program 70
Cooperative Education 68
Costs 26-27
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 92-291
Course Numbers 92
Credits 92
Crime and Deviance Concentration
(Sociology) 274
Crossover Registration 72
Cultural Anthropology Concentration
(Sociology) 275
Enrollment 18
Enrollment Center 8, 72
Enrollment Degree Verification 88
Enrollment Deposit 27
Ensembles 226
Entry-level Skills 78-79
Ethnic Student Services 47-48
Evaluation and Grading 80-81, 84
Evangelical Lutheran Church in America
(ELCA) 18, 295
Experiential Education Programs 66-68
Explanation of Grades 80-81, 84
Exploring Our Gifts 42
D
Facilities and Housing 14-16, 50-51
Facts and Figures 18
Faculty 18, 55, 298-317
Faculty Emeriti 315-31 7
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 51-52, 89-90
Federal Work Study Program 35
Fees 26-27
Film 132-133
Finance 116-117
Finance Certificate 108
Financial Aid 18, 30-40
Financial Policies 28-30
Fine Arts 43
Fitness Center 49
Food Service 51
Foreign Languages (See Modern Languages)
Forensics 132
Former Students 23, 74
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 80
Four-Year Assurance Program 89
French 207-209
Freshmen 20, 21
F
Dance and Theatre Teacher Licensure Major
282
Dean's List 87
Degrees Offered 18, 54
Departmental Comprehensive Exams 85
Departments and Programs 92-291
Deposits 27
Development 8
Directed Study 94
Directory 8
Directory Information 90
Dismissal 87
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14, 50-51
Dual Degree Programs 59, 68, 144-145
E
Early Admission of Freshmen 21
East Asian Studies 142-143
East European Studies 266-267
East Hall 14
Echo 43
Economics 144-148
Economics/Business Admin. Major 110, 145
Economics/Political Science Teaching Major
248
Edor Nelson Field 14
Education 149-159
Education for Service 11
Education (Master of Arts) 68
Elementary Education 150-152, 153-154
Emotional/Behavioral Disabilities 157-158
Employment 35
Engaging Minneapolis 77
Engineering 159-160
English 161-167
English as a Second Language (ESL)
Program 86
English Placement Test 163
C
General Studies 168
German 207, 210-211
Gift Assistance 33
Global Education Center 15, 64-65,
186-195
Global Education Program
Courses 64-65, 186-195
Grade Point Average 75, 84
Grading 80-81, 84
Graduate Programs 68-69
Graduation (Applying for) 72
Graduation Level Skills 75-76
324 Index
Graduation Requirements 75-80, 82-83
Grants 33
Graphic Design Certificate 98
Gymnasium (Melby Hall) 15
H
Health and Physical Education 169-173
Health Clinic Services 49
Health Education 169-171
Health Insurance 48
Health Promotion 48-49
HECUA Courses 65-66, 187, 195-197
Higher Education Consortium for Urban
Affairs (HECUA) 65-66, 187, 195-197
HispanicILatino Student Services Program
47
History 174-180
History of Augsburg College 10-12
Honors Program 61-62, 180-181
Housing 14-16, 26, 50-51
Hoyt Messerer Fitness Center 49
Human Relations (Communication Studies)
132
I
Ice Arena 15
Incomplete Grade 81, 84
Independent Studies 93, 94
lnformation Technology Certificate 108
lnformation Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 181-183
lnternational Baccalaureate Program (IB) 85
lnternational Business Minor 111
lnternational Business Specialization
(Business Administration) 110
lnternational Partners 65, 186-187
lnternational Relations 184-185
lnternational Relations (International
Business) 185
lnternational Student Advising 49
lnternational Students 24, 49
lnternational Studies 186-197
Internships 66-67, 93-94
Intramural Athletics 43
J
Japanese 211
JeroyC. Carlson Alumni Center 15
John Evans Learning Laboratory 44
K
Karen M. Housh Tutor Center 44
Keystone (Senior Keystone) 77
L
Language Courses 207-214
Latin Honors 88
Leadership (Master of Arts) 68
Leadership Studies Minor 182
Leadership, Service, and Performance
Scholarships 32-33
Learning Disabilities Program 44-45
Liberal Arts (Bachelor of Science Options)
77-78, 79
Liberal Arts Foundation 77-78, 82-83
Library and lnformation Technology
Center 15, 18, 55-56
Licensure (Teaching) 60, 149-153, 157
Life Sciences 104
Lifetime Activities 80, 172
Lindell Library 15, 18, 55-56
Loan Assistance 34
Location 14, 18, 318, 319
Lutheran Congregational Scholarships 33
M
Majors and Minors 56-60, 91-291
Management lnformation Systems 118-120
Management Specialization (Business
Administration) 110
Managerial Accounting 114
Maps 318, 319
Marketing 121-122
Marketing Communication (Communication
Studies) 132
Mass Communication and Journalism
(Communication Studies) 132
Mastefs Degrees 54, 68-69
Math Placement Group (MPG) 78-79, 200
Mathematics 198-203
Medical Refund 30
Medical Technology 129
Melby Hall 15
Memberships 17, 18
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 16
Metro-Urban Studies 204-206
Middle East Studies Minor 182
Military Called to Active Duty 73
Minnesota Indian Teacher Training
Partnership (MNITTP) 47
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 59, 91-291
MIS Courses 118-120
Mission Statement 10
Modern Language Skill 79-80
Modern Languages 207-214
Index 325
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy's 51
Music 215-229
Music Business 219-220
Music Education Major 216-217
Music Ensembles 226
Music Hall 15
Music Performance Major 21 7-218
Music Repertoire Tests 222
Music Therapy Equivalency/Certification
220-221
Music Therapy Major 21 8
N
National Student Clearinghouse 88
Natural Science Teaching Licensures
230-231
New Hall 15, 50
No-Credit Grades 81
Nordic Area Studies 232-233
Norwegian 207, 21 1-212
Notification of Admissions Decision 21, 22
Numeric Grades 81, 84
Numbering of Courses 92
Nursing 234-236
Nursing (Master of Arts) 69
0
Off-Campus Programs 18
Officers of the College 296
Official Notices 51
Ojibwe 213
Old Main 15
Orchestra 43, 226
Organizational Analysis and Development
Concentration (Sociology) 275
Organizational Communication
(Communication Studies) 131
Orientation (AUG) 77, 102
p,
Q
Pan-Afrikan Student Services 48
Pan-Asian Student Services 47
Part-Time Students 26-27
Pass/No Credit 75, 81, 88
Pastor 42
Payments 28
Peace and Global Studies Minor 185
Performance Studies 227-228
Philosophy 237-240
Physical Disabilities Program (Access Center)
45
Physical Education 170, 172-173
Physical Science Teaching Licensure 124,
231, 243
Physician Assistant Studies (Master of
Science) 69
Physics 241-246
Piano Proficiency Test 222
Policies 17, 18, 51-52, 70-74, 80-81, 84-90
Political Science 247-252
Political Science/Economiu teaching major
248
Portfolio Assessment Program 85-86
Pre-Professional Programs 60-61
Prerequisites 93
President's Greeting 2
Probation 87
Psychology 253-257
Public Accounting 114
Public Relations and Advertising
(Communication Studies) 132
Public Relations and Communication 14
R
Re-Admitted Students 23, 74
Recitals 221
Refunds 28-30
Regents 294-295
Registration 70-73
Religion 258-263
Religious Affiliation 18
Residence Life Program (see also
Housing) 50-51
Residence Requirements 76
Retaking courses 84
Rochester Program 13-14, 71
Room and Board 26
ROTC 62-63
Russian, Central, and East European Studies
266-267
5
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies 65, 181
Scholarships 31-33, 35-40
School Year 4-7, 18
Science Hall 15
Secondary Education 152-153, 155-156
Senior Keystone 77
Service-Learning 67
Sigma Pi Sigma 243
Skills Requirements 78-80
Smiley's Point 16
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 254, 275
Social Studies 268
326 Index
Social Welfare Minor 270
Social Work 269-273
Social Work (Master of Social Work) 69
Society of Physics Students 243
Sociology 274-279
Solid State Physics 242
Space Physics 242
Spanish 207, 21 3-214
Special Education 157-159
Special Interest Housing 51
Special Students (Non-Degree or Second
Degree) 23
Sponsored Scholarships 35-40
Sports 43-44
StepUP Program 46
Student Activities 43
Student Affairs (see Academic
and Student Affairs) 44
Student-Designed Major 57-58
Student Employment 35
Student/Faculty Ratio 18
Student Government 42-43
Student Life 41 -52
Student Newspaper 43
Student Publications 43
Student Rights 51-52, 89-90
Student Standards of Behavior, Complaints,
Records 50
Student Standing Committee 74
Student Support Services (TRIO) 4 5 4 6
Student Teaching Abroad 66, 149
Studio Art 97-100
Study Abroad 63-66, 186-197
Summer Session 8
Supervisory Management (Communication
Studies) 131
Support Programs 44-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
T
Teaching Licensure (see also individual
majors) 60, 149-153, 157
Test Scores 20
Theatre Arts 280-287
Theatre Practicums 286-287
Transcripts 20, 21, 27, 28
Transfer Students 22-23, 82-83
TRIO Program 45-46
Tuition, Fees, Room and Board 26-27
Tutor Center 44
U
Unofficial Withdrawal 30
Urban Studies 204-206
Urness Hall 16, 50
v
Veterans 89
Vocation 42
W
Weekend College 12-13, 21, 27-28, 71-72
Withdrawal From College 30, 73
Women's Studies 288-291
Work Study Program 35
Writing Concentration 163
x, y, z
Yearbook 43
Youth and Family Ministry Major 264-265
Show less
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting S... Show more
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting Students
.......................4
.....................5
UMAIE Courses .......................48
Other Courses ...........................49
Augsburg Lifetime Sports ......50
Augsburg Courses
Introduction t o Interim
I n t e r i m is an integral part of the schoolyear at Augsburg College.
The College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week~ a n u a r ~
Interim. Interim is particularly intended to be a time for both
students and faculty to employ styles of teaching and learning and
to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students should
plan to spend the same amount of time in class and preparing for
class as they would for a four-course load during Fall and Spring
semesters. Students can register for only one course credit during
Interim. There is no tuition refund for a student who chooses not
to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale.
Students generally have the option to register on a Pass/No credit
basis. A few Interim courses are graded only on the P/N system;
this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and the
student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous
grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses (or one
Interim less than the number of years of full-time enrollment at
Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation).
It is the policy of Augsburg College not to discriminate on the basis
of race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
For More Information
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Don Gustafson, 330-1192(Memorial 114b)
Interim Calendar 1990
...............................Interim Registration
.............................................Late Interim Registration
............................................................
s t Day of Interim
October 30 - November 3
December 4
January 2
Class I 9:00 a.m.
Class I1 la0 p.m.
January 3
January 16
....................................................Last Day for CanceUAdd
.............................. Last Day for Determining Grading
System with Regisbar
January 19 .....................Last Day for Withdrawing from Courses
January 26 ..................................................................
I nt
i Ends
.......................
...................................................
Validation of Spring Class Registration
January 30
January 31
Spring Semester Begins
Thc time and number and length of meetings as well as the
beginning Zimc will bc arranged the first day of class. The daily
schcdule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes
Time I classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg with
a special convocation on Monday, January 15, at 1 p.m.
About This Catalog
Tfwcataloglists coursesby departments. Departments atrlisted in
alpkabctical odcr. At the end of the book are listings of other
courses not offcrcd by Augsburg but recognized by the collegc for
Interim crcdit. Further descriptions and information a h u t tltw
courws are available in the Intcrirn Office, Mcmoria1230. Studcnts
may aIsu rcgistcr for one of the li fctimc sports 1istcd a t t hc cnd of the
Catalog.
Options
International Interim-Students arc invited to bc part of one of the
23 international interims offcrcdby the Uppcr Midwest Association for lntcmationfll Education (U M AIE). Thcsc course opportuni ties arc listed near the cnd of this catalog.
Internships-January Interim internships must be planned in advance. Students electing an internship must meet departmental
requirements and present a signed internship learning agreement
plan to theInternshipOffice (Murphy Place, Rm. 8) no later than the
last day of Fall classes (Friday, December 8). The Learning Agreement forms are available in the same office. Internships during
Interim must involve full-time work placements for approximately
4 weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education office.
Independent or Directed Study-Studentsmay elect a program of
independent study (upper division 499) or directed study (lower
division 299) for Interim. Faculty members are strongly discouraged from accepting responsibilityfor more than one independent
study per Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar for approval a copy of the proposed
study plan approved by the supervising faculty member.
This proposal must be submitted at least one week before
registration and no later than December 4. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools-Augsburg students may enroll at any
other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim
Office. The Interim Secretary will help students in applying for
registration at other schools. Registration for Interims at the other
Twin Cities colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not
necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered
for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools for
the January Interim without tuition charges provided the student's
home institution agrees not to charge tuition to Augsburg students
for the January term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be charged $650
for the Interim course. Students interested in registering for an
Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim office at their
own school. There is an applicationprocessingfee of $10. Students
are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
Art
The Florida Keys: Art, Biology and
Creative Writing
Instructors: Phil Thompson, Ralph Sulerud, & John
Mitchell
This interdisciplinary program of study will be based at
Aupburg Collcg~and for about ten days at theNcwfound
Harbor Marinc lnstitute and wiIl involve thrce distinct
coursc offerings for credit: 1 1 Drawing and Wa tercolar,
taught by Phil Thompsonof the Art.Dcpnrtrncnt; 2) Marinc
t3iology Studies, taught by Ralph Sulcrud of the Biology
Dcpartrncnt; and 3) Crcalivcr Writing: Ttie Prose Poem,
taught by John Mitchcll of Ihc Englisl~Dcpartrncnt.
The Interdisciplinarycon~porrcntwill involvc a t least thrce
daysof ficld lripsconductudby tlicinsti tu tc and itsper.wnncl: patch rccfsrs,mangovcswamps, tide pools intcrtidnl
cornmunilies, seagrass systems, ctc. Studcnts will also
have opporlunitics to visit Kcy Wcst and thc Ernest
Hcmingway House. The instrucloss will cadi provide
introductory lccturcs and exercises on campus during thc
first wcckbcforc departure, emphasizing thc rncthods and
goals of Ihcir rcspcctivc disciplincs. Each studcnt will
pnrticipa te in a projcct for cnch discipline as well as complete the rcqttircmcnts for thc coursc for which crrclit will
be given.
The fee for transportation, lodging, and most meals will be
approximately $1200.
Drawing and Watercolor in the Florida
Keys
ART 116-40011
Instructor: Phil Thompson
An introduction to the fundamentals of design in nature
and the basic techniquesof drawing and watercolor. There
will be practice in drawing and watercolor media as a
method of documenting and interpreting travel experience. We will study the visual implications and history of
coastal landscapes.
Evaluationwill be based on the quality of the drawings and
paintings along with participation and artistic growth
factors.
Students will be required to provide their own drawing
and painting materials.
Prerequisites: Permission of instructor
Distribution: Art-Music
Time: I
Room: Old Main 4
W Life Drawing
ART 247-40001
Instructor: Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings with a
variety of media for varying lengths of time. The poses will
extend from three minutes to an hour. You will be introduced to the 2B and 4 8 pencils, colored pencils and the felt
tip pen.
Fee: $30 due the first day of class
Distribution: Art-Music
Time: I
Room: Old Main 17
Biology
Plants and Civilization
BIO 102-40002
Instructor: Erwin Mickelberg
Adiscussion of the impact that plants have made on almost
every area of our society. Historically they have influenced
world exploration, politics, military campaigns, health
care, religious'beliefs, crime and many other areas of our
social history. We will take a look at an array of topics
ranging from the spice trade to the Lindbergh kidnapping
and thc influence that plants played in each incident.
Grades will be based on examinations.
Distribution: Biology/Chemistry
Time: I1
Room: Science 205
Viruses: At the Threshold of Life
BIO 116-40003
Instructor: Robert Herforth
Most biologists consider viruses to be the simplest form of
life. Most viruses consist basically of a few genes surrounded by a protein coat. They are able to function and
multiply only as parasites inside living cells. For all their
seeming simplicity, some of the most dreaded diseases
afflicting humans are caused by viruses, including polio,
rabies, AIDS, and some forms of cancer. This course will
begin with a short history of some major discoveries on
viruses, followed by a study of the structure of viruses, and
their multiplication in and effects on living cells. We will
also look at the ways in which the body defends itself
against viral invasion, at the development of vaccines and
new anti-viral drugs, and at some important diseases
caused by viruses, including AIDS. Grades will be based
on several quizzes and exams given during the course.
Distribution: Biology-Chemistry
Time: I
Room: Science 213
Florida Keys Marine Biology Sf-udies
BIO 14040049;340-40050
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of
marine organisms and marine ecology. About two weeks
will be spent at the Newfound Harbor Marine Institute
located on Big Pine Key. The institute offers laboratory
facilitiesand field trips in addition to housing and a dining
hall. Field trips will permit the study of diverse habitats
suchas thoseof shallowbays, coral reefs, mangrove swamps
and intertidal areas. Organisms from these communities
and others will be investigated onsite and in thelaboratory.
A marine biologist will be available to lead the field trips
and conduct specialized classes.
Preparation for the excursion to the keys will be made
during the first week. This will include an introduction to
marine biology utilizinga variety of audiovisual materials.
The final week will be devoted to study and the preparation of a paper.
The course will have an interdisciplinary component with
students interacting with students from John Mitchell's
writing class and Philip Thompson's art course and with
each student completing a project related to one of the
other disciplines.
Evaluation will be based on overall participation in the
program, a final examination and a paper on a selected
topic related to marine biology. Upper division students
will do a special research project.
Further information will be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of Instructor and for upper
division credit, Biology 111 and 112 or equivalent.
Time: I
Room: Science 212
Business
Entrepreneurship
BUS 295-40079
Instructor: John Cerrito
Thc objcd of this c l ~ s is
s to provide students who are not
majoring in busincss with cntrcprcncurial skills for starting and running a small busincss.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" busincss. The student will be
evaluated on the basis of the "model" plan, on tests and
performances on small business case studies.
Business majors may not take this course for credit.
Time: I
Room: Murphy Place 3
Chemistry
A Laboratory Introduction To Chemistry
CHM 113-40005
Instructor: Earl Alton
Substancesarc changcd in to ncw ma tcriaIs; colors change,
solids wparatc out of solution. Chrrnislry is thc scict~ce
which tries to ttnderstclnd tl-tcsc and many othcr changes
occurring in rnatkr ~rourldus. Onc way to bccomc introduccd to chcmistr and 10 cxarnplcs of problem solving in
thc scicnccs is to o lalwntory cxpcrfmcnts. This c o n r s
prcscntsan i ~ ~ t r o d u c ttoi ochcmislry
~~
using thc laboratory
as the dlief arena for inslruction. Students will bc intro-
d
duccd to rncasuremcnls, rcactinns,cl~cmicalproblcmsolving such as idcntificatian of simple ions in soIt~tionand
dctcnnination of amounts of rnatcrials bawd upon the
colors of solutions. A fcw expcrimcn ts may invcllvc m k ing ncw rnatcrials. Tn all cases, propcr attention to tcchniqucs and snfc practices in thc laboratory i s expected.
Rc orts will bt rcquircd for each cxpcrimci~t.Tho course
wi 1 meet cvcry wcckday afternoon for thrcc hours. 'I'hc
gradc will bc bascd upon the qualiy of the laboratory
work, tl~claboratory rcpnrts summanzing the work, and
an exam at the end of the course.
Distribution: BiologylChemistry
Time: I1
Room: Science 322
P
H High Vacuum Technology and Gas
Dynamics
CHM 325-40004
Instructor: Joan Kunz
High vacuum technology is crucial to many current "high
technologies," including advances in experimental science
in all fields, production of semiconductors and superconductors, and manipulation of gases and "sensitive" materials. Despite this, general awareness of high vacuum
technologies lags far behind their development. This
course will acquaint the student with technologies currently employed in producing and monitoring a high
vacuum environment, and with the physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Physics 325. Students will learn to use
high vacuum pumps and gauges, a modern mass spectrometer, and PC-based computer controllers and computer-compatible sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisite: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 319
Computer Science
H Fortran
CSC 270-40012
Instructor: Larry Ragland
A study of the FORTRAN programming language for
students wi th some previous knowledge of programming.
This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. This course will
involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming
assignments and examinations.
Prerequisites: One course with a study of computer
language (e.g., CSC 170 or MAT 175)
Time: I
Room: Science 112
Economics
Principles of Microeconomics
ECO 113-40006
Instructor: Satya Gupta
An introduction to microeconomics: the theory of the
household, firm,market structures and income distribution. There will be an application of elementary economic
theory to market policy.
Grades will be based on tests in class.
Distribution: Economics/PoliticalScience
Time: I
Room: Library 1
Histo y of Economic Thought
ECO 219-40013
Instructor: Richard Hemog
A chronological study of the major economic thinkers in
the context of the political, economic, and social settings of
the time. Emphasis will be on tracing long-term secular
trends in economic thinking in an attempt to provide a
framework for understanding and analyzing current social problems.
I. Ancient Economic Thinking
11. The Medieval Period
111. Mercantilism
IV. Classical
V. Socialist/Utopian
VI. Modern
Primarily lecture/discussion depending on class size. If
small class (less than 101, seminar style may be more
appropriate. A major research paper (minimum of 10
pages) would be required. Final exam would be essay on
three of five topics.
Distribution: Economics/Political Science
Time: I
Room: Old Main 27
Business, Government and Society:
Economic Analysis of the Legal
Foundations of Business
ECO 319-40007
Instructor: Milo Schield
Objectives: To understand, utilize and evaluate, the policy
tools from rnicroeconomicanalysis; the applicationof these
tools to analyze social behavior (cf. marriage, children,
divorce, crime, etc.); the economic analysis of basic legal
topics (property, contract and tort liability); the economic
analysis of the legal foundations of business (price controls, quotas, tariffs, taxes and strict liability); the use of
economicefficiency as a normative criteria (Isan inefficient
legal remedy an unjust solution?).
Textbooks: Posner: The Economic Analysis of Law;
Kuperberg & Beitz: Law, Economics and Philosophy.
Math Level: No calculus; only geometry and verbal reasoning.
Approach: Readings, lecture, discussions, weekly quizzes, paper and final.
Evaluation: Quizzes (15%),final (30%),paper (40%)and
participation (15%).
Audience: Students interested in the relation between
business, government and society (specifically those
interested in strategic planning, public affairs or political economy).
Prerequisites: Upper class standing and one of the following courses: Microeconomics, Political Philosophy,
Law in the U.S.,Western Political Thought or Complex
Organizations (Sociology) or permission of instructor.
Time: I
Room: Murphy Place 2
Contemporay Economic Relations
Between East and West
ECO 319-40010
Instructor: Magda Paleczny-Zapp
In this course, we'll explore motivations for economic
cooperation between countries with different political and
economic systems. This will be followed by the analysis of
theconditions for East-West economiccooperation and its
patterns. Wc'll focus on rcccn t developmcnts in joint
cconomic and industrial cooperation. Students will share
an understanding of cconomic relations at the national
Icvcl and scc how nations with diffcrcnt cconomic and
political systems employ the principles of politics and
economics to their own domestic and international affairs.
Using comparative means, institutions and systems that
drive commerce and governance will be explored and
clxplaincd i~~cluding
rcccnt inst i tu tinnal changes in the
directing of forcign tradc in ccntrally-planncd economics.
Thcn, at thc global Icvel, the cffccts of GATT, EEC and
CMEA on East-West economic relations will be examined.
At the end of the course, we'll try to identify trends and
alternatives in the 1980s.
There will be a mid-tern test, a final exam (take home) and
a research paper.
Prerequisites: Economics 112 (Macro)
Time: I
Room: Foss Mini-Seminar
H Economic Research Methods: Theory and
Application
ECO 495-40008
Instructor: Ed Sabella
The primary objective of h i s course is to provide a rclativcl non-tcdmical cxposi tion of the more c~mrnonly
usc research tcchniqucs in business administration and
the social sciences. The basic assumptions of the classical
linear re ression model will be presented along with
methods or dealing with violations of those assumptions.
Time permitting, other research techniques such as discriminant analysis, factor analysis, principal components
and the Bayesian approach will be examined.
It is assumed that the student has a limited but basic
understanding of the techniques of statistical inference.
Results will be generally presented without proof, with
reliance placed on intuitive justification.
Grades will bebased on weekly assignmentsand on a final.
Prerequisites: Bus. Admin. 279 or equivalent course or
consent of instructor
Time: I1
Room: Science 213
d'
7
Education
International Education
EDS 3534054
Instructor: Rich Germundsen
Modem communication, ease of intercontinental travel,
and the proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This course presents anexamination
and comparison of selected Western and non-Western
educational systems as well as an investigationof possible
careers in international education. Special attention will
be directed toward Scandinavian, Central and South
American models. There will be lectures, discussions and
guest speakers. Student evaluation will be based on
quizzes, class participation, and an investigative project.
Prerequisites: Sophomore standing, or permission of
instructor; Orientation to Education; Principles of Sociology or a modern history course.
Time: I1
Room: Library 4
Media Technology
EDE 341-40015
Instructor: John Bowlis
Students will be involved with the psychological and
physical dimensions of communicationthrough the use of
instructional and informational technology.
Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual
materials for teachingbeaming situations. Computer
training will be included and each student will leave the
class with word processing skills.
Studentswill survey current softwarematerials foreducational and instructional settings.
This is a hands-on course intended for elementary and
secondary education majors. Grades will be based on
projects, papers and final exam. This is a one-half credit
course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Foss 170
Discovery Learning in the World of
Kindergarten
EDE 375-40016
Instructors: Mary Endorf, Bruce Drewlow
This class prepares students for the unique experiences
and responsibilities of a kindergarten classroom.
This class will:
A. Stress kcy adul t/child relationships.
B. Stress curricuIum developmcn t and instructional
systems w I~iclzarc su pprtcd by current research and
practices in cducation settings.
C. Strcss kcy adult/child relationships.
D. Strcss process-"how to learn".
E. Sharc rcscarch-bascd findings about developmentally appropriate classroom organizational plans.
F. Rccagnize canlinui tics and discontinuities in development (characteristics of the kindergarten child).
G. Examine appropriate developmental instruction
practices.
H. Examine appropriate curriculum design and instructional programs meeting the needs of the kindergarten student.
I. Explore current methodologies in the instruction of
the kindergarten child.
J. Include guest speakers and field trips.
Objcctivcs of thc class: At the cornplction of this class thc
studcnt will bc ablc to identify:
c
1, Dcvelopmenbl ncods of t l ~ kindcrgartcn.
Discuss thc diffcrcnt approachcs to kindcrgartcn
2.
education and the theories bchind thcsc approachcs.
3. O r g a n i a~classroom cnvironmcnt to mce t khc Icaming needs of students.
4. Identify and create a curriculum plan for teaching
kindergarten that meets both the students' needs and
the teaching style of the teacher.
Grades will be based on projects, discussion and examination. This is a onehalf credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Mondays, Wednesdays and alternate Fridays
Room: Library 4
Kindergarten-Elementa y Curriculum:
~ a n g u a g Arts
e
EDE 387-40014
Instructor: Vicki Olson
This course will involve an examination and pre aration of
materials and resources for language arts at the indergarten and elementary levels. It will be an on-site course
taughtinconjunctionwi th Dimvcty-Lcamingin theworld
of Kindergarten. TIICclass will mcct a t Willard Elementary
School and will involve classroom work with children.
This is a one-half credit course.
Prerequisites: EDE 255 or EDS 265
Time: I
Room: Library 4
E
Human Relations
EDS 388-40017
Instructor: Mildred Mueller
This class provides vnluahle insight intu tile valrres, cornmunicalinn icchniquus, cr~llural Inorcs and otlicr unique
cl~aractcristicsof major minority groups in Minnesota.
T h i s class is taiight from n pcrspcctivc of minority group
members with i r i l~ractionfrom class rncrnbcrs.
How do you blend and honor the diverse cultures in a
classroom setting? How might you gain more knowledge
of our global society?
Students will develop interpersonal relation skills applicable to teachine and other vrofessional vocations.
This is a one-hafi credit couise.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I1 Tuesdays, Thursdays and alternate Fridays
Room: Old Main 21
Student Teaching
EDS 48140018; EDE 481-40022
EDS 482-40019; EDE 482-40023
EDS 483-40020; EDE 483-40024
EDS 484-40021; EDE 48440025
Instructors: Marie McNeff, Ann Fleener, Vicki Olson
Observing and directing Icarning under supervision of
college and secondary scl~oalpersonnel. This is a full day
experience in a school. Grading is P/N only.
Prerequisites: Acceptance in Education Program and
permission of instructor.
The Prose Poem: Creative Writing in the
Florida Keys
ENG 234-40031; 345-40033
Instructor: John Mitchell
The purpose of this course is to introduce students to
creative writing and to refine the creative writing of more
experienced students through attention to fidelity of imagery and integrityof simile,metaphor,rhythm, and sound.
The prose poem is a friendly, productive form to achieve
these goals because of its emphasis upon down-to-earth
personal observation and reportorial response to the natural and human environment, which, in this case, will be the
Florida Keys. Instruction in the history and techniques of
the prose poem will be accompanied by some attention to
the literary response of Ernest Hemingway and Wallace
Stevens to Key West. Some interdisciplinary experience
with Phil Thompson's course in drawing and watercolor
and Ralph Sulerud's course in marine biology, as a way of
facilitating "seeing." Grading will be based upon the
quality and progress in writing ten revised prose poems.
Students who take the course for upper division credit will
be required to do additional reading and to make oral
reports to the class based on this reading.
Further informationwill be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of instructor and, for upper
division credit, one college course in creative writing.
Time: I1
Room: Old Main 12
Re-visions: Contemporary Drama in
English (1975-present)
ENG 249-40026
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are
revitalizingboth contemporary drama and productions of
classic texts. We will examine how dramatic works of the
late 70s and the 80s, written in English, have been shaped
by and have addressed issues ranging from racial tension
and interactionto sexual preference,both here and abroad.
For comparative purposes, we will also view a few filmson
related topics and attend at least two productions in the
Twin Cities. There will be moderate fees for three local productions.
Students will keep a journal, write two in-class essays, and
one short paper. (Theremay also be occasional quizzes.) A
series of group projects, which include a long paper and
some performance, will conclude the course.
Distribution: English-Speech
Time: I1
Room: Old Main 27
Five College Fiction Writing Workshops
ENG 362-40027
Instructor: Julie Schumacher
Participants in this fiction workshop will need energy,
enthusiasm, a love of literature, and a dedication to their
own--and to other students'-work. Students will write
25 to 50 pages of fiction in addition to in-classexercises and
assignments. Although we'll study contemporary short
stories by established and lesser-known writers, most of
the class time will be spent on discussions of student
fiction. (Participants will be responsible for the cost of
duplicating their stories.) We'll work on establishing a
sense of place or setting, on developing interesting characters and a distinctive "voice," on composing dialogue, and
oncreatingeffectivestructures for our fiction. Conferences
with the instructor will be an integral part of the class.
Grades will be based on the originality, imagination and
beauty of the written work, and on critical and helpful
engagement in workshop discussions. Attendance is
mandatory.
Prerequisites: Some experience in fiction writing, one
writing course beyond the freshman level, and permission of Professor John Mitchell.
Time: I1
Room: Old Main 21
Erdich, Hassler: Two Contemporay Upper
Midwest Writers
ENG 364-40080
Instructor: Ron Palosaari
Louise Erdrich and Jon Hassler are talented ana wellknown writers from this area. We will read several works
by each, noticing each writer's strengths and weaknesses.
We will, to a degree, place their work in the context of
modem American literature.
Each student will write two papers, each on a different
author. One paper will be the basis of an oral report. The
course grade will be based on the papers, the oral presentation, short quizzes and class participation.
Students must have S tuggerford read before the first class.
Prerequisites: One college level American literahue
course or two other college literature classes.
Time: I
Room: Old Main 12
French
French Literature in Translation
FRE 243-40030
Instructor: Ruth Aaskov
What is there about French literature that merits the English translation of so much of it? What is its attraction, its
power, its human and artistic significance for the reader?
With these questions in mind, we will read, react to, and
analyse a variety of shorter French works available to us in
English.
We will explore masterpieces of earlier times like those of
Rabelais, Montaigne, Voltaire, Balzac, and Flaubert, as
well as significant 20th Century works. Reading and discussion of the common core works will be followed by
your personal study of a chosen short work to be shared
with the class via a short comparative paper. Mini-lectures
and study guides will help attentive reading of the works
and developing your communication and critical skills.
Evaluation will include your progress in group work and
discussion, your demonstrated understanding in reading,
writing assignments, quizzes, and independent study.
We hope to attend Bernstein's Candide as a class.
Prerequisites: Sophomore standing or permission of
instructor.
Distribution: Literature
Time: I
Room: Old Main 25
General Studies
Transitions: Women's Life Careers
GST:245-40009
Instructor: Diane Busico
Are you wondering how you cnn s u c c d in a "man's
world"? Puzzling out your options for rnarriagc, coswr,
and/or children? Troubled will) Iiow to practically and
emotionally juggle all of your divcrse roles? This seminar
is an exploration of the various pathways womenchoose in
balancing home and work life. A1though it promises no
concrete answers to compelling questions, it will arm you
with some useful information for making choices for the
present and plans for the future.
The mdctal, familial, and individual forces sl~apingthe
choices womcn makc conccming family and carccr arc
sbdicd via texts, journnl nrticlcs, films, and p s r Iccturcrs. Shldcn t pcrforrnancc is asxsscd through essays and
a rcsctlrch project.
Time: I
Room: Old Main 22
Health and Physical Education
M Recreational Rhythms and Activities
HPE 23240032
Instructor: Pam Schreurs
Theory and practice in teaching and pcrfnrming Amcrican
heritage and international folk daners. Exposure to New
Games concepts and activities. Thc majority of the coursc
grade is based on participation in classactivities,a teaching
assignment, and a written test. This is a one-half credit
course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
W Sailing in the Virgin Islands
.IL
I
HPE 455-40034
Instructor: Joyce Pfaff
.Designed for thc beginning and in tcrmcdiatc sailor interestcc1 in the art and practice of sailboat:cruising. Thc course
will focuson taking tho participant to a compctenl levcl of
sailboat handling (anchoring,mooring, helming and crewing). The student will live aboard a 42-foot fixed-keel
sailboat with fiveor sixother peopleand will functionasan
active crew member.
Acbal on-ihc-watcr instruction will bc the rnnjnr part of
thccoursc. This will bc supplcmcnIcrl by scssions dcaling
with safcty,boa t handling, boa t systcns, provisioning, trip
planning, piloking and navigation. Sailing will includc
cntiscs la various islands and cays in tl~cBritish and
American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
+ I l
Evaluation will be based on individual demonstrated
competencies in crewing and leadership in the role of
"acting captain". A daily ships log will be kept by all
participants and a final written exam will be given. P/N
grading only.
The course will last Januar-4-22.The fee of $2300includes
round-trip transportation from Minneapolis, administrative fee, boat rental, snorkeling gear and two meals a day.
Final payment is due October 31.
Prerequisites: Permission of Marilyn Florian, Women's
Athletic Director
Distribution: Lifetime sports
History
Women in Refonn in Modem America
HIS 225-40042
Instructor: John Jenswold
"Reformer" was a role played early and frequently by
American women in public life in the 19th and 20th Centuries, individually and collectively. In this course, we will
investigate theevolutionof that roleand the way that it has
been exercised in the past 150 years. We will study the
interaction of women with reform movements in an effort
to discover how women influenced major reform efforts
and how, in turn, those movements reshaped the role of
women in an industrializing and urbanizing society.
Our investigation will include several books, primarily
biographies of such reformers as Elizabeth Cady Stanton,
Margaret Sanger and Jane Addams and studies of such
movements as suffrage, antislavery, educational reform,
political reform, women's rights, and peace activisni.
Discussions of these readings will be supplemented by
lectures on larger historical issues.
Grading will be based on short papers, two essay exams,
and class participation.
Distribution: History-Philosophy
Time: I1
Room: Old Main 13
H The Japanese-American Experience:
Relocation and Redress
HIS 240-40028; 340-40029
Instructor: Khin-KhinJensen
This course will focus on Japanese-Americanexperiences
in the U.S.A. Perspectives on immigration patterns, geographic settlements, literature and contributions to the
American economy and society will be explored. Special
attention will be given to the forced evacuation of the
Japanese Americans during World War 11, how and why
they were uprooted from their homes and businesses and
placed in so-called "American concentrationcamps", their
adjustments to life behind barbed wire and their attempts
to overcome this trauma. The recent Redress Bill in Congress, the constitutionalimplicationsof the order of evacuation and the role of the Supreme Court will be explored.
Content and Procedure: Lectures, class discussions, audio-visual~,student reports and student projects. There
will be a final exam. Upper Division students will also
write a paper and present an oral report in class. Lower
Division students will do a project and reports on audiovisuals and readings.
Fees: Students should budget about $15 for film rentals
and an ethnic meal in a restuarant in the Twin Cities.
Prerequisites: None for lower division; one college history course or instructor's permission for upper division
Time: I
Room: Old Main 13
History of Ancient Israel
HIS 363-40038
Instructor: Richard Nelson
The history of ancient Israel is the history of a peripheral
state. Yet, this minor state is central in the development of
western culture because of its unique religiousexperience.
This course will consider the poli tical, social, and economic
history of Israel within the context of the ancient world. We
will begin with a consideration of the cultures which
prefaced the rise of Israel, continue through Israel's classic
age (Patriarchs, Exodus, Conquest, Monarchy, Exile, Restoration) and conclude with the destruction of Jerusalem
by Titus in 70 A.D. and the formation of Christianity.
Classes will include both lecture and discussion. Grades
will be based on quality of discussion, two examinations,
and a term paper (8 to 10 pages). Traditional grading.
Prerequisite: A college level history course or permission of instructor.
Time: I
Room: Music 22
The capstone of t h e ~ ~ u ~ sFirst
b u rYear
~ Experience (FYE) Program is a
special Interim course designed for first year students. For the 1990
Interim there will be a single course with three sections, each taught by a
different faculty member. The course will provide full credit and will
satisfy the Fine Arts distribution requirement.
Art and Idea: Aesthetic Experience in
France, 1650-1900
INS 190-40035
Instructors: Julie Bolton, Marilee Klemp, Kristin
Anderson
How do we see? How do we listen? How do we respond
to theatre? What is the nature of art? How are ideas
conveyed in art forms? What do the visual arts, music, and
theatre have in common? How do they reflect the society
in which they were created? Is art timebound or timeless?
All art forms are linked to a particular time and place. We
see that the visual arts, music and theatre always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and theatre created in France in the
years 1650-1900, the course will explore how to appreciate
and understand the various art forms, examine the relationships among the arts, and consider the expression of
enduring themes and ideas at different points in time.
Students will participate in the course through various
readings, including reading plays, studying scores and
listening to recordings, and reading primary source material connected to the art pieces considered. Using the
resources of the college and the city, students will also
attend a special performance of the Augsburg Faculty
Artist Series, visit art collections, including the Minneapolis Institute of Arts, attend music performances, including
the Minnesota Orchestra or the St. Paul Chamber Orchestra, and attend performances of Bernstein's Candide at the
Guthrie. Students will be expected to attend all required
performances and museum visits, write analyses of the
various art works or performances, and write a paper
integrating the different arts and time periods studied.
There will also be quizzes on material covered.
Costs for tickets to performances should not be more than
$15.
Prerequisite: Freshman status
Distribution: Fine Arts
Time: 11, The class will normally meet during Time 11,
but students will be expected to attend alimited number
of off-campus events (some evenings andlor weekends)
as a part of the class work.
Room: Music-Sateren
Interdisciplina
2
Appropriate Technology
II Economics, The nvironment and
INS 218-40043
Instructor: Tom Morgan
The objective of this course is to develop a clearer sense of
the critical importance the physical environment and our
natural resources play in the economic well-being in our
global economy. We will first briefly review historical
relationships between the physical environment, technological and economicdevelopment. We willconsider alternative (appropriate) technological applications being experimented with as potential solutions to environmental
problems. Course material will be presented through a
blend of reading, lecture, discussion and site visits. Course
grade will be based upon short papers and presentation of
research into specificenvironmental/technologicalissues.
Time: I1
Room: Science 319
An Introduction t o Islam
INS 225-40045
Instructor: Amin Kader
This course is designed by a practicing Muslim to present
his perception of Islam to non-Muslims. The course will
cover the ideological foundations of Islam, its basic concepts and tenents, Islamic law (Sharifah),Islamic economic
and political systems and Islamic patterns of life. There
will also be a consideration of the differences between the
Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be
some effort to deal with the similarities and differences
between Islam and both Christianity and Judaism, and a
visit to one of the mosques in the Twin Cities.
A paper and at least one examination will be required.
Distribution: Minority-Urban Studies
Time: I1
Room: Murphy Place 1
Augsburg Goes To Business
INS 321-40055
Instructor: Tina Wagner
This seminar is an experiential opportunity for students
with any major who wish to learn more about work environments and choosing career paths. The goal of the seminar is to provide a better understanding of the diversity in
organizations, and the varied environments in which they
must operate. The objectives of the class are:
1. to develop a more clear understanding of how the
different functional areas of an organization operate
on a day-to-day basis, and how these areas are integrated into the overall operation of a firm.
2.
to develop and explore personal and career goals, and
how a "fit" is established between an individual and
an organization.
3. to examine the extent to which "textbook approaches"
correspond to "real world" situations and are able to
accommodate practical application.
Class time will be divided between on-campus lecture,
discussion and off-campus visits. Students will visit six
different types of organizations in the metropolitan area
including non-profit and corporate. Class discussions will
focuson assigned readings, interpretations of the results of
vocationally-oriented tests, and the issues relevant to the
selection of career paths.
Students will keep a journal of their experiences and observations. Grades will be determined on the basis of the
journal, a class presentation, and on a research paper, the
topic of which will be negotiated with the instructor.
Prerequisite: Sophomore status or above
Time: I1
Room: Murphy Place 3
H Finite Mathematics
MAT 121-40044
Instructor: Suzanne Doree
A study of the finite mathematics models involved in
elementary statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course
should provide students with the mathematical tools sufficient to understand simple statistical and probabilistic
information. Class sessions will include lectures, discussion, and group activities. Homework, a midterm exam,
and final exam will be the primary basis for course grades.
Prerequisites: Math placement: Group I11
Time: I1
Room: Science 112
Math and its Applications: Succeed With
Math
MAT 132-40046
Instructor: Bev Stratton
Are you a math avoider? Do numbers and symbols scare
you? Do you wonder why a student majoring in humanities or social sciences needs to know some mathematics?
Would you like to improve your math skills, be more at
ease with math, and maybe even l e a n to like math (a
little)? If you answered yes to any of the above questions,
this course is for you.
The course will focus on problem solving, puzzles, modeling, and some of the applications of mathematics to such
areas as sociology, biology, and business. Students will
learn the relevance of mathematics to many occupations
and gain confidence in their abilitiesto work with numbers
and quantitative reasoning. Evaluation will be based on
short quizzes, a problem solving journal, and a project.
Prerequisite: Placement Group I11
Time: I1
Room: Science 212
Cognizers
MAT 235-40075
Instructor: Larry Copes
The major goal of this course is to gain insight into how
machinesand people think and learn by studyingattempts
to get computers to do the same. We shall study the
contributionsof a variety of disciplines, including artificial
intelligence, psychology, neuroscience, philosophy, linguistics, and anthropology. Demonstrations of "intelligent" computer programs will lead to discussions of how
closely their cognitive processes resemble those of humans. Evaluation will be on the basis of two half-session
examinations and a full-session final.
Prerequisites: one course of psychology, philosophy,
computer programming or anatomylphysiology.
Time: I1
Room: Science 112
Modern Geometry
MAT 351-40036
Instructor: Bev Durkee
A study of transformational geometry by synthetic and
coordinate methods, including complex variables, and an
introduction to hyperbolic non-Euclidean geometry. Emphasis will be on proof and methods of proof.
Class Sessions will include lectures, discussion, and problem solving activities. Assignments will provide the primary basis for course grades.
Prerequisites: MAT 122 or 125
Time: I
Room: Science 319
Music
Sounds and Sights of Europe
MUS 179-40047
I
Instructors: Robert Karlen and Roberta Metzler
The churches and cathedrals of London, Cologne, and
Munich inspired the building of places of worship in this
country; the orchestras of these cities represent some of the
oldest and finest of their kind; and have been long emulated by our ownensembles. Theoriginalscoresof Handel's
"Messiah" in London's British Museum, the home and
paintings of Rembrandt in Amsterdam, the awe-inspiring
Cologne cathedral, are only a few of the highlights of our
encounter with the sounds and sights of Europe. Theatre
and concert performances, a Gilbert and Sullivan operetta
in London, and visits to world-renowned museums and
architectural landmarks are planned. For those with a
special interest in music therapy, visits will be made to the
Nordoff-Robbins Centrein England and hospitalsresearching music and medicine in Herdecke and Ludenscheid,
West Germany. The comprehensive fee of $2,245 includes
travel to nine cities in three countries (England, Holland
and Germany), breakfast daily, five group dinners, and
several cultural performances.
Registration for this interim must be made before October
27at theInternationa1ProgramsOffice,2018 Eighth Street.
This course is offered on a P/N basis only.
Philosophy
The Ethics of Killing and Letting Die
PHI 146-40053
Instructor: David Apolloni
Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment
is justified? Is there such a thing as a just war?
These questions and the various answers proposed arouse
deep emotions and often hostile confrontations among
many groups in our society. All too often, complex moral
issues get reduced down to simplistic slogans when these
groups campaign to maintain or change laws on these
issues.
This course will utilize readings on these complex and
burning moral issues as an introduction to ethics and
critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much
deeper and informed understanding of the philosophical
problcms which lic behind thc controversies surrounding
aborlion, euthanasia, capital punishment, and war.
The course will combine lecture and class discussion on
some contemporary philosophical readings on killing.
Students' work will be evaluated on the basis of four (2 to
3) page papers (each on some aspect of one of the topics)
and class participation.
Time: I
Room: Old Main 11
Philosophy of Science
PHI 365-40037
Instructor: Ken Bailey
Sometimesitis said that welive in the Age of Science. What
does that mean? In what sense(s)might such a statement
be said to be true or false? On the other hand, some
astrologers say that we have just begun the Age of Aquarius, the Water Bearer, who is supposed to usher in an age
of peace and prosperity. Are these two notions in conflict?
Are they compatible? Is it really true that only science can
say something meaningful about Reality? Are there any
limits to scientific method? What does science have to say
about values? How do you recognize a pseudo-science?
These and other questions about scientificmethods, scientific knowledge, and applications of science to human life
will be examined. (Is your future written in the stars?)
Primarily a discussion course. Grades will be based upon
a mid-term and a final examination; course participation;
and a study project.
Prerequisites: Suggested Philosophy 130 (logic) and one
course in a natural science
Time: I1
Room: OM 11
Physics
II Introduction to Weather
r..lL
.?
- -.
I
-\-
I
I
PHY 106-40052
.-,
Instructor: Noel Petit
A study of the science of meteorology which will provide
a working knowledge of the principles of atmospheric
science. Attention will be given to four basic areas observing the weathcr changes and understanding thc world's
climate. Rclalccl topics to bc includcd arrr: hydrology
(study of the carth's water cyclc), pollution, cconomic
effects of the wcathcr, and wcatl~cr'simpact on world
e m n ts. This coursc is clcsigncd to be an elective or satisfy
t l ~ Mathematics-Physics
c
distribution requirement for the
liberal arts srudcnt.
The course will have two weeks of class lecture and laboratory followed by a two-week trip through the Southeast
United States visiting major weather facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi;
Tampa, Miami, Cocoa Beach, Daytona Beach and
Gainesville, Florida. At each site there will be a tour and
explanatory program for the functions of that facility.
Topics of the visits will be severe storms, control of the
water in the Mississippi River basin, automated weather
observation at sea, television station weather facilities,
hurricane tracking, weather satellites, and agricultural
weather. During the trip the student will maintain a
jnurnal of weather and site visi ts. Daily wca tlwr maps will
lw crcalcd using portablc wcai her sqlcllitc reception s y s
tcm carried on the trip. This trip will not only allow visits
of oprrational wcathcr facililics, but also will allow the
student to experience the full range of climates across the
U.S. from north to south. Daily quizzesand lectures will be
given during the travd. Gsadcs will bc bawd upon the
journal, two hourly examinations and an individual projcct completed during the trip. Thc cost will l
x approximately $700. Initial deposit due by October 27,
Prerequisites: High Scllool Algebra
Distribution: Mathematics-Physics
Time: I
Room: Science 28
4 High Vacuum Technology and Gas
Dynamics
PHY 325-40039
Instructor: Mark Engehretson
High vacuum tcchnolngy is crucial to many a]trcn t "high
tmlmologies," i~icludingadvanccsin expcrimcntalscicncc
in a11 ticlclq production of scrniconductors and superconductors, and manipulation of gascs and "sensitive" mat^
rials. Dcspitc this, gcncral awarcncss of high vacuum
technologics lags far bchind thcir rlcvclopment. This
courw wil I acquaint thc student wit 1.1 technologies currently crnploycd in producing and monitoring a high
vacuum environment, and with thc physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Chcmistry 325. Students will learn to
use high vacuum pumps and gauges, a modern mass
spectrometer, and PC-l~scdcnrnp~~ter
controllers and
compu ter-cornpa liblc sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisites: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 30
Spreadsheet Physics
PHY 151-40058
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 1-2-3)have been used extensively
in business for years. However it is also possible to solve
physics problems without using high-powered mathematics. Spreadsheets allow the student who is not an expert in
mathematics to experience physics on a more intuitive
level. We will use Lotus 1-2-3 to solve problems in a wide
variety of physics areas including planetary motion and
projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will bebased
on spreadsheet projects, homework and a final exam.
Prerequisites: Math Level I11
Time: I
Room: Science 30
Political Science
Social Justice in America
POL 140-40059
Instructor: Andy Aoki
Social justice is one of the burning issues of modem politics. For moral theorists, the nature of socialjustice is a continuing challenge; For practical politicians, it is a question
which can bc ignorcd but not avoidcd. From pmatal caw
for poor women to mcdical c a p for the elderly, most
important public policy debates involve questions of social
justice. To adequately consider these policy questions, one
must have some conception of social justice.
In this class, you will work to develop your ideas of social
justice, and to understand how they apply to public policies. The policies to be considered will vary depending on
student interest, but the range of possible issues is vast,
including such topics as student financial aid, jobs programs, school choice, aid to the poor, Social Security,
environmental protection, and military service.
The majority of class time will be spent in discussions.
Participation is essential. Reading will be fairly light, but
everyone is expected to actively engage in class activities
and discussions. No prior knowledge is needed, but an
interest in public issues is important. Requirements will
consist of short papers, class participation, and a brief final
exam.
Although the workload is moderate, the course is mentally
demanding. Rigorous thinking about social justice can be
troubling; some questions will be provocative and disturbing. Students should be willing to tackle difficult intellectual challenges; doing so will enable you to gain a better
understanding of some of the most difficult problems of
our time, and to make a greater contribution to efforts to
deal with those problems.
Distribution: Economics/Political Science
Time: I
Room: Old Main 16
Politics in Scandinavia
POL 250-40040
Instructor: Einar Vetvik
The course objective is to give a basic knowledge of the
political systemsand important current policy issuesin the
Scandinavian countries. The course will present an overview of the basic structure and main features of government, politics, policy issues, political behavior and leadership in the Scandinavian welfare-state model.
There will be one paper and one exam as assignments for
the course. The model of teaching will consist of lectures,
seminars and group discussions.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 29
Difficult Judicial Choices: How the Courts
Reshape Political Institutions
POL 475-40041
Instructor: Phillip E Fishman
The course is designed for political scienceand socialwork
students and others who are concerned with institutional
operation and change/reform. Text and case-studies will
bemploycd to examine the role of the federal judiciary in:
prison reform, mental health and the right to treatment,
equal housing, school busing, police and immigration
policy in the '90s. Coutsc objcctivcs are to assist the studcnk 1) to understand the judicial processand how judges
makepolicy; 2) to learn how liability iscstabfishedand appropriate remedies are fashioned for rclicf; 3).to explore
thc dynamic conflict between the federal bench and political and administrativeinstitu tions. The instructoruseslecture and hypothetical cases as key tools of instruction.
There will be one exam and one mini-paper during the
brief course. In addition, students will be assigned on-site
field visits to a Minnesota penitentiary, a metropolitan
police station, a United States immigration court and a
mental health facility.
Prerequisites: Junior or senior standing
Time: Tuesday, January 26-9:30 p.m., and each Monday
and Wednesday thereafter
Room: Old Main 16
Political and Cultural Diversity in the
USSR and Eastern Europe
POL 459-40073
Instructors: Norma Noonan and William Wright
The course which begins in January and continues for 14
weeks into the spring semester is an overview of the
political, cultural and national forces which both divide
and unite the East European nations and the U.S.S.R. A
joint course of the Associated Colleges of the Twin Cities
and the University of Minnesota, this course will feature
weekly guest lecturers, weekly discussions, extensivereadings and a research paper. There may also be shorter
analytical essays and a final. This is a special course which
will be offered only once. As designed, it is impossible to
complete it within the four-week Interim period, so students able to take the course only for the January segment
should not enroll or ask for an exemption to finish the
course in January. No exemptions will be granted.
Students may also register for this course as a spring term
course and so take another interim course.
Prerequisites: One course in political science or history
dealing with the USSR or Eastern Europe; or permission
of instructor.
Time: Wednesdays 1:15-3:15 p.m. (January through
March)
Room: Science 315
Psychology
The Self
Symbols
as~ e v e a l e din Myths and
PSY 340-40061
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined with the intent of
gaining knowledge about how they function as representations of "the self."
The objective of the courstz is to gain a d e p m understanding of one's individual self and of how thc conccptualiza[ions of your w1f have t e n molded by a variety of social,
cultural, and historical influences. The content of the
courx willinclude topics such as: the impact of science on
myth; thc mythologics of romantic love, war, and peace;
the process of individuation; and metaphors of psyche
logical transformation.
Class time will be devoted mainly to the discussion of the
assigned readings. Students will bc expected to bE p w
pared for class by doing the readings and to be actively
involved in the class discussions. Students will be given
some of the responsibility for leading discussion. Evaluation will be based on: (1) class participation, (2) a course
journal, and (3) four or five short (600-800 word) papers.
Prerequisite: General Psychology
Time: I
Room: Old Main 21
Psychology of the Legal System
PSY 335-40056
Instnr ctar: Nancy Steblay
The US. Iegal system wilt be investigated from the p r spectivc of psychological theory, research and practice. A
specificfocus will beon the social psychologyof courtroom
procedures with considmation of such topics as jury sclectian, ~yclwitnessevaluation and jury decision making.
Class readingsand discussion will also cover such broader
areas as morality, justice, ethics and victimization. Guest
lccturcrswill include members of the legal and psychological cornrnunities.
Evaluation methods include tests and written work; students will also be responsible for contribution to classroom
discussion.
Prerequisites: A general psychology course
Time: I1
Room: Old Main 16
1 Idealism and the Adolescent
PSY 370-40074
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life
of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other
persons and society will be the main focus.
Thiscourse will bcconductcd asa scminarwitha highlevel
of studmt contribution and pasticipation. Attendance at
each class %session i s wquired. Procedures wit1 include
dass discussion, frequent short papers, and frequent oral
rcprts. Studcnts will be requircrl to seek out and interview persons in the adolcsccnt level of development.
Typing or equivalent word processing will bc required.
Students are required to read The Moral Life of Children by
Robert Coles before the start of the interim. This book will
be available in the Augsburg Bookstoreby November 1st.
Content of the book will be discussed in the first few class
sessions and will provide a base for further learning in the
course. This course is offered only on P/N basis.
Time: I
Room: Old Main 23
Religion
Eastern Orthodoxy
REL 420-40062
Instructor: Lynne Lorenzen
Eastern Orthodoxy is the primary religion of Greece, Russia, and thc Bastcm Bloc countries. We will explore the
history, theology, liturgy and sacraments in the Orthodox
Tradition. Class will include Iccture, discussion, slide
pncsentation and an evcning liturgy. Requirements incIude one exam and two short papera Tl~rccpaperback
booksarerequir~d.Attendance at thest. GrcgoryofNyssa
liturgy an January 10 at 6:30 porn.and at the icon slide
presentation on January 17 are also required.
Prerequisites: Religion 111or 221
Distribution: Religion (Only one Interim course may be
used toward graduation requirements.)
Time: I1
Room: Old Main 25
The Lutheran Heritage
REL 345-40057
Instructor: Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, bu t also study its
origin in the 16th century and its dcveloprnent and
cultural influcncc during 450 years of history.
One short text will introduce us to the Evangelical Lutheran Church in America, formed in 1988; a second text
will give us an insight into the global organization and
broader social issues related to the Lutheran World Federation. A third book, writtcn by the President of the
College, will show us the roots of the Lutheran Church in
the Bible and the confessional writings; and a fourth text
will give us an over-view of the history of this church.
Lecture and class discussion will deal with explaining
these things, plus noting the Lutheran witness to the gospel of JcsusChrist in art, music, missions, philosophy, sociology,and theology. Therewill be three examsplussome
brief written assignments.
Students will be expected to be present the first day of class
and to purchase all required materials on that day in class
for about $25.00. Please bring your check book or cash.
Prerequisites: Religion 111 or 221
Distribution: Religion (Only one Interim course may be
used toward graduation religion requirements)
Time: I
Room: Old Main 18
f
The Other Side o Paradise:
Tourism, The Mi i t a y and
Cultural Confrontation in Hawaii
[q
"G'
REL 251-40063;349-40067
Instructors: John Benson and Duane Addison
We invite you to come to Hawaii with us for a special class.
Other January Interim courses go to Hawaii as well, but
this one will be distinctive.
Saying "Hawaii" can conjure up images of beaches, palm
trees, and winter tans. We will not ignore these aspects of
Hawaii, but we will also probebeneath the image projected
to most tourists. We will study how Hawaii
"works"-politically, economically, and culturally. Three
social problems in particular tourism, militarism, and cultural confrontation will provide the focus of this learning
experience from a Christian ethical point of view.
First we will look at some less attractive aspects of the
tourism industry. Who benefits and who loses? Representatives of Hawaii's diverse peoples and viewpoints will
offer insights into the ecological, economic, and political
consequences of marketing the islands as a tourist paradise.
Secondly we will learn to see the U.S. military presence on
the islands in a new way. Many Americans associate
Hawaii with the bombing of Pearl Harbor and World War
11. But the presence of the U.S. Pacificcommand continues
to have significant implications for both the people and
ecosystems of Hawaii.
Finally, culturn1 conflict and confrontation in Hawaii will
be studied. Many immigrant groups havc come to the
islands: Japnesc, chine.^, Filipinos, Tongans, Samoans,
Portuguese,mainland Americans, and others. The interaction of these groups with native Polynesians yields a high
degree of cultural diversity. We will learn about the
exploitation and racial tensions that exist, as well as ways
in which diversity is appreciated and celebrated.
The cost for the course is $1,995.00, and it can be taken for
religion or crosscultural credit. We will visit the islands of
Oahu, Hawaii, and Maui, traveling via buses, vans, and
planes. Our accommodations will vary, including a camp
in the mountains, another camp on the beach, and several
tourist-level hotels.
Grades will be based on degree of involvement, the quality of contribution to the discussions and a journal. Upper
division credit will require a special project which will involve a presentation to the group.
Distribution: Religion
Prerequisites: Permission of instructor; for upper division credit, one course in college level religion, East
Asian culture or introductory sociology or anthropology*
The Theology of Marriage
REL 343-40070
Instructors: Curt Paulson, Cathy Paulson
Marriage has been described in terms of a free fall, a
decision which we often make with a portion of our brain
and all of our heart. This course will take nothing from the
heart, whether you are married or not, but it will increase
your sureness and the possibility for meaning/intimacy in
your life with a significant other. Within the context of
Christian teachings, many theories, with particular attention given to the work of C. G. Jung, will be studied and
applied to the marital relationship and secondarily to the
family.
There will be lectures, discussion, and visiting resource
persons. Evaluation will be based on class participation,
and an examination. Two books will be required.
Prerequisites: REL 111or 221 or permission of instructor.
Distribution: Religion (Only one interim course may be
used to meet religion requirements.)
Time: I
Room: Old Main 10
C J q
t'b
West Afrzcan Religion and Culture ' I
i
REL 241-40072
I!
L
d
Instructor: Brad Holt
Off thebeaten track of American tourists, this journey will
focus on meeting African people, observing their religious
rituals, music and art, and pondering their history. We will
converse with urban and rural Africans of different faiths,
different levels of education, in different climates. After
visiting the collections of African art in London, we will
journey to Nigeria, an English-speaking nation, and the
most populous of all African states. There we will encounter the three basic religious traditions of Africa: African
Traditional Religions, Christianity, and Islam. Each will
bring intriguing surprises, as they reflect African culture in
ways different from what can be found in the U.S.A.
First we will visit Ibadan, largest traditional African city
and metropolis of the Yoruba people. We will explore the
contemporary forms of the ancient Yoruba tradition, observe the work of the babalawo or diviner, and the dramatic worship services of the Aladura Christian churches.
We will visit the universities of Ibadan and Ife to dialogue
with Nigerian professors and students.
At Benin, site of the ancient Kingdom discovered by the
Portuguese in the 1400s,we will observe the world famous
bronze sculptures in the Benin Art Museum. We will meet
different traditions among the Igbo people, whose culture
has been so dramaticallydescribed in the novels of Chinua
Achebe.
We will see the forces of change in the "Middle Belt" of
Nigeria, where in the villages the competition is sometimes
keen among the three religious traditions. We will stop to
swim and to view African animals in the Yankari Game
Reserve. Finally, we will visit the far north and the historic
city of Kano, former trading center for the trans-Sahara
trade routes, where camel trains can still sometimesbe discovered. The grand mosque and museum will help us
understand the Hausa and Fulani traditions of Islam in
Africa.
Through it all, we will live simply, encountering life in a
Third World country that is struggling to find appropriate
blendsof Africanand Western culture. We will travel light,
and experience the taste, the music, the art, and the worship of one of Africa's most energetic nations.
Evaluation: Each day participants will engage in structured dialogue and individual journal writing. Two short
tests will be given.
Required Readings: Lawson, Religions of Africa; Parrinder,
Religion in Africa; Kalu, The Nigerian Story.
The cost of $2,195 includes all air and ground transportation, accommodations and excursions, breakfast and one
dinner in London, breakfast and all dinners in Nigeria.
Registration must be made before October 27 at the International Programs Office, 2018 S 8th Street.
This course is offered om a P/Nbasis only.
Social Work
Exploring Human Semices
SWK 257-40060
Instructor: Mary Lou Williams
This course offers students the opportunity to explore
career aspects of the human services vocations, a valuable
tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service
organization or agency and talking with human service
professionals and others who participate in an organized
approach to respond to human needs. This course offers a
"hands on" experiential approach to learning.
Students will volunteer 20 hours per week under the
direction of an agency representative. In addition, students will attend a specific small group seminar for three
hours per week during which agency experiences will be
shared and readings discussed. Evaluation will be based
on performance in the agency, written subjective summary, brief journal summary, and final exam.
Time: I
Room: Murphy Square 1
Issues of Homelessness
SWK 339-40051
Instructor: Edwina Hertzberg
The intent of this course is:
1. To expand the student's knowledge of homelessness
in an historical context;
2. To expand the student's knowledge of the reality of
homelessness in the Twin Cities;
3. To expand the student's understanding of the causative factors which contribute to persons being homeless: economic, employment, personal; and
4. To explore possible resolutions of homelessness.
Readings, guest lectures, field visits to sites serving homeless people, participant observations and volunteer experience will be utilized to fulfill the above objectives. A
seminar format will be used in the classroom for discussion/exploration of the topic.
Field notes from participant observations, class participation and a research paper exploring one aspect of the topic
will form the basis of evaluation.
Fee: $30.00
Non-social work majors are particularly invited to enroll
in this course.
Prerequisites: SOC 111,121, SWK 257,361, or consent of
instructor
Time: I1
Room: Old Main 22
Field Work III
SWK 46640065 (full course)
SWK 466-40064 (112 course)
Instructor: Francine Chakolis
The objectives of the class are to use supervisory relationships to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the
client contact phase of the problem-solving process; to increase student self-awareness in regard to professional
practice interests, areas of strength, and areas for personal/professional development; to promote competence
in the full process of problem solving, with special emphasis on analysis and resolution stages.
Course content will be continuation of Field Work I1 educationally focused field placement in a social service
agency. Students will spend 15 (or 30) hours per week in
field placement, plus one hour per week in faculty facilitated supportive seminar help on campus. Evaluations
will be made in writing by the Field Instructor using
previously developed contract and social work evaluation
forms.
Note: Course is offered for half (466-40064) (15 hours per
week) or full (46640065)(30 hours per week) credit. If for
full credit, half of the credit will be based on non-client
contact tasks.
Prerequisite: SWK 462 (Field Work 11)
Time: To be arranged
Sociology
IPrinciples of Sociology (with emphasis on
the Health Care System)
SOC 121-40071
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As
an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for
discovering the world and one's place in it.
The emphasis for illustrations and exercises will be directed to the health care system. Cross-cultural comparisons will be drawn. As such, the course will be useful for
future health care providers and related professionals and
for consumers as well.
This course covers the same concepts and meets the same
objectives as the regular term course. Therefore students
can expect daily written and/or reading assignments.
Three exams will be given.
Distribution: Psychology/Sociology
Time: I1
Room: Library 1
Racial and Minority Group Relations
SOC 265-40066
Instructor: Jeny Gerasimo
This course considers the dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. The
course format will include lectures, films, readings, and an
opportunity for off-campus participant observation.
Members of the class can expect evaluation to be based on
a combinationof classparticipation,a research project, and
a final examination. The course is offered only on a P/N
basis.
Distribution: Minority-Urban
Time: I
Room: Music 23
Spanish
Beginning Spanish
SPA 111-40048
Instructor: Mary Kingsley
Beginning Spanish I is the first half of the beginning sequence, the goal of which is to introducethe student to the
most basic vocabulary and grammar in order to prepare
him or her either to go on to additionalstudy of Spanish or
to use it at an elementary speaking-understanding level at
the end of the second course. The emphasis is on spoken
Spanish, but secondary goals are to develop reading and
writing skills as well. After interim, students will be
prepared to continue with Spanish 112 in the spring.
The approachused in class will be proficiency oriented and
grammar explanations will be given as needed to clarify
those in the text. Evaluation will include class participation, a test on each chapter and a written and an oral final
exam.
Distribution: Foreign Language
Time: I
Room: Old Main 29
Speech- Communication
Movement for the Theatre
SPC 226-40068
Instntctor: Martha Johnson
In this course students will explore principles and styles of
movement used in the art of acting. The goal will be to
increase the student's ability to communicate through
movement, by examining the principles of discipline, freedom, clarity, timing, concentration, and rhythm. Masks
and improvisationwillbe introduced as tools for corporeal
expression. All different aspects of movement will be
explored: body stance, facial expression, gesture, walking,
etc. Movement exercises will be built around short scenes,
poems, and speeches. Some principles of Oriental movement will also be introduced.
Studcnts will be given rcquired rcadings on thc principles
of movement. Thcy will be askcd to write one final paper
on course content and requircd rcadings. Attending plays
and class rnovcment presentations will also bcrcquired, as
wcll as two play reviews. Grading will k bas& an class
work, final papcr, and rnovcmcn t prcsen tations.
The class will be designed for thosc who desire to increase
their skiIls as actors, and also for those preparing for such
ficlds as teaching, law, thc minishy, ctc.
Time: JJ
Room: Tjornholm-Nelson Theatre
Documentary Video
SPC 347-40069
Instructor: Deborah Bart
Documentary Video is a video production course which
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work as
production teams, gaining experience in field production
and cdi ting. The production teams will produce a thirty
minutcdocumcntary piece. Evaluation will bebasedupon
studcnt journals, critiques and a paper. This course requires additional lab time for editing. There will be a $20
lab fee.
Prerequisites: Broadcast Production I
Time: I
Room: Foss A-V Seminar
W W E
Augsburg is part of a consortium called UMAIE, Upper Midwest
Association for Intercultural Education, which offers overseas
learning expcricnces during the Interim. Further information
about the following courses can be obtained from Kathleen Lutfi at
International Programs Office, 2018 Eighth Street (330-1655)or
from the Interim Office. Registration for these Interims ends
October 27,1989. Thesecoursesare offered on a P/N basis only and
generally carry a lower division number.
AMERICAN WRITERS AND ARTISTS IN EUROPE
W ANTIQUITIES OF GREECE
W ART AND ART HISTORY: THE EUROPEAN EXPERIENCE
W
N
W
W
W
W
W
W
W
W
AUSTRIA, ITALY AND THE EASTERN CAPITALS: THE
HAPSBURG HERITAGE
BIOLOGY AND NATURAL HISTORY OF THE HAWAIIAN
ISLANDS
THE BRITISH THEATRE
CONTEMPORARY SOCIAL ISSUES IN THE USSR
ECOLOGICAL SAFARI IN EAST AFRICA
EUROPE AND THE DAWN OF CAPITALISM
THE EUROPEAN ROOTS OF MODERN SCIENCE
FRANCE AND THE FRENCH
THE FRENCH-AFRICAN CONNECTION: PARIS AND
DAKAR
GERMAN LANGUAGE AND CULTURE: MUNICH,
SALZBURG AND VIENNA
INTERNATIONAL BUSINESS AND CULTURE IN A
EUROPEAN ENVIRONMENT
JAPAN: A WALK THROUGH TIME
LAW INLONDON
MALAYSIA: THE CROSSROADS OF ASIA
MEXICO'S FUTURE: PROSPECTS FOR DEMOCRACY
AND DEVELOPMENT
PEACE STUDIES: THE COLD WAR VS COMMON SECURITY IN EUROPE
THE SOVIET UNION AND EASTERN EUROPE IN THE
GORBACHEV ERA
VOLARE! ITALIAN LANGUAGE AND CULTURE IN
ITALY
WEST AFRICAN RELIGION AND CULTURE
Other Courses
These courses are offered by institutions or groups not connected
with Augsburg College but have been approved for credit by the
college. Most carry a tuitioncost plus other expenseswhich are the
responsibility of the student. They are offered only on a P/N basis.
Fuller descriptions and details for registering are available in the
Interim Office.
Outward Bound
HPE 212-40078
Check for information in the Interim Office for material on
dog sledding and snowshoeing on the Minnesota-Canadian bordcr or for whi te water canoeing and desert campingon the RioGrandein theDecernkr 27 through January
27 period. There is a cost of approximately $1,275 (the
Outward Bound organiwtionhas sclmescholarshipsavaitablc).
Washington D.C. Interims
Leaders on Leadership: The National
Agenda
P O L 398-40076
Law and Society: An Examination of
Issues and Principles
P O L 398-40077
These interims begin January 1and contlnue unti1 January
20. Information on either of the above programs, housing
and financial assistance is available from Dr. MiIda
Hedblom in Memorial 117A.
Augsburg Lifetime Sports
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. This activity does not carry
official credit, but does meet the lifetime sports requirement for graduation. Students may participate in this
class without registering for the course, but will be
expected to pay any fees whether or not the student
registers for the course.
American Karate
HPE 002-40081
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage
of American Karate, taught by a certified Third
Degree MKA Black Belt instructor. Fee of
$25.00.
Distribution: Lifetime Sports
Time: 1200-1:00 MWF
Room: Melby
Racquetball
HPE 002-40082
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Melby
Badminton
HPE 00240083
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Mondays, Wednesdays and alternate Fridays
Room: Melby
Show less
AUGSBURG COLLEGE
Minneapolis, Minnesota
1982-84 Catalog
Augsburg Advent Vespers in Central Lutheran Church
2/Campus Map
/
Minneapolis, Minnesota
-
-
,
Campus Guide (2182)
1. Admissions
2. Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortenson Tower
7. Urness Tower
8. College ... Show more
AUGSBURG COLLEGE
Minneapolis, Minnesota
1982-84 Catalog
Augsburg Advent Vespers in Central Lutheran Church
2/Campus Map
/
Minneapolis, Minnesota
-
-
,
Campus Guide (2182)
1. Admissions
2. Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortenson Tower
7. Urness Tower
8. College Center
9. Memorial Hall
10. Music Hall
11. Psychology Building
12. Melby Hall
13. Ice Arena
14. Stage 2 Theater
15. Little Theater
16. East Hall
A. Admissions Parking
B. Student Parking
C. Main Entrance-TunnellRarnplSkyway
D. Quadrangle
E. Faculty-Staff Parking
F. Murphy Square
C.Practice Field
H. Fairview-St. Mary's Parking Ramp
.'-
Campus Map/3
Driving to Campus on Interstate 94
East from Minneapolis: take the 25th Avenue exit, turn left to Riverside Avenuegnd
left again to 21st Avenue South at the Augsburg sign.
West from St. Paul - take the Riverside Avenue exit right after you cross the
Mississippi River and then turn right onto Riverside. Watch for the Augsburg sign
and turn left at 21st Avenue South.
Campus M a p - 2
Introduction - 5
Facilities - 7
Admission - 8
Costs and Financial A i d - 12
Student Life - 24
Academic Information - 30
Brief Facts - 44
Course Descriptions - 45
Registers - 132
Index - 143
Academic Calendars - 146
Winter at Augsburg is also for snowmen
Introducing Augsburg
Few liberal arts c o l l e e s combine the excitement and vitality of a metropolitan
center with the smallness and intimacy of the rural setting, Augsburg i s one of the
few, very special Christian cnlleges which can offer you both, as indicated in the
Mission Statement adopted by the Faculty and the Board of Regents in 1977.
Mission Statement
Augsburg i s an accredited four-year Iiheral arts college o f The American Lutheran
Church located in Minneapolis, at the center of the Twin Cities merropolitan area.
The coeducational student body of approximately 1500, while largely of Lutheran
orlentation, includes students of diverse ages from a wide variety of religious,
,
cultural and ethnic backgrounds.
For over 100 years the college has emphasized intellecrual freedom in the search for
knowledge i n i t s disciplines, responsiveness ro the needs of society and the world,
and preparation of students for service and leadership in church and society.
The mission of Augsburg College is to educate students through a distinctive
combination of commitment to the Christian faith. the liberal artsand excellence in
academic program.
Au sburg College is known for its people, who strive to be a supportive, informal
ancf free community of learners involved with the metropolitan environment.
The academic program is primarily committed to providing opportuniti- for a
broad background in a variety of subject areasas well as personal development. The
college challenges srudenrs with a portion of the knowledgcand ~ h o u g hwhich
t
has
been formative within human historv and culture through a wide variety OF ideas,
di5ciplinesand selected professional and pre-professional programs: assists students
in developing intellectual skills a5 we'll a 5 in selecting a career: and encourages
within stutients the attitudes and skills necessary to prepare them to be learners
rhroughour their lives. Excellence in theacademic programs hascharacterized and i s
a conrinued goal of r he rollege.
Education at Augsburg i s based on the belief that the world i s Cod's, entrusted to us
for care, exploration and understanding.
& a Christian comrnunitv the college embraces a wide ran e of religiousexpression
and par~icipation.As part of its academic program ,4ugs urg weks to give all its
students a n inlormed understanding of the Christian faith and heritage as well as an
opportunity to encounter other segments of the world's religious herilage. In
addition to this intellectual rask rhe aim of thecolbege isto helpsludents understand
the Christian faith as relevant for t h ~ i own
r
experience and for partic~parioni n r h e
commitment to the role of the Christian community in rhe modern world.
t
Augsburg College seeks to act responsibly within the metropolitan community.
The qualiry of Augsburg's education is enriched by the people, culture and
educational resources provided by i t s location. However, the college i s also aware
that it has a responsibility ro contribute to ihe larger communitv. In doing this, the
college directs several of i ~ sprograms specificallv ar the metropolitan serting,
provides area5 of study not available elsewhere in the area, and offers irself as an
educational resource for a variety of new srudent populations.
History - Fjord to Freeway
Augsburg was the first seminary founded by Norwegian Lutherans i n America,
named after the confession of faith presented by Lutherans in Augsburg, Germany,
in 1530. Minneapolis replaced Marshall, Wisconsin,a3 Augsburg'~home three vears
later, in 1872. The first college students were enrol[ed in 1874 and rhe first c o l l ~ ~ e
graduation was in 1879.
The school was officially named .4ugsbur College i n 1963 when its former sponsor,
the Lutheran Free Church, merged with T e American Lutheran Church. Augsburg
Seminary joined with Luthrr Theological Seminary in St. Paul thar same war.
Continuiny lies with this heritage are reflected in the College Center's ~ u ~ s h u r g
Room and in replication of rhe original sign for Old Main. From Fjord lo Freeway, a
randTd history of the College and itr peopleduring the first 100 years, by AuqsburgJ.s
Carl E. Chrislock, is available in the Collcge Bookstore.
f
Location and Campus
Augsbur '5 campus i s located in the heart of the Twin Cities, surrounding Murphy
square, tReiirrt of155 parks in ihen'Ciryof Lakes."The University of Minnesota Wesr
Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are
adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and
east via Interstate 91 which forms the southern border of the campus, or on bus
routes that also connect with the suburbs.
Y.
Reaching the Twin Cities is eas Airlines providing daily service to Minneapolis-St.
Paul International Airport inc ude American, Capitol, Delta, Eastern, Northwest
Orient, Ozark, Republic, Trans World, united, USAir, and Western. Bus or train
connections can be made from all areas of the United States.
Policies
It i s the olicy of Augsburg College not to discriminate on the basis of race, creed,
nationa or ethnicorigins, age, marital status,sex or handicap as required by Title I X
of the 1972 Educational Amendmentsor Section 504of the Rehabilitation Act of 1973
as amended i n i t s admissions polides, educational programs, activities and employment prac~ices.lnqu~riesregarding compliance may be directed to the ~ndividuals
listed in the Communications Directory inside the front cover or to t h e Directory of
the Office of Civil Rights, Departmenr of Health, Eduration and Welfare, Washington, D.C.
f
The College and its faculty subscribe to the Statement of Principles on Academic
Freedom as promulgated by the American Association of University Professors and
the Association of American Colleges.
Accreditation and Memberships
Au sburg College i s fully accredited by the North Central Association of Colleges
anBSecondary Schools and The National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our Programs are approved by The
American Chemical Society, The Council on Social Work Education, and the
National League for Nursing.
We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America, Minnesota Private College Council, National
Association for Music Therapy, Inc., and are registered with the Minnesota Higher
Education Coordinating Board (MHECB).
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system connects the tower dormitories,the five
buildings on the Quadrangle, Music Hall, and the Psychology Building.
Admissions Office, located at 628 21st Avenue South, provides offices for the admissions staff
and reception area for prospective students and their parents.
George Sverdrup Library, (1955) named i n honor of Augsburg's fourth president, contains
reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives,
classrooms and faculty offices.
Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed i n 1960.
O l d M a i n (1900) i s home for the Foreign Language and Art departments and has classrooms
used by other departments. Extensively remodelled i n 1980, O l d Main combines energy
efficiency with architectural details from the past.
West Hall (1966) is apartment housing for married and upperclass students.
Mortensen Tower, (1973), named i n honor of Gerda Mortensen, dean of women from 1923 t o
1964, has 104 one and two-bedroom apartments that house 312 upperclass students, plus
conference rooms and spacious lounge areas.
UrnessTower, (1967) named i n honor of M r . and Mrs. Andrew Urness, who have given several
generous gifts t o the College, provides living quarters for 324 students. Each floor is a "floor
unit," providing 36 residents, housed t w o t o a room, with their o w n lounge, study and utility
areas.
Augsburg College Center, (1967) center of non-academic activity, has spacious lounges and
recreational areas, dining areas, bookstore, and offices for student government and student
publications.
Sverdrup-Oftedal Memorial Hall, (1938) named i n honor of Augsburg's second and third
presidents, provides space for administrative and faculty offices and one floor of student
housing.
Music Hall, (1978) newest building o n campus, contains a 217-seat recital hall, classroom
facilities, t w o rehearsal halls, music libraries, practice studios and offices for the music faculty.
Psychology Building (1964) has classrooms, offices and laboratories for the Psychology
department i n the former studio building.
Melby Hall, (1961) named i n honor of 1. S. Melby, dean of men from 1920 t o 1942, basketball
coach, and head of the Christianity department, provides facilities for the health and physical
education program, intercollegiate and intramural athletics, chapel services, and general
auditorium purposes.
Ice Arena, (1974) with t w o large skating areas, is used for hockey, figure skating and
recreational skating for Augsburg and the metropolitan community.
Stage II Theater, formerly O l d Music Hall, was redesigned i n 1979 with a thrust stage as a
temporary performing facility for the Theater department, which also retainsspace i n the Little
Theater building.
South Hall, Kueffner apartments, and annex houses, all located i n or near the campus area,
provide additional housing accommodations for students, faculty and staff.
Freshmen Students - 9
Early Decision - 10
Early Admission - ID
Transfer Students - 10
Former Students - 11
Special Students
(Non-Degree) - 11
International Students - 11
Interests can be explored in a variety of classes
Admissions
Augsburg CoIleRp jeeks students who possess qualities of intellect and character
which will enahle t h e student to h e n e f ~ !fram and contribute to the college
community. Each applicant is 'udged on individuat merit without regard for race,
creed, sex. age, dirabiliry, and naiinnal or ethnic origin.
Augsburg's admissions office 51aff members are available to help srudents and
parents with college planning. The 4drnissions Ofiice is open weekdays from 8:00
a.m. t o 4:30 p.m. Tours can be arranged for Saturday and Sunday as well. Vis~torsare
asked to write or call the Adrnirsion3 Office (611) 330-1001 prior to the visir. The
admissions staff will arrange a campus tour. class visita~ions.and conferences with
professors according to the wishes of the visitor. The Admissions Office is located on
the northwest corner of 7th Street and 21st Avenue South in Minneapolis.
Application Procedures for Freshmen
1. Application for Admission
Applicants should complete an application for admission, and return it to the
Admissions Office together with the non-refundable $15.00 application fee.
2. Transcripts
A n official transcript from the h i h school i s required of freshman applicanrs.
Freshman applicanrs who are i t i l l f i e h iihool studenti at ihe rime of application
should have their nost receni transcript sent, f n l l o w ~ dbv a final transcript upon
graduarion. Graduate Examination Degree scores [G.E.D.) mav he presected
instead of the hiph srhool transcript,
3. Test Scores
Freshman applicants are required to submit results from the Preliminary
Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the
American College Test (ACT). It will suffice if test scores are recorded on the
official high school transcript.
4. Additional Information
If there is personal information that may have affected the applicant's revious
academic performance, it may be included with the application or xscussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
5. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two weeks after the application file is
complete.
6. Completion of Admission
An accepted student i s asked t o make a $100 non-refundable tuition deposit by
April 1or within 15 days of financial aid notification. Extensions requests may be
granted upon request by the Admissions Office.
Early Decision for Freshmen
An Early Decision Program i s offered for students who select Augsburg as a primary
college choice. An Early Decision candidate must apply by N o v e m b e r 15 of the
senior year and will receive the admission decision about December 1. The
admissions decision i s based upon the academic record through the junior year, test
scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration for
financial assistance.
Early Decision candidates applying for financial aid are required to complete the
Augsburg Early Decision Financial Aid Application, which enables our Financial Aid
Office t o compute a preliminary award. Candidates will be notified of their award by
January 1. This application i s available i n the Admissions Office.
A $100.00 non-refundable tuition deposit i s required by January 15 or within 15 days
of financial aid notification.
Early Admission of Freshmen
Students of exceptional ability who wish to accelerate their educational program
may by granted admission t o begin full-time work toward a degree following
completion of their junior year or first semester of the senior year of high school.
Applicants for early admission must complete the normal procedures for freshman
applicants, submit two academic recommendations from the high school faculty,
and arrange a personal interview with the Director of Admissions.
Application Procedures for
Transfer Students
Augsburg College welcomes students who wish t o transfer after having completed
work at other accredited colleges or universities. College credit i s granted for liberal
arts courses satisfactorily completed at accredited institutions. The College reserves
the right not t o grant credit for courses where it considers the work unsatisfactory, t o
grant provisional credit for work taken at unaccredited institutions, and t o require
that certain courses be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 or better i s required o n previous
college work.
Registered Nurses seeking a Bachelor of Science degree i n Nursing must have a 2.5
GPA and complete the Department of Nursing credit evaluation tests.
1. Application for Admission
Applicants should complete an application for admission and return i-t t o the
Admissions Office together with the $15.00 non-refundable application fee.
2. Transcripts
An official transcript f r o m the college(s) you have attended i s required. Transfer
student applicants must have an official transcript from their high school sent t o
the Admissions Office. Students who have completed a year or more of college
work will be evaluated primarily o n their college performance.
3. Additional Information
If there i s personal information that rnav have affected the applicant's revious
college performance, il mav be includrd wifh rhe application or &cursed
personally with an admissions counselor, Academic recommendations may be
required by the Admissions Committee before an admissions decic~onis made.
4. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision within two weeks after the application file is complete. An
accepted student isasked to makea $100 non-refundable tuition deposit by April
1: or within 15 days of financial aid notification. Extensions can be granted by the
Admissions Office upon request.
Re-Admission of Former Students
A student who has interrupted attendance a t A u g s b u r ~College and who wishes t o
return applies for re-admission through the Registrar s Office. A student who has
s ) during the absence from Augsburg must have an
attended any other ~nst~turian
official transcript sent from eac oneto the Registrar'sOffice. Returningstudentsdo
not pay the application fee.
i,
Admission as a Special
Student (Non-Degree)
I n some circumstances, a person ma be admitted as a special student (non-degree)
and granted the privilege of enroling in courses for credit. Usually a part-time
student, he or she may subsequently become a candidate for a degree by petitioning
through the Registrar's Office.
Students regularly enrolled at another college may take course work at Augsburg
College as a special student (non-degree). A transcript must be sent t o the Registrar's
Office by the student's home institution.
An application form for special student (non-degree) status i s available from the
Registrar's Office.
Admission for International Students
International students should consult with the Director of Admissions regarding the
rocedures for applying as an international student. You may contact the Director
calling (612) 330-1001 or addressing your correspondence to:
Director of Admissions
Augsburg College
731 21st Avenue South
Minneapolis M N 55454
U.S.A.
py
12/Costs and Financial Aid
Costs 1982-83 - 13
Fees - 14
Deposits - 14
Payments - 15
Refunds - 15
Application - 16
Gifts - 17
Loans - 18
Student Employment - 19
Sponsored Scholarships - 19
Student employment options include Food Service crews
Costs and Financial Policies
Students pay less than the full cost of an education at Augsburg College.The balance
of instructional and operating costs comes from annual contributions from The
American Lutheran Church, endowment funds, and gifts from individuals,
corporations and foundations.
College Costs 1982-83
Costs listed have been approved by the Board of Regents for the 1982-83 academic
year. The board reviews costs annually and makes changes as required. The college
reserves the right to adjust charges should economic conditions necessitate.
Tuition (full-time enrollment). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4,820.00
This rate applies to all full-time students e n r e r i n ~in September, f 981. Students are
considererl full-time when thev take thrce or more courses dus~ngthe semester
term5 for a ~ o t aof
l seven or more courses in the rchool vear. The charge includes
ruition. general fees, facilities, fees. suhscript~onto student publications, and
admission to college-sup orted events. concerts and lectures. The amount 1s
payable in two equal insla Iments a t the beginning of each semester.
P
Tuition (part-time enrollment) per course.
.............................
670.00
This rate applies to students taking fewer than three courses in a semester and/or an
Interim only.
Audit Fee (for part-time students) per course..
.........................
335.00
Full-time students may audit a course without charge. Part-time students taking
Lifetime Sports are charged the audit rate for that course.
Room Rent (includes telephone).
....................................
1,207.00
Linen service is available in residence halls on a direct contract basis from a local
linen supply company.
Full Board (19 meals a week). ........................................ 1,070.00
Other board plans are available as defined in the housing contract booklet available
from the Office of Student Life.
Other Special Fees (not refundable)
Fees Payable by Check/Cash
Fees Billed on Student Account
ACTC Bus (Full-time students
only) . . . . . . . . . . . . . . . . . . . . . . . $
Late Registration (per day
after classes begrn) . . . . . . . . . .
5.00
10.00
5.00
....
35.00
Film Making (Interim) . . . . . . . . .
75.00
.........
20.00
ckys
Life Drawing (Interim)
Nursin Credit
Valifation Tests . . . . . . . .
Locker Rental
(for commuters)
Re istration Chan e after first 5
(cancelkdd/change
grade optlon, or combrnatlon
at one tlme) . . . . . . . . . . . . . . . .
Introduction to Cinema Arts
Application (new and/or
special students . . . . . . . . $ 15.00
Medical Technology
(Senior Fee) . . . . . . . . . . . . . . . . . . 720.00
20.00
.......
5.00
Student Parking Lot
Permit . . . . . . . . . . . . . . . .
20.00
Transcri t Fee (per copy
after t?rst, whrch
i s free) . . . . . . . . . . . . . . . .
2.00
Special Examinations (Schedule on
file in Registrar's Office)
Music Therapy Internship (one
course credrt) . . . . . . . . . . . . . . . 670.00
Music Lessons
Private, per semester
(14 lessons) . . . . . . . . . . . . . . . 150.00
Class, per semester . . . . . . . . . . 75.00
...
10.00
Theater Technical Production . .
35.00
..............
35.00
Radio-Television Production
Student Teaching
Study Abroad (in approved nonAugsburg programs) . . . . . . . . . 125.00
Books and Supplies
These costs are estimated to range between $175 - 225 per year.
Deposits
Tuition (non-refundable)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$100.00
Required of all new students after acceptance. Applied to the tuition charge. There
are three deadline dates, each providing different benefits to you. For more
information, contact the Admissions Office.
Housing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100.00
Required of all resident srudenrs a t rhe time of signing a contract, to reserve a
housing ass~gnrnent.Applied to t h e room charge. Keu. cclrlrract5 mav be r ~ r m i n a t e d
for Fall or Spring Term by notifyin the O f f ~ c eof Student Life rn writing by the tirst
davof registralion. Thp rpsident wi I be responsible for all costs incurred due to [ate
cancellation or lack ofproper notltication. It thp new contract is canrelled prior to
lulv 1 for Fall semester or lanuarv 1 for Spring Semester, 535.00 will he iorieired irom
rhe $100 deposir as a service charge. The entire deposit will be forfeited i f
cancellation ir after these dares.
7
.
Breakage and Fine . . . . . . . . . . .
. ... . ... . . . , ..... . .... . . . .. . ... .. . . .. .
25.00
Charged to all students at registration and refundable upon graduation, transfer to
another institution, or discontinuation of education at Augsburg.
Payments
Semester Fees - Prior to the start of each semester a "Statement of Estimated
Charges" showing basic charges and credits designated by the Student Financial
Services Office is sent to the student from the Business Office.
Payment Options - (1) Annual payments, due August 20 as billed; (2) Semester
Payments, due August 20 and January 20 as billed; (3) Payment Plan - upon
application and after College approval, a three-month plan is available each
semester. Details are included with the Estimate of Charges I ~ r t e r .( 4 ) Deferred
Payments, an individual contract with a private commercial aaencv which operates
independently of the College. Multiple year as well as sin le year contracts are
available. An information letter and brochure will be rnaiFL. Refrr a[so to the
Parent Loan Program (PLUS) on page 18.
Tuition is set on an annual basis, payable in two equal installments at the beginning
of each semester. Registration is permitted only if the student's account for a
previous term is paid in full. Augsburg College will not release academic or
financial aid transcripts until all student accounts are paid in full or, in the case of
loan funds administered by the College (National Direct/Defense Student LoansNDSL), are current according to established repayment schedules.
Refunds
Cancellation from College forms are available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's
Office. Students who properly withdraw, drop to part-time, are dismissed, or are
released from a housing contract will have their accounts adjusted for tuition and
room (except for the minimum deduction of $100.00 to cover administrative costs)
according to the following schedule:
100% -through
90% - f r o m the
80% - f r o m the
70% - f r o m the
60% - f r o m the
50% - f r o m the
the first five days of classes.
sixth through 10th day of classes.
11th through 15th day of classes.
16th through 20th day of classes.
21st through 25th day of classes.
26th day of classes through the mid-point of the term.
N o refund will be made after the middle of the term. Board refunds are made o n a
proportionate basis.
If a student is forced to cancel registration during the first one-half of the term due to
illness or accident, the charges will be reduced by one-half upon submission of a
report from the attending physician stating the inability or inadvisability of
continued enrollment.
Student%who elect to omit an interim or to graduate in December are not entitled to
a refund af interim tuition, room, and board charges. Students who participare i n a n
approved off-campus interim are eligible to apply for a board refund and room
sub-lease. Details and request forms are available in the Office of Studenr Life.
All refunds of charges will be applied to the account of the student and all
adjustments for aid, loans, fines and deposits, etc. will be made before eligibility
for a cash refund i s determined.
16/Financial Aid
Financial Aid
The financing of post-secondary education may wet1 be one of t h e more significant
invenments that an individual or a family will make ~na n entire lifetime. Because this
is thecase, proper planning and wise choicesare important, not only in the selection
of an institution, but also in the methods utilized In paving he related expenses.
Augsburg College. through its Office of Student Financial Services, is committed to
he! provide students and their families with the needed assistance, both monetary
an8advir.ory, that will prorect arcerr to a quality edurarion i n rpiie of increasing
costs.
Finanrial assistance a w a r d ~ d~ h r o u g hA u g b u r g i s a combinat~onof scholarships,
grants, loans, and part-time work opportunities. The College cooperates with
Federal, State, church, and private agencies i n providing various aid rograms. For
the academic year 1981-82 ap roximately 90% of all students at Augs u r received
~
srh~larrhi~r,
laanr nnBpait-time employmenl totalling over S~CIOO.OOOfrom
all aid sources.
g
The primary responsibility for financing a college education rests upon the student
and family. Financial aid is intended to supplement student and family resources.
The amount of assistance for which a student is eligible i s determined with the help
and analysis of tlie Family Financial Statement (FFS) of the American CollegeTesting
Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship Service
{CSS). These analyses estimate the amount a student and family can provide for
college expenses, taking into account such family financial factors as current
income. assets. number of dependents, other educational expenses, debts, retirement needs, and special considerations.
How and When to Apply
New Students - Regular Admission
1. A ply for admission to Augsburg College. No financial aid notification is made
untirthe student has applied and been accepted for admission.
2. Obtain the Family Financial S r a ~ e r n e n (FFS)
t
or Financial Aid form (FAFI from a
high school or college financial aid office. Comptere the applica~ionand send i t ta
the processing agency after January1bur before March 7 for priority cons~deratlon.
Minnesota residenrs must complete the FFS which includes t h e a pl~cationfor the
Minnesota State Scholarrhip/Cranr Program. (To be considere2 ure code 6500.)
Augsburg's code on.the FFS is 2080. For nun-Minnesota resid~ntsusing tlte FAF.
Augsburg's code is 6014.
3. Within three to four weeks, Augsburg will receive the analysis. If at that time you
areaccepted for admission, the Financial Aid Committee will meet and review your
eligibility for all the programs available. A letter will be sent to you detailing the
students' financial aid package.
4. Acceptance of this financial aid package i s required within the deadline stated. If
necessary, the appropriate loan forms and/or work applications will then be sent t o
you.
5. Transfer students must submit a financial aid transcript from each college
previously attended.
Financial A i d / l 7
New Students - Early Decision
This i s for students who select Augsburg as their primary college choice. An Early
Decision Candidate must apply by November 15 of the senior year and will receive
the admission decision about December 1.
1. 'Early Decision Candidates applying for financial aid may wish to complete the
Augsburg Early Decision Financial Aid Application, available by writing or calling the
Admissrons Office. This enables our Financial Aid Office t o compute a preliminary
award before the Family Financial Statement is filed. Candidates will be notified of
their award by Januarv 1.
2. For confirmation of the tinancial aid award package, with any necessary revision,
the FFS (or FAF for non-~Uinnesotaresidents) must be completed after prior
calendar year i n c o m ~infarmation is available. This is after January 1 but before
March 1.
Returning Students
Eligibility for assistance must be re-established each academic year by refiling the
application and financial statement. Renewal is based on financial eligibility,
satisfactory academic progress, and fund availability.
Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general rather
than for a s ecific scholarship or grant. The various forms of aid available are listed
here for inkrmation only.
In addition to aid administered by Aupsburg College. students are ur ed to
invertigare the possibility ofrrholarihipr, g r a n s and loans thar might beavaiEbie in
their own camrnunities. It could be worthwhile t o check with churches, the
company or business employing parents or spouses, high schools, service clu bs, and
fraternal organizations for information on aid available to students meeting their
requirements. In addition to these sources, some students are eligible for aid
,
through Vocational Rehabiliration, Education Assistance for V e r e r a n ~ Educationaj
Assistance for Veterans' Children, and others.
Gift Assistance
Presidents Scholarships- Awarded to incoming freshmen based on high academic
achievement, personal qualities, a personal interview, and an essay. Several full
tuition and half tuition award winners are annually designated by the President of
Augsburg College.
Augsburg Tuition Grant - Available to students who have shown academic
potential and have financial need. A grant may pay up to full tuition and fees. A
student's scholastic standing, test scores, and high school and community involvement are taken into consideration.
Minnesota State Scholarshi and Grant - Awarded by the state to Minnesota
r ~ r i d e n r swho have iinaniiarneed. For 1982-83, they range from $100 to $1050. All
applicants from Minnesota are expected to apply before the priority deadline of
April 23.
18/Financial A i d
Supplemental Educational Opportunity Grant - 4 federal program administered by
t h c Colleye. To be ~ l i g r h l r a, person m u ~ r :(1) be a L.5, c ~ t i z e nor permanent
reqidcnt: ( 2 ) have s u i f ~ r i e n tf~nancial need as detincd bv rhe program and
d ~ r n o n s t r a ~ rt3v
d rhe FFS (or FAF); (31 bc c a p a b l ~of maintaining satisfactory
a r a d ~ m i cstanding at rhe College; and (4) he accepted for admision.
Pell Grants - A federal program that provides Pell Grant awards to students who
attend eligible institutions of higher education. The maximum grant eligibility for
each student for 1981-82 is $1670, minus the amount the student and family can be
expected to contribute. The grants are based on need as determined by the program
guidelines. Application is made by filing the FFS (or FAF) and requesting on the
application form that the necessary information be sent to the appropriate Pell
Grant office.
Bureau of Indian Affairs kholarships/Grant -American Indian students who meet
t ~ d r r aand
l stare requrremenr5 mai appIvfar Bureauof Indian Affairs,Tribal and/or
Indian State Scholarship monies. S l u d ~ n r smust bc r i degree Indian ancestry and be
enrolled with a fcdcrallv recognized tribc, lndian grants supplement all other
rourccs of financial aid. For assistance in application contact Augsburg's American
Indian Program Director or your tribal agency.
Loan Assistance
National Direct Student Loans (NDSL) - join1 Augsburg College-federally funded
program administered through the Cotlegc for studenrs who demonstrate financial
rligrbility. Loans arp interest free during your education. N o inrerest accrues nor
do avmenrs have to be made on the principal at any time you are enrolled a l least
halfiime. Slrnple interest of 5':. and repilvmenr of the principal (at ihc minimum of
5311 a rnnnzh) begin ~ i months
x
afrer vou leave schoot. Repavment rnav extend u
to 10 vears. The loan carries a teacher cancellation clause. She maximum whic
may be borrowed for undergraduate sturiv is $6,000
R
Guaranteed Student Loan (GSL) and Minnesota State Studmt Laan - Programs
backed bv either t h e f ~ d e r aor
l state governmen?. Loan funds are obtained directly
from a local lender or state povernrnent in stares which provide w c h programs.
LVhile the student is attending a t least half-time, rhere i s na inrerest charge.
Beginn~ngIanunrv 1.1981. simple annual interest of gom+
on the loan balance and
repavrnent of the principal begin six months after you leave schunl. Repaymen1
rnav extend up 10 10 wars. The maximum loan is $7500 ppr year w i t h the
cumulative undergraduate rnaximun~of $12.500. "Ipplications are available a t the
college. sc3rne banks, and the Minnesota Stare Student Loan Office.
Nursing Student Loan - Fcderal pro$ram with provisions similar to the National
Direct Student Loan pro ram, but restriaed to applicants accepted or enrolled in
t h e program leading tot i e baccalaureate degree in nursing. Recipients must have
financial n ~ e d
and be registered full rime. The maximum loan is $2500 per year.
i:
Parent Loan Program /PLUS) - PLUS i s a new loan program to help parents meet
collcge cost5. Parents m a v borrow up to 53,000 per year with a n rlggregate
rnaxtrnum ot $15.000. Repayment begins within 60 days of check disbursrmerlI a t a
simple interest rate of 14"r)and a minimurn paymcnl af '550 per month. Application
forms are available at 4upsbur College or the lending rnstitutions. .%ppEicarions
are normally filed with thc hanf or t h i i d,t 1n5titution with which vour farnilu.has a n
account.
A
Student Employment
Augsbury College provides work opportunities for studenrr with proven financial
need who are at least one-half time srudenrs. Assignmenr is made o n the basis of
need and potential compezence in performing the duries assigned. Part-time work
p r o v i d e d by r h College
~
i s considered financial atd. just as scholarships, loans, and
grants. A mavimum of 1 5 hours of on-campus emplovment pcr week i s
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.
College Work Study Program and Minnesota State Work Study Program - Under
these rograms the federal or state government supplies funds on a matching basis
with t k College r o provide some part-time work opportunities.
Aid Association for Lutherans Work Service Program - A special program of
off-campus placement in Lutheran congregations, with work assignments made at
the discretion of the congregation, which will support the life and mission of the
congregation.
Sponsored Scholarships
Scholarship winners are selected by the Student Affairs Committee. For departmental scholarships, winners are recommended by faculty of the department
involved.
These scholarships are available to Augsburg students who will be Sophomores,
Juniors and Seniors. Descriptions of awards are from statements of the donors'
wishes.
General Scholarships
Charles and Ellora Alliss Educational Foundation - A number of awards of varying amounts
(minimum $500) are made each year on the basis of financial need and ability.
Alma Jensen Dickerson Memorial Scholarship
- awarded annually to deserving junior/
senior students.
Elias B. Eliason, Sr. Memorial Scholarship - established in 1979 by his family. One or more
scholarships will be awarded annually to needy and deserving upperclass students.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship - awarded annually to two
deserving junior/senior students.
M. J. Estrem Scholarship - awarded annually to a worthy student of the College
established in 1979 by members of his family. One or more
David J. Formo Scholarshi
scholarships will be a w a r f e d a n n u a ~ lto
~ a junior or senior student who has successfully
overcome adversity and has achieved excellence i n academic and extracurricular performnce
Catha JonesMemorial Scholarships - awarded annually to female students transferring from
Waldorf College. Preference given to those i n music and/or elementary education.
Memorial Scholarship -awarded
annually to an able and deserving upperclass student
Minnesota Mining & Manufacturing Scholarships - established i n 1972 t o b e distributed t o
needy students.
Douglas Ollila Memorial Scholarship - $250 awarded t o a senior.
Quanbeck Scholarship Fund - established i n 1963 by a bequest of J o h n G. Quanbeck,
awarded annually t o freshmen students who without assistance would be unable t o pursue
higher education.
Reader's Digest Endowed Scholarships -awarded
t o able and deserving upperclass students.
Tozer Foundation kholarships - u p t o 51000 ~ a c h
- awartfetf on the bas~sof scholarsh~p,
p e r ~ o n d l i t vand
,
n t r r l . I l i n n e n must be junior nr senior students ivho a r e residents of the
Slate of hllnnesota bur nor reridents of Pine. Kanahec or Xashinpron Counties. Separate
application re uired oi srml-itnallsts selertrtl hv rhe irholarshlp comrnirre~.FFS must be sent
to Twr.r Foun4datlon rod^ 65--)
Edward Yokie Memorial Scholarship - awarded to an able and deserving junior o r senior
student.
Special Scholarships
Aid Association for Lutherans - awarded t o able and deserving upperclass students w h o are
certificate (policy) holders with Aid Association for Lutherans Insurance Company.
Mildred Ryan Cleveland Memorial Scholarship - awarded annually t o able and deserving
students, w h o have physical disabilities and have demonstrated financial need.
Lutheran Brotherhood Scholarship - awarded t o able and deserving students who-are policy
holders with Lutheran Brotherhood.
The Rev. Horace E. Nyhus Memorial Scholarship - awarded annually t o a deserving senior.
M i n o r i t y Student Scholarships/Grants
Aid Association for Lutherans Minority Scholarship Program -awarded
American minority students w h o show financial need.
annually t o Lutheran
Minnesota Mining & Manufacturing Minority Student Scholarship - established i n 1973 t o
be awarded t o a Black student.
Marlys Johnson Simengaard Memorial Scholarship - awarded periodically t o a Black
American student.
National Scholarship & Grant Program for Minority Students (sponsored by The American
Lutheran Church) - Members of American racial and ethnic minorities w h o are either
seeking admission t o an American Lutheran Church (ALC) college OR are members of an
ALC congregation may be considered. Winners are selected by Augsburg's Student Affairs
Committee.
Marilyn Petersen Memorial Scholarships
students.
-
awarded annually t o upperclass Oriental
Homecoming Auction Scholarship - awarded annually t o t w o minority students by contributions from faculty, administration, staff and students at the Homecoming auction.
Religion & Christian Service Scholarships
Norman and Louise Bockbrader Scholarship - awarded t o students preparing for full-time
service careers i n the church.
Thorvald Olsen Burntvedt Memorial Scholarship - awarded annually t o a student(s) i n t h e
senior class w h o is preparing for the ministry.
lver and Marie lverson Scholarship - awarded on the basis of need, character and interest i n
Christian service.
Gerda Mortensen Memorial Scholarship - Winners are selected on the basis of scholarship,
characteristics of service and devotion to the Christian faith.
Onesimus Scholarship - awarded periodically to students preparingforthe Christian ministry.
The Reverend Olaf Rogne Memorial Scholarship- awarded on the basis of need, scholarship
and interest in Christian service.
The Reverend Lawrence and Gertrude Sateren Scholarship -awarded to students preparing
in fields leading to full-time service in the church.
Marguerite Hamilton Storley Memorial Scholarshir - awarded annually t o an able and
deserving junior/senior'student recommended by t e scholarship committee. Semi-finalists
are interviewed and selected by donor.
Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund - awarded to a junior/senior
student preparing for service as a missionary through the World Missions Department of the
American Lutheran Church.
Departmental Scholarships
Art
Crown Princess Sonja Art Scholarship - established by the Crown Princess of Norway t o be
awarded anriually to a talented art student with financial need.
Athletic
Paul Dahlen MemorialScholarship- awarded annually t o an able and deserving male student
on basis of Christian purpose, athletic and academic achievement.
-
Paul Dahlen
Gerald Pryd Memorial Scholarship - awarded annually to a male student or
students on basis of personality, character, athletic and academic achievement.
Magnus A. Kleven Family Scholarship - awarded annually to a male student on basis of
achievement, personal character, and promise i n field of physical education.
James Winkler Memorial Scholarship - awarded annually to a male student on basis of
personality, character, athletic ability and academic achievement.
Peterson Football Scholarship - awarded to a freshman football player on basis of financial
need.
Sandbo Football Scholarship - awarded to a football player o n basis of financial need.
Keith Hoffman Memorial Scholarship - awarded to a student because of his academic
achievement, personal character, and ability in field of athletics.
David Gronner MemorialSchrrlarship Fund -awarded to two or more students participatin~
in athtetlcs or music. She award IS "made to students who have demonstrated financial need
and/or "oi h ~ g Christian
h
character". The tthleticscholarship i s for a male candidate only, with
a preference ror basketball.
Rory Jordan Memorial Scholarship - one or more scholarships are awarded annually to
upperclass students participating in intercollegiate sports, with preference given to wrestlers.
Biology
Biology Scholarships -established i n 1972 by the faculty of the Biology Department to honor
outstanding students who intend to major i n Biology, Natural Scienceor MedicalTechnology.
Business
Gamble-Skogmo Foundation Scholarship - awarded to one or more upperclass students
interested i n the field of business.
Reid Scholarship - awarded to one or more upperclass students who are interested in business
and/or education.
GertrudeS. Lund Memorial Scholarship - One or more scholarships will be awarded annually
t o a junior or senior majoring i n Business Administration.
Chemistry
Ellen and Courtland Agre Chemistry Award - given to a chemistry major, preferably one
going into graduate studies to earn the doctorate in chemistry.
Awarded to students whose academic record indicates promise of achievement i n the field of
Chemistry.
Manivald Aldre Memorial Chemistry 5cholarship.
Carl Fosse Memorial Chemistry Scholarship.
Federick C. and Laura E. Mortensen Chemistry Scholarship.
Dr. W. M. Silndsfrom Chemistry Scholarship.
Walter Cordon Schell Memorial Chemislrv Scholarship.
Walter E. Thwaite, Jr. Memorial Chemistry Scholarship.
Covey Hendrickson Memorial Chemistry Scholarship.
Education
David Mathre Scholarship - awarded to qualified full-time students in need of financial
assistance during the term i n which they are student teaching.
English
Anne Pederson English Scholarship - awarded annually to junior/senior students who are
majoring in English with preference given to those who plan to teach English as a career.
Professor P.A. Sveeggen Memorial Scholarship - awarded to an outstanding student i n the
field of English.
Foreign Language
M i m i Baez Kingsley M o d e r n Language Scholarship - awarded annually to junior/senior
students who are majoring in a modern language with preference given to those who plan to
teach language as a career.
Foreign Travel Scholarship - available to language majors studying a language abroad during
the academic year, to help with travel expenses. Aspecial application i s required by the Foreign
Language Department.
Health-Related
Ellen and Courtland Agre Pre-Medicine Award - given to a student of any major who i s
planning on entering medical school to earn a doctorate in medicine.
Eleanor Christensen Edwards Memorial Scholarship - established in 1978 for upperclass
students preparing for a career in medicine or health.
History
Dr. Carl H. Chrislock History Scholarship - awarded annually to a history major.
The Rev. and Mrs. 0.1.Haukeness Award - given to a senior student for excellence in the
study of history.
H. N. Hendrickson History Scholarship - awarded annually to students majoring in history
with preference given to those who plan a career i n the field.
Library Science
Library ScienceScholarship -established
choosing librarianship as a career.
in 1971 to honor one or more outstandingstudent(s)
Mathematics
Minnesota Gas Company Scholarship - generally awarded to able and deserving junior/senior
students majoring i n mathematics or the sciences on basis of need and academic ability.
Matheinatics Scholarship - awarded to an able and deserving student in the field of
mathematics.
Music
Peggy Christensen Benson Memorial Scholarship - awarded annually to a student studying
choral music.
lngaborg C. Christenson Scholarship - awarded to a student on the basis of skilled
performance or aptitude in stringed instruments.
David Gronner Memorial Scholarship Fund -awarded to two or more students participating
in athletics or music. The award is "made to students who have demonstrated financial need"
and/or "of high Christian character."
0.1. Hertsgaard Scholarship - awarded annually to junior/senior students who have
demonstrated proficiency i n choral and/orinstrumental music, who show interest or potential
in conducting and who show promise of over;~ll academic success.
Leonard and Sylvia Kuschel Scholarship - awarded to upperclass students seeking to acquire
musical and performance skills in instrumental music with preference given to those
candidates who have shown proficiency in keyboard instruments.
Edwin W.and Edith B. Norberg Scholarship-awarded to music majors preparingforcareers in
church music.
Henry P. Opseth Music Scholarshippromise i n the field of music.
awarded to a sophomore/junior student of outstanding
Schubert Club Scholarship - awarded annually to a music therapy student.
Marilyn Solberg Voice Scholarship - awarded to an Augsburg student who has music as a
rnajor/minor and who shows outstanding promise for achievement in the art of singing.
John and Vera Thut Scholarship - one or more scholarships will be awarded annually to
upperclass students who have achieved excellence in music.
Physics
Theodore
physics.
J.Hanwick Scholarship - awarded annually to an upperclass student majoring i n
Political Science
Political Science Scholarship - A n
political science.
award of recognition to an outstanding senior majoring in
Sociology
Adolph Paulson Memorial Prize - awarded annually to a student i n the general field of
Christian Sociology.
24/Student Life
Religious Life - 25
Student Government - 25
'Athletics - 26
Student Activities - 26
Student Services - 26
Center for Student Development - 27
Intercultural Center - 27
Health Service - 28
Food Service - 28
Residence Life - 28
Student Rights - 29
' D a y in May"
- a Spring celebration
Student Life/25
Student Life
Your experiences in rhe classroom are the primary aspecr of your colle e life, but
learning and development also occur i n formal and informal aaivitiesof t e College
and the metropolitan area. Whether you are a resident or commuter student, you
will find that the climate for learning and living a t Augsburg can add dimension to
your education.
&,
Religious Life
As a college of the church, we are concerned about spiritual, as well as academicand
social, growth. Our concern for spiritual growth is evident in the opportunities we
encourage and provide for students to explore their own faith.
Since our campus is comprised of individuals from many different religious and
cultural backgrounds, QUr worship life i s characterized by a similar diversity and
richness of tradition. Bibhe studies, fellowship groups, Gospel teams, planning
committees, retreats, Peace and ]usrice forums, Hunger conferences, concerts, and
plays and movies are examples of the wide variety of activities on campus.
This ministry finds its most visible expression i n chapel worship where students,
faculty and staff gather each Monday, Wednesday, and Friday to give thanks and
hear the Word proclaimed by a number of speakers. Each Wednesday night
students gather for Holy Communion.
W e seek ro develop a
graduafly change and
church. we encourage
the kind and quality of life that reaches beyond one's years at Augsburg.
The College Pastor has an office in the College Center t o be readily available for
counseling, consultation or information on ways to get more involved in religious
activity and groups.
Student Government
Student government i s the vehicle through which students can secure a closer
relatfenship and better understanding with the administration and faculty, and
provide input into t h e decision-making process a t Aug~burg.Student government
also sponsorsand direasstudent aaivities, protectsjtuclent righrs, and provides the
means fordisclrisiansand action on a l l issues pertaining to student life at Augsburg.
Student government i s organized info the executive branch, the legislative branch,
and t h e judicial branch. Elections are held in the spring except for freshmen who
elea their r e resentatives in !he fall of their first year. Many kinds of involvement
are posr;lble ram proqram planning to writing or editing to service opportunities.
li you want to get in~oliled,contact the President or Vice President of the student
society in their offices in the College Center.
/'
Social, Cultural, and Recreational
Throu hout the year, a variety of social and cultural activities takes place on campus
as we~fasi n the Twin Cities. These activities include dances, special dinners, name
entertainment, and visiting personalities i n various fields.
26/Student Services
The College Center is the focus of leisure-time activ%yo n campus. Offices for the
College newspaper, the Augshur Echo, and the yearbook, the Augburgian, are on
the lower level. l s n y of the c l u f r rhat unite clarrroom or non-clasrroorn related
intererrs meet in r h e Center. KC,MR, fludent-operated nan-profit radio station
serving the needs of Augsburg and t h e surrounding Cedar-Riverside community, is
located i n Mortensen Tower.
There are several opportunities for partici ation in music and drama. In addition to
appearing an campus and in the city, t e Augsburg Choir, Concert Band, and
Orchestra perform o n national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical
experience. Several plays are given on campus each year under the direction of the
theater a n 5 department.
R
lntercollegiate Athletics
Au sburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC)
a n 8 is a member of both the National Association of Intercollegiate Athletics
(NAIA) and the National Co[legiate Athletic Association (NCAA). Men annually
compete in football. soccer, cross country, basketball, hockey, wrestling, baseball,
track, and golf. Women annually compete in volleyball, cross country, gymnastics,
basketball, track Pc field. and $oftball.
lntramurals
Every student is urged to participate in some activity for recreation and relaxation.
An intramural program provides competition i n 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 i s open use of the gymnasium and ice
arena.
Student Activities
A variety of interests are served by groups and clubs and by events sponsored by the
student government. If you need information or wish to initiate a new group or
activity, contact the Student Activities Director.
Student Services
kugsburg College i s concerned with educating the whole person and recognizes
that the cont~xZin which l ~ a r n i lakes
n ~ place i s a crirical tactor in a t h i ~ v i n optimal
g
growth. Knowled e grows from mare than intellectual endeavors. Expandin
iela~ionships,e r p 6 r i n g v ~ i u e r ,identifying Me styles, develnping auranomy an
~nterdependence,
finding purposeand commitment -all combine with in~ellectual
content and skills to produce the desired educarional impact of the collegc on its
3
students.
The Division of S t u d ~ n thifairs has been created to sup' ort this task. During the
summer before your freshman year, or at the t i n e of trans er, you will receive a copy
of SEMAPHORE: Student Guide to a College Educat~on.This book will help you
assess the possibilities in your education, choices to make, directions to consider
and different destinations for which to pIan. SEMAPHORE was designed tb act as a
sort of road map for you.
P
CSD, Intercultural Center/27
Center for Student Development
The Center for Student Development provides a variety of services to help make
your journey as rich and meaningful as possible. Some of the opportunities you may
wish to participate in are listed below.
Summer Orientation. You can plan your firrt academic year and pre-register for
classes. You and your parents ger acquainred with classmates, faculty, and staff as
well as with the campus. You stav in thcdormitorv, attend events in the metropolitan
area and seek answers to the many quesi~omyou have about college life.
Career Plannin and Placement. You rnav be uncertain about where you want to be
when you finis r your undergraduate experience, whether your life style will be a
balanced one, how work will provide opportunity for service and fulfillment.
Augsburg has a lour-year career development plan to help vou assess yourself.
explore possibilities, test realities and prepare for entry inlo the next phase of your
life. All new students will have a chance to review rheir interests with a counselor.
?
Human Devefo ment Seminars. A serles of informal "mini-courses'' are offered
each year to herp you grow in understanding of yaurrelf and vour relatinnrhip ro
orhers. Such topics a s PEER (Positive Educational Experiences in Relationships],
y.
JobSeeking, and Sexuality are
Issues i n Men'< and Women's I d ~ n t ~ rAssertiveness.
available. Information on current offerings and opparrunityto register are provided
several times during t h e year.
Academic Enrichment. You may want to improve your skills in such areas as reading,
studving, n o t e - t a k i n ~and
,
testing by attendine one or more of the workshop5
offered. You a150 win have an opportunity to meet with a counselor T O diagnose
your needs. If a particular course proves difficult, you can arrange for tutoring
through the Center.
Counseling and Guidance. Sometimes students find it difficult t o cope with relationships or situations which they encounter during their college experience.
Counselors are available to help students who are experiencing personalhnterpersonal difficulties by providing individual and group counseling and a variety of
personal growth groups.
Learning for Living. A series of mini-classes designed for the person who has a desire
t o explore new interests, enhance leisure time, and meet others doing the same.
This i s a non-profit effort of the Student Activities program.
Intercultural Center
As a College in the city, committed t o the values and insights of cultural diversity,
Augsburg offers special advocacy and counseling for all minority students in close
cooperation with administrators, faculty and community. At the present time these
efforts concentrate in two major areas:
American lndian Programs. Augsburg offers an American lndian student support
program to meet the special needs of lndian students. The American lndian
Programs Director provides recruitment, courses, supportive services, community
service and activities to improve educational opportunities for American Indians.
Black Student Programs. A counselor with responsibilities in recruitment, supportive services, community service and activities coordinates Black student activities.
The Black Student Union (BSU) provides a focus for many activities and programs.
28/Residence Life
The other facet of Augsburg's Intercultural Center focuses on students who are
from or are interested in studying in other countries, and in planning activities and
events which can increase intercultural awareness of students, faculty and staff.
Foreign Study. If you are interested in study abroad, consult the faculty member
who serves as Director of lnternational Programs to check on the many opportunities
available.
lnternational Students. If you are a student from another country or would like to be
part of the activities of this group, contact the faculty member who i s appointed
lnternational Student Adviser.
Health Service
Your health needs will be met by the staff of Smiley's Point Clinic located on
Riverside A v ~ n u ~ a c r o rhc
s s strcer from the campus. Visits are free except for special
testing or service. and prescriptions a r e availab[e through the Fairview Pharmacy at
cost. Be sure to check \,our iarnily health coverage toc3etermine if you are included;
if n o r , a studen7 health insurance plan is avarlahle.
Food Service
The Commons, situated on the top floor of the College Center, is the main food
service facility for students, faculty and staff. This pleasant room features small table
units for easy conversation and overlooks the College Quadrangle and Murphy
Square. The portions are generous and modestly priced. Students on board plan
who live in residence halls eat their meals in the Commons.
Thechinwag, located on the ground floor of the Center,features short orders and is
open through the noon hour and in the evenings.
Augsburg provides a variety of board plan options for those living in College houses
or nearby apartments.
Residence Life
Because Augsburg recognizes t h a ~a srudentk aabilitv to respond to the learning
r
conditions, a variety of l~ousing
environmen r depends, i n art, upon his or h ~living
aliernatives i i provided. TEe residence hall program i i designed to promoterrudcnt
growth throu3h relationships with other students and being an acjive parricipant in
yroupdeci51on-makin?. Each restdenc~unit h a s o n e o r m o w Resiclent Staff who are
able to factlitare the process of group living asnell asdiscuss personal concernswith
Individual students.
All freshmen and sophomores not living at home are required to live i n collegeoperated housing. Married student housing is available in annex housing and
Kueffner Apartments.
Students enpaye a room at the beginning of the fall term for the entire school year.
New studentc r ~ c e i v eroom assignments during the summer before they enroll at
Augsburg. Upperclass students make housing arrangements in the spring. All
res~dentstudcnts must 3ign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by June 1 i n
order to secure housing. Students who deposit after June1will be provided housing
only if space i s available.
Student Rights/29
All students living on campus are required to pay an advance payment when they
sign the housing contract. The fee i s credited to the students' accounts when they
move into the residence.
All new freshmen and some upperclass students live in Urness Tower. This elevenstory high-rise houses 324. Each floor is considered a house unit providing 36
students, two to a room, with their own lounge, study and utility areas.
Mortensen Tower, the newest residence hall, i s an alternative to traditional
residence hall living. It contains 104 one- and two-bedroom apartments t o accommodate 312 upperclass students.
South Hall contains 12 apartments housing 34 upperclass students.
West Hall contains 12 one-bedroom apartments housing 24 upperclass students.
Another alternative option i s Annex Housing which provides a unique opportunitv
to f r v R r O U p living. Grou 5 of upperclass men or women share living space, house
ieiponribil~rier.and coo!ine. Houier are loca~edin the campus area. One way to
maximize the living-learning aspects of your housing situation ii TO avail vourself of
the opportunitv to bid far a house as a Special lnteresr House. Groups of 5tudents
have c r ~ a t ~evciting
d
projects by writing and implementing educational impact
proposals o n such ropics as Environmeniat Concerns, Men's and Women's A w a r e
ness, International Living, Simplified Life Styles, and Scandinavian Studies.
Mortensen Tower i s carpeted, air conditioned, and contains kitchen units. It is
otherwise unfurnished. In other residence halls or houses, rooms are furnished
except for bed linens, towels, blankets, bedspreads,and lamps. Laundry facilitiesare
available in each residence.
Student Rights
The College has adopled a statement of student rights and responsibilities and has
providecl lor due proces5 in matters of disciplinarv action, grievances. and grade
appeal. The judicial Council i s clecred by s~udenzsandIacultvand serve5 tocondua
hearings and review matterr of concern. 4ny student who wishes to identify
appropriate procedures forcomptainr should rontaa the Vice President for Student
Affairs.
The College operates in romptianre with the Family Rights and Privacy Act and Title
IX. Studenrs have the right t o inspect all official records, filesand data which pertain
ro them and w h ~ c hare maintained i n the Officeof the Registrar and the Placement
Office and to challenge inaccurate or misleading information. Exceptions are
parents' financial records and confidential letters and statements placed in the
record before lanuary 1, 1975. or placed under conditions where students have
signed a waiver of right of access. Students have the right to experience education
free from discrimination based on sex, race, ethnic, or cultural background,
handicap, creed, marital status or age.
Persons seeking additional information on these topics should contact the Center
for Student Development or the appropriate coordinator as listed in the Communication Directory on the inside front cover of this Catalog.
30/Academic Information
Degrees - 31
Academic Calendar - 31
Faculty - 31
Library, Audio-Visual, Computer - 32
Divisions - 32
Majors & Minors - 33
Teaching Licensure - 34
Certification Programs - 34
Pre-Professional Programs - 34
inter-Institutional Programs - 36
Study Abroad - 37
Honors Program - 38
Internship Program - 38
Continuing Education - 38
Registration - 38
Graduation Requirements - 39
Hats off to the graduating seniors!
Distribution Requirements -40
Grading - 41
Auditing Courses - 41
Grade Point Average - 42
Classification - 42
Advanced Placement - 42
Advanced Standing - 42
Probation and Dismissal - 42
Dean's List - 43
Graduation with Distinction - 43
lndependent/Directed Study - 43
Veterans - 43
Brief Facts - 44
Course Numbering - 46
Prerequisites - 46
Academic Information/31
Academic Information
Requirements for a degree from Augsburg College provide studen~swirh a broad
liberal arts backgrount! - In the humanities, the natural sciences and the social
sciences - and concentrated major studv i n one or more fields. Students are
encouraged to plan their own course af study with the help of facult! advisers.
Augsburg graduates are expecred to bc able to write effectively, to be knowledgeable about urban concerns. and 20 have some understand~ngof cultures
outside the United Stares. General recreational activirres roursej acquaint students
with and e uip rhem for lifetime sports. Courses In religion assist i n reflection on the
~
Church rhruugh i t u d v a i i a h e l i r i r rcrlprure.and mission.
meaning 0 7 t h Chrlrrian
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of
Science dcgrees. The B.S. degree i s a w a r d ~ dto graduates with majors in Medical
TcchnoEoyv, Music Therapv. Nursing and Social Work. Majors in music may select
the program lor the achet tor of Arts or the Bachelor of Music degree. Graduates
with majors i n other fields rcceive the Rachclor of Arts degree.
Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14weeksseparated by a 4-weekJanuary Interim. Students normally take four
courses each semester and one course during Interim. A maximum of three courses
can be earned in the two annual summer sessions, one of four weeks and one of six
weeks.
The calendar i s coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities, so students can take courses on another campus during
the regular term. (See Registration).
Ianuarv Interim i 5 particularly intended to be a time for both srudenrs and facuttv to
ernplov styles of teaching and learning and to investigate questions and topics in
places and ways not possible during the r ~ g u l a rtrrm. The Interim cafalog.
publishetj in the fall of each year. I S d i ~ ~ r i h l r t etod a l l ~tudentsand i s available bv
contacting the tnterim Ofiice. In addirion to classes offcrcd on campus, there are a
variety of travel oppor~unitieswilhinthe IJnited Statesand abroad. Independent or
directed study and internships are among the many In~erirnoptions.
Faculty
Augsburg has an able faculty with a long-standing tradition of taking a personal
interest in their students. The student-faculty ratio i s approximately 14 t o 1.
Faculty membersserve as academicadvisers and are available for help on individual
problems. All students are assigned a faculty adviser to help in planning their
programs and approving their choice of courses. Faculty members are listed in each
departmental listing, u i t h f u r t h ~ rinformation in the Augsburg College Faculty
section.
Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and triendjy student library assistants make the
library a favorite place to 5tudy. The main library houses over 138,000 books,
periodicals, records, tapes and films, Music, Chemistry, and Art History slide
libraries are located within the departmental areas.
32/Academic Organization
Access to over 1,000,000 volumes is available via daily interloan and courier service
among seven private liberal arts colleges and the Hill Reference Library. Through
Minitex, the statewide network, the additional resources of Minnesota and
Wisconsin libraries are accessible to Augsburg faculty and students.
A service-dedicated staff providesstudents with assistance 10 meet diverse informainstruction in the use of the library, standard ref~renceservice,
tion needs includ~ng
guidance in pursuing term paprr topius, and directions to other local sources of
information. Special arrangements arr made for access by srudentr with physical
handicaps.
The Library Audio-Visual Center provides facilities for classes in broadcasting and
for audio-visual materials. Assistance with the production of slides, transparencies,
filmstrips and audiohide0 tape recordings is available for faculty and students.
Equipment such as movie and slide projectors and tape recorders may be borrowed
for limited periods. Film bibliographies and other advice on materials selection are
available.
Computer Resources
Augsburg has a PDP 31-60 with central memory of 256 kilobytes and terminals at
several campus locations. The College also has several Apple S
I microcomputers, a
Tektronix 4051 graphics microcomputer, and KIM-1 laboratory microcomputers.
Augsburga150 has a access to large computers through both Minnesota Educational
Computer Con5ottium and the University of Minnesota.
Academic Organization and Programs
Divisions and Departments
The colle e curriculum i s offered by 20 departments which are grouped into four
divisions or administrative and instructional purposes.
B
Humanities - Catherine Nicholl (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and
Theater Arts
Natural Science and Mathematics - Earl R. Alton (Chairperson)
Biology, Chemistry, Mathematics, Physics
Social and Behavioral Sciences - Myles Stenshoel (Chairperson)
Business Administration and Economics, History, Political Science, ~sychology,
Sociology
Professional Studies - Rosalie V. Clark (Chairperson)
Education, Health and Physical Education, Music, Nursing, Social Work
Majors and Minors/33
Majors and Minors
Majors, or concentrations of study, may be within one department, within one
division, or cross academic disciplines. Some students decide on a major or majors
before they enter college. Others test a variety of disciplines before deciding.
Normally a major should be elected by theend of the fourth semester and earlier i n
some disciplines. Details of majors and minors are in the course description section.
M a j o r s available at Augsburg are:
A r t History
Biology
Business Administration
(Accounting, Finance,
International Business,
Management, Marketing)
Chemistry
Communication
East Asian Studies'
Economics
Economics-Business Administration
Elementary Education
Engineering2
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Humanities
International Relations
Mathematics
M i n o r s available at Augsburg
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies'
East and Southeast
Asian Studies
Economics
English
M e d i c a l Technology3
M e t r o - U r b a n Studies
Music
Music Therapy
Natural Science
Nursing
Philoso h y
Physica~Education
Physics
Political Science
Psychology
Religion
Russian Area Studies'
Scandinavian Area Studies
Social Science
Social W o r k
Sociology
Speech
Studio A r t
Theater Arts
Transdisciplinary
are:
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Library Science
Mathematics
Music
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies'
Scandinavian Area Studies
Social Welfare
Sociology
Special Education
Speech
Studio Art
Theater Art
It i s possible for students t o complete other majors through the ACTC. Students w h o wish t o
complete a major offered at one of the other ACTC colleges must apply through the Augsburg
Registrar's Office.
1 -Cooperative
Program of the Associated Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students t o take beginning and intermediate
courses i n Chinese, Japanese and Russian.
2 - Three-Two Plan with Washington University School of Engineering and Applied Science
and Michigan Technological University
3 - Cooperative program with Metropolitan Medical Center and Abbott-Northwestern
Hospital
34/Licensure, Certification
Teaching Licensure
Teaching Licemure programs are offered at Augsburg i n Elementary Education,
Kindrrpartcn. Prekindergarten, and thp iolrowing t i ~ l d sin 5econdarv Education:
English-Languag~Arts. Frrnch, German, Health. Lite Science, Mathematics, Physrcal
Science (Chcrnis~rvor Physics), Scienc~(Grades 5-9), Social Studies, Spanish,
Speech. Theater Arts. and in the special areas of Art (K-121, MUSIC[K-12). and
Phvsical Education (K-72). h minor i50ffered i n L~brilrvSci~nre.Students planning TO
teach an the secondary level h a t e advisers both in the Education department and
t h e area of their academic rnajor(~I.
Certification Programs
Special programs certifying skills and knowledge have been established at Augsburg
to increase vocational possibilities and/or to enhance personal growth:
Certification in Art -requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting to teach art in less
formal circumstances than a college are addressed. For further information, contact
the Art Department Charrperson.
Women's Studies Certification - may be earned by completing six courses focusing
on women's perspectives. Each individually planned program should include
courses in the social sciences, humanities, or other academic areas focusing on
women. Interested students should contact Dr. Toni Clark.
Church Staff Work Certification - is designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology,
sociology, speech and physical educatian. The pro ram i s designed to meet or
exceed criteria used i n The American Lutheran C urch certification program.
Interested students should contact the Religion Department Chairperson.
t
- Provides the background for performing
systematic assessmentsof programsfor social improvements. Students are required
to complete a group of five psychology and sociology courses, including an
internship. For futher information, contactthe Psychology or Sociology Department
Chairperson.
Program Evaluation Certification
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, the ministry,
veterinary science, pharmacy, or engineering can profit from a liberal arts
education at Augsburg.
It i s recommended that requirements for admission to graduate schools or
seminaries be reviewed and the course of study a t Augsburg planned accordingly. A
faculty adviser is available in each held to assist students in their planning. It i s
recommended thar students who want to plan a pre-professional program consult
with a faculty adviser early in their freshman year.
Augsburg offers a wide scope of courses in the humanities, natural and social
sciences, religion and philosophy which will provide the preparation for future
professional study.
Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: English, 2 courses;
Biology 111, 112; Phy~i- 727, 122; Chemistry 115, 116 (or 105, 106), 351, 352;
Mathematics 124; General Psychology, 1course. Requirementsat other universities
may vary.
Pre-Engineering - Augsburg offers a dualdegree program of liberal arts and
engineering in c o o p ~ r a t i o nwith t h e Washington University of Engineering and
Applied Science in St. Louis, Missouri,and the M~chiganTechnological University i n
Houghton, Michigan. See Engineering in the department/course section for
information on the course requirements i n t h ~ sThree-Two Plan of studies.
Pre-Law - Students planning to pursue a career i n law should consult the
handbook published by The Association of American Law Schools. and consult the
Augsburg pre-law adviser, Dr. Myles Stenshoe!. Students may wish to take the
political science course, Law i n the United States, to help determine whether they
possess an interest i n law. Since law schools encourage students to maintain a high
grade point average, the pre-law student ~ h o u l dbe aware that many graduate
schools consider the grade P given for a course as a C.
Pre-Medicine - Many medical schools are encouraging a liberal arts education t o
repare for study in medicine. A t Augsburg, the biology and chemistry departments
eave majors specially der~ynedior pre-medical students. Barh require Chemistry
115, 116 (or 105, 106), Matnematics 124, 125; and Physics 124, 122. The Chernisrry
major also requires Chemistry 353,361, one advanced course, seminar. and two or
more biology courses. The Biology major also requires Biology 117,112,491 and one
from each of three groups (351, 353, 361), (355,473,474),1440, 471,476), with 353
recommended. Designed t o meet the Univenity of Minnesota requirements, both
programs also encourage courses in the behavioral sciences and humanities,
including psychology and sociology. Requirements at other medical schools may
vary. Students are encouraged t o consult with the faculty adviser early in the
freshman year.
Pre-Pharmacy - Augsburg has a two-year program designed to fulfill minimum
requirements of the College of Pharmacy at the University of Minnesota: Biology
111,112; Chemistry 115,116,351.352; Econarnicsl22,123; English 111 andasecond
course; Health Education 110; Mathematics 124; Physics 121, 122: electives from
humanities, literature and the arts to futfill the semester hour requirements.
Requirements at other universities may vary.
Pre-Seminary - A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparatron includes Religion 111, 221; at least two
semesters of history (Western Civilization); one or more courses in the history of
philosophy: and Creek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
Veterinary Medicine a1 the University of Minnesota, these courses are recommended: English.? courses; Mathematics 124; publics eaking,l course; Chemistry
115,116 (or 105,106), 351,352,353; Biology 111,112; Pfysics 121,112; Economics, 1
course; 2 courses in art, literature, music, humanities, theater, or upper division
foreign languages; and anthropology, economics, geography, histor , political
science, psychology or sociology courser ta fulfill the rest of the Jstribution
requirements. Requirements a t other universities may vary.
36/1 nter-l nstitutional
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on
several programs.
Library and Media Center - Through C.L.I.C., the Twin Cities private collcgps
library consortium, and Minitex, the statewide library network, he ,%ugsbur~
community has access to over 5,000,000 volumes. Augsburg's library works with a
collection of education materials including approximately 138,000 books, periadicals, records, tapes, scores and films.
Associated Colleges of the Twin Cities - Full-time students at Augsburg and the St.
Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a
course each semester at another campus. No additional fee i s required for such an
exchange, except for private ins~ructionin music and some independent studies.
SPP Independent Study For further details. Students mav elen to participate i n zhe
cooperative program to ~ a i n
new p~rzpecrives,to get berter acquainted wirh the
other school^, or ro undertake a specific course or major not offered on the home
campus. Thc c o l l ~ q e shave c o a r d i n a t ~ dcalendarr. The interim term mav also be
l a k e n on another campus. .4 regularly scheduled busshutt les students between the
campuses.
Augsburg College also cooperates with other colleges in planning study opportunities for the January interim.
The Higher Education Consortium for Urban Affairs (HECUA) - This group is
composed of colleges and universities i n Minnesota, South Dakota and Wisconsin.
Planned activities include innovative curricular programs for students, interchange
and sharing of academic personnel and other college resources, cooperative
research projects, foreign study, joint sponsorship of a metro-urban affairs conference, and development of programs consistent with the needs and resources of
the community organizations of the Upper Midwest.
Chemical Dependency Program - A cooperative effort between Augsburg
College and Minneapolis Community College in downtown Minneapolis has
resulted in the establishment of a four-year program i n social work, sociology or
psychology with a chemical dependency specialty. The program is designed t o
train specialists to help professional people in dealing with chemical dependency
problems. Courses are taken both on the Augsburg and Metropolitan campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring
together Augsburg students, prison inmates, mental hospital patients, guards, and
students at rehabilitation centers. Classes are held at such places as the Shakopee
Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for
the severely physically handicapped), or on the Augsburg campus. The classes
offered through several departments give students first-hand views of the prisons,
hospitals and rehabilitation centers. The response of students involved in the
courses, both from Augsburg and the institutions, has been extremely favorable.
Computer Programming - Augsburg and Control Data Institute have an arrangement whereby students may transfer the equivalent of three courses i n computer
programming taken at CDI to Augsburg College.
Study Abroad/37
Air Force ROTC - Augsburg students may participate i n Air Force ROTC at The
College of St. Thomas under the ACTC consortium agreement. Students are
eligible to compete for 2- and 3-year AFROTC scholarships. For more information,
contact the Dean of the College.
Opportunities for Study Abroad
Several types of international experience are available to Augsburg students. Some
of them are briefly described below. For application procedures and further
information, request the special brochure on lnternational Study at Augsburg from
the Director of lnternational Programs. Since there is a limit on the number of
students who may study abroad each year it is wise to apply in the fall prior to the
year one wishes to participate in an international program.
Associated Colleges of the Twin Cities Programs - Students may participate in the
ACTC program in Germany and Vienna, spending January and February in
intensive language study in Germany, and March through May in a regular
semester program in Vienna, where a variety of course offerings is available.
Higher Education Consortium for Urban Affairs - Augsburg students may take
part in the Scandinavian Urban Studies Term (Oslo) or the South American Urban
Semester (Bogota) programs. Both programs are interdisciplinary and stress cross
cultural comparison in development and planning, including study tours to other
nations in their respective regions.
'
Interim - Study abroad during the interim is planned for each year. See listings
under the Augsburg lnterim Catalog and in the brochure on Interims Abroad
issued each spring for the following January.
lnternational Business Program - See under Business Administration, page 53.
Program in Global Community - Augsburg's 3% month IivingAearning program
based in Cuernavaca, Mexico, focuses on the study of issues related to global
justice and human liberation in the light of Christian proclamation. Includes
intensive Spanish instruction, group trips, home stay with a family, and cultural
activities. The cost, including travel, is equivalent to full room, board, and tuition
for one term at Augsburg. Application and interview required, enrollment limited.
Semester or Year Abroad - Arrangements have been made under which Augsburg
students may spend their sophomore or junior year in study at a number of foreign
educational institutions. Among them are the University of Oslo, Norway; Schiller
College i n London and Heidelberg; the University of Bath, England; the University
of Dundee, Scotland; the University of Seville, Spain; and the Institute for
American Universities in Avignon, France.
Student Project for Amity Among Nations - Augsburg participates i n the SPAN
program. This is a joint venture of the University of Minnesota and several colleges
in the state. Each year three or four countries are selected, and qualified students are
granted partial scholarships to enable them to spend a summer in informal study in
one of the countries chosen. Applications to the program are made in the spring of
the freshman or sophomore year. The SPAN program consists of three stages:
language study and group meetings during the school year before departure,
independent study abroad a topic of one'schoice during the following summer,and
the writing of a paper upon return.
38/Academic Policies
Summer School - There is a wide variety of possibilities for those who wish-to
spend a summer studying abroad. Recently Augsburg students have spent
summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
Honors Program
The Honors Program at Augsburg is designed to provide opportunities for
qualified students to pursue an enriched and sometimes accelerated course of
study. Special seminars, colloquia, honors student forums and options i n completing the general education requirements are all parts of the Honors Program.
Inquiries should be addressed to Dr. Benjamin Cooper, Honors Director.
Internship Program
The Internship Program i s a college-wide program. It provides students i n almost
all fields of study an opportunity to gain practical on-the-job experience that can
be related to their academic program or personal interests. Internships are
available with a variety of companies, agencies and community organizations.
Continuing Education Program
Augsburg College offers a number of courses, both credit and non-credit, through
its Continuing Education Program. Classes are generally i n the evening. Since
continuing education courses are offered on a semester-hour basis, the courses vary
in length from four weeks to fourteen weeks. Students wishing to know more about
Augsburg's continuing education offerings should call or write the Office of the
Associate Dean.
Academic Policies and Procedures
Registration - Semesters, Interim, Summer
A student must be registered for a course to receive credit for it.
Students normafly register for four courses a semester and onecourse in the interim.
Students registered for three or more courses in a semester are classified as full-time
students. To register for more than 4.5courses,~tudentsmu57 contact the Registrar's
office to petition the Committee on Student Standing for permission.
A joint class schedule i s published each Spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
semesters.
Se arate catalogs of courses are published by the lnterim Office and Summer
Sc ool Office for those sessions at Augsburg, listing registration times and
procedures.
FI
Specific information on registration and help with registration on another campus
are available from these offices:
Office of the Registrar, Science 114, Fall and Spring terms
Interim Office, Memorial 230, Interim
Summer School Office, Memorial 230, Summer School
Graduation Requirements/39
Freshmen and transfer students have an opportunity to pre-register during summer
for courses in the fall. All currently enrolled students have an opportunity to
pre-register duringtheiall for the spring and duringthespring for both the fall and
the following spring. All students must confirm their registration at rhe beginning of
each semester and complete financial arrangemenrs.
Arthough a student may register up t o two weeks after the semester begins,
registrarlon i s encouraged at the regularly scheduled rime. Special fees are charged
for late cegistration. Special feesalso are c h a r g ~ sfor cancelling or adding courses or
changing grading option after t h e f1r51 f ~ v edays of a semester.
Students are urged not to abandon murscsfor which thev are registered, since this
results i n a failing grade on the official record. Cancellation of courses or
cancellation from College must be done i n the Registrar's Office. Cancellations
from college and resulting adjustments i n accounts are effective as of the date the
completed Cancel from College form IS rerurned to t h e Office of the Registrar.
Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests with the
student. Academic advisers, department chairpersons, the Academic Dean and the
Registrar are available for counsel and assistance in program planning.
Each student must apply for graduation at the time specified by the Registrar.
Application forms are available in the Registrar's Office.
All degree and course requirements must be completed and verified i n the
Registrar's office prior to the anticipated date of graduation (there may be no
incompletes or open courses on the academic record).
1. Completion of 35 courses.
.4t least 71 courses musr he upper division, numbered in the 300sand 400s. Not m a r e
~ h a n13 may be in one d c p a r ~ m e n t except
,
i n certa~napproved majors for !he
B a c h ~ t o rof Science/Arts degrec. 1: for the Barhelar of Music ancl Bachelor of
Scienre in Musrc Jhera v degrees, and 18 In the Bachclor of Science i n Nursing
degree. The course rota must tnclude t h r e ~
In~erimsfor student5 w h o s ~complete
academic work 1 5 a t Augsburg. Far rransfer students, the course toral m u ~includc
t
one less inrrrim course than the number of vears at 4ugsburq.
F
No more than these maximums may be applied toward the 35rotal courses required:
4 Conservation of Human Resources 4CHR) courses: ? courses bv inde ~ n d e n t /
directed study; 4 courses of internship: and 8 courses with a grade o Pass tP).
Non-traditional grading (P) also has these lirnirs: 2 in the major except Elemcnrarv
Education and Nursing; 1 i n the minor if approvcd by the department chairperson.
P
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar about specific requirements for a second
baccalaureate degree or for the equivalent of a major.
2. Completion of a major.
Requirements for each major are listed under the departmental headings. A minor
or double-major i s not required, but i s encouraged.
3. Grade Point average - 2.0 for most majors.
A grade point average of 2.0 i s required in all courses taken and in courses which
apply toward the major, except for Nursing and licensure i n education, where 2.5
averages are required.
40/Distri b u t i o n R e q u i r e m e n t s
4. Residence
The last year of full-time study or equivalent (minimum of 7 courses for part-time
students) must be at Augsburg.
5. Distribution requirements (See below)
Distribution Requirements
Writing - A course i n writing (English 111) or certification of demonstrated
proficiency by the Department of English. Exemption tests are given during the
summer and fall orientation periods.
Liberal Arts
An approved course from each of these seven areas:
Mathematin-Physics
Chemistry-Biolog
Psychology-Sorio ogv
English-Speech. Communication
Rc Theater Arrs
Y
Economics-Political Science
History-Philosophy
Art-Music
Foreign Languages - Two courses (I11 and 112) of one foreign language at
Aufsburg. Students who test above the Illlevel of a foreign language will take one
ad ~ t ~ o ncourse
al
at placement level in that language o r t w o courses (111 and 112) of
another foreign language.
Religious Studies - Three approved courses i n religious studies, of which not more
than one may be an interim course. For transfer students, the number required i s
one for each year of study or equivalent at Augsburg.
Urban Concerns, or Women's Studies, or Minority Studies - Courses approved to
meet this requirement are published each term. Information is available at the
Office of the Registrar.
Lifetime Sports - Two lifetime sports or demonstrated proficiency in two lifetime
sports.
Evaluation and Grading
Student achievement i n courses i s measured primarily by final examinations. Shorter
tests, written papers, oral reports, and other types of evaluation also are used.
Most courses are-offered with grading oprions - traditional grading on a 4.0 to 0.0
scale or rhe Pass/NonCreditsystem.in which P means a grade of 2.0 or better and N
means no credit and a grade of less than 2.0. Students are cautioned to use the P/N
grade o tion with care since some graduate and professional schools do not look
favorabc on a large number of P-graded courses, or rank each as a "C". See P/N
limitations under Graduation Requirements.
Certain courses are offered on one grading system only. Sociology 383 and several
interim courses are graded only on the P/N grading system. Some education courses
are raded only on the P/N system or only on the traditional s y s t ~ m English
.
Illis
grafed P or N, or 2.0-4.O/N. Some other courses are graded only P, 1.0, N.
Music organizations and performance studies, Chemistry Seminar, gnd Lifetime
Sports are graded P/O.O.
In courses where there is a choice, students will be graded on the traditional system
unless they indicate on their registration that they wish to use the P/N grading
option. Any changes i n choice of grading system must be made according to dates
published each term. A fee i s charged for any changes after the first five days of
classes.
Explanation of Grades
Number grades are used with these definitions:
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Achieves highest
standards of excellence
"
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point average. A
grade of P represents work at or above the 2.0 level; N represents work at the 1.5 or
below level.
r2n incomplete qrade mav be given ontv in the case of extreme emergency. To
rcceive it, a siudent must file a pelifinn with he Carnmirtee on Student Sfanding
staling the reasons for the rtqucrt, the plan and d a t p tor removing it.and comments
from the insrructar If permission is granted, the i n c o r n p l ~ tmust
~
be removed
during the foTlowing scrnester, ar i t becomes rhe grade s u b m i t t ~ dbv the teacher
along wirtl rhe incomplete.
A grade of X may be given for an independent o r d i r e r r ~ ds1udvcour5eor internship
that is to be spread aver more than enesemester. Strch a course must be completed
during the second semester or the grade of S wi[I remain on the t ~ c o r dIf. X i s given,
the course must be registered for a s 1 Y In the lollowing term tn order that credit and
a grade may be a5sipncdm
A course in which a grade of 0,1.0,1.5, N, I, or X has been received may be repeated
for credit. Courses i n which higher grades have been earned may not be repeated
for credit, but may be audited. All courses taken remain on the academic record.
Only the credits and grades earned the second time are counted toward graduation
and in the grade point average.
A course i s given a grade of W when it is dropped after the deadline for dropping
classes without a notation on the record.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering
for Audit (V). Full-time students may audit a course without charge. The charge for
part-time students is listed under Expenses. Students who audit a course should
confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance and any other requirement. If expectations
have been met, the course will be listed on the transcript as having been audited. If
expectations have not been met, the course will be listed with a grade of W
(Withdrawn).
42/Classification, Probation
Grade Point Average
The grade point average (GPA) i s based on final grades for all work at Augsburg. It
does not include credit and grade points for work transferred from other colleges.
Courses taken on the P/N grading option are recorded, but not computed i n the
G PA.
Classification
Sophomores - 7 courses completed with at least 14 grade points
Juniors - 16 courses completed with at least 32 grade points
Seniors - 25 courses completed with at least 50 grade points
Advanced Placement
Advanced placement in courses beyond the be inning level i s granted to students
with scores of 3.4, and 5 a n t h e CEtB Advanced Wacement Program Test. ~ d d i t i o n a l
credit or placement i s at the discretion of the department. Inquiries should be
addressed to the Office of rhe Registrar.
Advanced Standing
College credit is granted to high school students who havesuccessfuIIycompleted a
college level course and who have scored high on he Advanced Placement
Examinations. Augsburg will also award credir on the basisof scorer. received on the
College Level Examination Proyam (CLEF) ofiered by the College Entrance
Examination Board. Requests for detailed information should b~ addressed to the
Office of the Registrar.
Probation and Dismissal
A student will be placed ort schotastic probation at the end of t h e term i f his or her
athie~ernentis unsat~sTac~ory.
A student who has been on probation two or morc
C O ~ S P C U serncjrera
~ ~ ~ C
is subject to di;rn~ssal at the end of tlie term. Dismissal f r o m
the College is not automatic. Each c a w I S reviewed bv the Committee on Student
Stand~ng.A student who has a poor a c a d ~ m i crecord mav b e s~rongtyadvised to
withdraw before t h e end of the term. ,4 studenr who has been on probation for two
terms and withdraws from the College voluntarily must have special permission to
re-enroll.
A student will be placed on probation under these conditions:
Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer than 7
courses.
Sophomore - below 1.7 cumulative GPA or 3 zero courses, having taken 7 but fewer
than 16 courses.
Junior - below 1.9 cumulative GPA having taken 16 but fewer than 25 courses.
Senior - below 2.0 cumulative GPA having taken 25 or more courses.
A student will be removed from probation when the cumulative GPA reaches the
minimum levels above. Students placed on probation as a freshman for earning 2
zero grades will be removed from robation if their classification changes to
sophomore and ihev h a v e not earnexadditional zero grades. Students placed on
probation as a sophomore for earning 3 zero grades will be removed from probation
if their classification changes to junior and their cumulative GPA reaches 1.9.
Study Options, Veterans/43
Dean's List
The Dean's List i s published after each semester, listing students whose grade point
average for a semester is 3.5 or better, based on a minimum of three full courses, or
equivalent, graded on the traditional grading system, with no incompletes in
courses offered for credit.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude 3.8 to 4.0 cumulative GPA
Magna cum laude 3.6 up to but not including 3.8 cumulative GPA
Cum laude 3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have completed
two years (14 traditionally graded courses) of work at Augsburg.
Independent/Directed Study
Many departments offer opportun~tiesforconscientioussrudents who demonsrrate
sufficient background and preparation i n a given field to carry out upper division
level work on an independent basis. Somed~partmentsalsoofferan opportunity for
directed stud!: on a lower division level. A srudent who resisters for directed or
independent study should normally expect to complete i t in one semester but may
extend i t into the next term by permission of the instrucror. In such ca5es.a grade of
X isgiven a t theend of the f l r 5 t term. and zhestudentwill registerapain forthe course
to receive the final grade.
Student3 interested in registering for directed or independent study must first
secure permission from the faculty who will direct the study. A maximum of two
courses in Independent Study and/or Directed Study may count toward the 35
courses required for the degree.
Srudents may cross-register for inde endent studies at another ACTC school only
when the majorfield in which rheinBcpendenl study i s proposed is not available on
their home campus, and will be charged by the host campus for any special costs
a~tarhed.Requests for exception to this policvshould be made directly to their own
academic dean.
Veterans of Military Service
Augsburg is approved by the State Approving Agency for Veterans Training.
Veterans should consult with the Office of the Registrar about completion of the
enrollment certificate and the forwarding of other information to the Veterans
Administration.
Veterans will be referred to the State Approving Agency after anv period of two
consecutive terms in which they did not earn a t least three courses per term, the
rntnirnum for classification as full-time students, It i s the responsibility of each
veteran to report any change i n registration and/or academic load to the Office of
the Registrar, as it i s for all students.
A non-punitive rade which brings a veteran's academic load for the term below
to the Veteran's Administration. Veterans will need ro
three courses w i r bc n p o r ~ e d
meet the requirements ol the Veterans Administration regarding repayment of
educational assistance funds received.
46/Departments, Courses
Departments and Course
Course descriptions are listed by department or interdisciplinary program. The
descriptions are brief summaries of topics to be considered. For a more precise
description and clarification of content and requirementsfor individual courses, the
student should consult the inctructors of the courses.
Courses and terms listed are subject to change. In general, classes are offered Fall
and/or Spring terms, unless anerher frrquency isspecified. The Schedule of Classes
published each spring lists offerings and locations for Fall and Spring terms.
Descriptions and schedules for courses offered in January Interim and Summer
School are published in separate catalogs.
A full course is offered for one credit. A few fractional courses, for one-half credit,
are offered in the Division of Professional Studies. Afull course has the approximate
value of 4 semester credits or 6 quarter hours.
Most courses meet for three 60-minute periods or two 90-minute periods a week, in
addition to laboratories.
Numbering
Courses numbered below 300 are lower division courses. Courses numbered 300
and above are classified as upper division. In general, courses in the 100s are
primarily for freshmen, 200s sophomores, 300s juniors, and 400s seniors.
Prerequisites
Coursesthat must be taken before enrolling in a higher level course are listed i n the
caurse descrip~ion.A student may enroll in a course when a prerequisite has not
been fulfilled if there is prior approval of a professor teaching the course and of the
academic adviser. Consent of the instructor is indicated in some course descriptions
by this sign: (#)
Art
Philip Thompson (Chairperson), Robert Friederichsen, Norman Holen, August
Molder, Paul Rusten, Mary Swanson, Dorothy Williamson
Studio Art Major: 9-13 studio courses with Foundations 102,107, 225; 3 art history
courses including 240. One course must be i n 2-dimensional art (118,223,360) and
one in 3-dimensional art (150,221,250). Majors are required t o begin their programs
with the Foundations, although advanced placement i s possible with portfolio on
approval by the Art faculty.
Teaching Licensure Major: Foundations 102,107,225; Studio 118,132,150,221,223
and 250 plus a second course in two areas; Art History 240 and two other art history
courses. Consult wirh Department of Education for requirements i n education for
teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including one from 102,107 or 225 and 118 or 221.
Studio Art Minor: 4 studio courses including 107; Art History 240.
Art History Minor: 5 art history courses including 240.
Certificatein Art: 8art courses, including one in Art History. Up to four courses may
be taken in one studio area or in art history.
Foundations in Studio Art Courses
102 Environmental Aesthetics
Fine arts i n the urban and world setting. Concern for thevisual content of experience in the
environment leading toward appreciation and criticism. Individual and group projects
exploring design problems i n representation, symbolism and abstraction.
107 Drawing
Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building
interiors and exteriors, and experimental work.
225 Visual Communications I
The theory and practice of visual perception and communication using elements such as
color, line, shape, texture, and pictorial images.
Studio Art Courses
100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativity and expression with attention to black and
white photographic process. Need access to 35 mm. camera. (Spring)
150 Jewelry
An introduction to the making of jewelry in copper, brass, pewter, and silver. You learn
how to cut, forge, enamel and cast these metals.
221 Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective
media.
223 Print hIakhg I
Principles and methods of print making in a variety of media includingetc hing,silk-screen
and woodcut.
242 Film Making
Film making through practical laboratory experience. Discussion and observation of the
expressive and structural elements of film. (Summer, Interim)
247 Life Drawing
See Interim Catalog
250 Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and glazing.
330 Visual Communications II
A study of visual communications i n magazines, television, film, advertising symbols, and
other mass media. Practice in areas of photography, typography, and illustration.
(Prereq.:225)
351 Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding and a
continuation of glazing. (Prereq.:250)
355 Painting II
Advanced study of painting. (Prereq.:llB)
360 Watercolor Painting
Design concepts using descriptive and experimental techniques i n transparent watercolor.
(Alternate years)
368 Print Making II
Advanced work with color and composition i n various media, including silk-screen,
etching, and woodcut. (Prereq.:223)
399 Internship
Consult chairperson or internship director to determine project.
478 Sculpture II
Advanced work i n sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. (Prereq.:221)
499 Independent Study
Advanced study in area of the student's choice, intended for senior art majors.
Art History Courses
240 Art History Survey
A survey of art from prehistoric to modern times. Includes reading, research, viewing of
slides, visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year.
352 Women's Art History
A study of women's image in the visual arts in relationship to women's place within the
cultural, economic, and sociological environment of each period.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modern times.
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman Period to the 4th Century A.D. (Alternate years,
Fall, 1982)
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and
architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, and architecture, 14th to 18th century. (Alternate years,
Spring 1983)
388 19th and 20th Century Art
European painting, sculpture, and architecture from Neoclassicism through the present.
(Alternate years, 1983-84)
389 American Art
A study of early colonial art through contemporary American art, with specificemphasis on
19th and 20th century art and its relationship to European art as well as indigenous
movements. (Alternate years, 1983-84)
Biology
Neal T h o r p e (Chairperson), Robert Herforth, Roberta Lammers, Erwin Mickelberg,
Ralph Sulerud
Major - Option 1: 7 courses, i n c l u d i n g 111,112,491 a n d at least o n e course f r o m
each o f t h r e e groups: (1) 351,353,361; (11) 355,473,474; ( I l l ) 440,471,476; Chemistry
115, 116 (or 105, 106), 351, 352; Mathematics 124, 125; Physics 121, 122. Students
i n t e n d i n g t o enter graduate school should ordinarily choose this major.
Major - Option 2: 9 courses, i n c l u d i n g 111,112,491 a n d at least o n e course f r o m
each o f five groups: (I) 351,353; (11) 355,474; (111)361,481; (IV) 471,473; (V) 440,476;
Chemistry 115, 116 ( o r 105, 106), 351 and 352. Students w h o plan t o teach i n
secondary schools o f t e n select this major. Licensure f o r teaching i n Minnesota also
requires t r e e courses i n earth a n d life sciences. Students p l a n n i n g t o teach are
advised t o consult w i t h t h e Education Department early i n their planning.
Pre-Medical Biology Major: Option I major. In addition, medical schools usually
require Chemistry 353.
Minor: 5 courses, including Ill,
112 and three upper division courses; Chemistry
115,116 (or 105, 106).
Honors Major: GPAof 3.5 in biology and 3.0overal1, active participation in seminar,
one course of approved independent study with an oral defense of the research
report. Application should be made no later than the first term of the senior year.
101 Human Biology
Basic biological concepts from an anthropocentric point of view. An attempt to answer
such questions as: What makes man just another member of the biotic fold? Does man
havea niche in the ecosystem? What influence does man have on the environment?What
influence does the environment, especially the urban environment, have on man?(3 hours
lecture, 1-1/2 hours discussion section. A student may not receive credit for both Biology
101 and 103. Does not apply to the major or minor)
103 Human Anatomy and Physiology
A professional course i n the structure and function of the human body. Lecture and
laboratory. (Fall for nursing and certain other paramedical students, or #; Spring for
Physical Education, Music Therapy and other interested students. A student may not
receive credit for both Biology 101 and 103. Does not apply to the major or minor).
105 Biology and Society
What are some of the biologically-based problems with which our society must deal?What
threats are posed by pollution, the prospect of war, and by shortages of food, water and
non-renewable resources?What are the implicationsof genetic research,scientificracism,
socio-biology, and inequities i n thedelivery of health care? (3 hour lecture. Does not apply
to the major or minor. Spring)
108 Microbiology
Basic microbial features are considered as well as applicationsof microbiology to the fields
of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student nurses, health
majors, or #. Prereq.: Chemistry 109 and concurrent registration in Chemistry 110 or #.
Spring. Does not apply to the major or minor).
109 Special Topics i n Biology
Offered periodically through Augsburg's Conservation of Human Resources (CHR)
program. Generally conducted off campus with community people taking the course
together with college students i n a co-learning model. Topics will vary depending upon
needs and interest. Does not apply to the major or minor.
111,112 General Biology
A comprehensive introduction to biological science. For biology and other science majors.
The course includes an introduction to molecular biology, cellular biology, genetics,
developmental biology, evolutionary mechanisms, anatomy, physiology, ecology, and
phylogenetic relationships of organisms. Must be taken in sequenceexcept by permission
of instructor. (3 hours lecture; 4 hours laboratory. 111, Fall; 112, Spring)
323 Experimental Human Physiology
A laboratory-based course in which the principles of human function are learned by
experimentation and class discussion of the theory and results. Clinical applications will
also be considered. Intended for students in nursing, medical technology, corrective
therapy, health, physical education and related programs as well as biology majors
(primarily Option 11). (3 hours lecture-discussion, 4 hours laboratory. Prereq.: 103 or 112.
Fall 1984 and alternate years)
351 Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology, behavior, life
history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.: 112,
Spring, 1983 and alternate years)
353 Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution,
behavior and population dynamics of thevertebrates. (3 hours lecture,4 hours laboratory.
Prereq.: 112. Spring)
355 Genetics
The principles of heredity with emphasis on recent advances in human genetics.
Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory.
Prereq.: 112, Spring)
361 Plant Biology
A survey of the major divisions of the plant kingdom including the study of anatomy,
physiology, life histories, taxonomy and ecology. (3 hours lecture, 4 hours laboratory.
Prereq.: 112, Fall)
367 Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates, lipids and
nucleicacids including intermediary metabolism. (3 hours lecture. Prereq.: 112, Chemistry
352 or #. Fall)
440 Plant Physiology
A consideration of the chemical and physical mechanisms involved i n photosynthesis,
respiration, growth and development, and water relations in vascular and nonvascular
plants. The relationships of these processes to plant structures. (3 hours class, 4 hours
laboratory. Prereq.: 112, Spring, 1984 and alternate years)
471 Cellular Biology
A study correlating cell function with ultrastructure. Laboratory work includes microtechnique, cytological studies, cell physiology and tissue culture. (3 hours class, 4 hours
laboratory. Prereq.: 112, 367 or #. Spring)
473 Animal Physiology
A study of animal function with emphasison the vertebrates. Wherever possible, functions
are explained on the basis of physical and chemical principles. (3 hours class. 4 hours
laboratory. Prereq.: 112; Chemistry 106 or 116: Physics 103 or 122 or #. Fall, 1983 and
alternate years)
474 Developmental Biology
A consideration of the physiological and morphological changes which occur during the
development of organisms with emphasis on the vertebrate animals. Experimental as well
as descriptive studies are included i n the laboratory work. In addition to embryonic
development, the topics of malignancy, aging, and regeneration are discussed. (3 hours
class, 4 hours lab. Prereq.: 112. Spring)
52/Business Administration & Economics
476 Microbiology
An introduction to the study of microorganisms with emphasis on bacteria and viruses.
Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered
as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112,367 or #. Fall)
481 Ecology
A survey of representative biological communities; the study of reciprocal relationships
between organisms and their environments. (3 hours class. 4 hours laboratory, some
Saturday field trips. Prereq.: 112, 361 or #. Fall)
491 Seminar
Oral presentations and written papers relating to recent biological literature and research.
(For seniors majoring i n biology, Fall)
499 Independent Study
Individual laboratory, field, or library research under the direction of an instructor.
Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous
arrangement with instructor)
Business Administration
& Economics
Amin Kader (Chairperson), JamesE. Billings,Satya Gupta, Douglas Heidenreich, Roy
LaFayette, Keishiro Matsumoto, Kenneth Rich, Edward M. Sabella.
Business Administration
Major in Accounting: 9 Business Administration courses (101,102,131,261,262,263,
379,381, and 483 or 484); 4 Economics courses (122,123,251, and one f r o m 258,391,
392). At least three upper division courses a r e required. Far thoseplanningcareers i n
accounting, completion of thetwo remaining courses i n thesequence 381,382,483,
484 is recommended. Courses i n data processing and compuTer programming are
strongly recommended.
Major in Finance: 9 Business Administrat ion courses (101,102,731,267,262,373,379,
478, and one from 381,382,483); 4 Economics courses (122,123,257, and one from
258, 391, 392). At least five upper division courses are required. Economics 392,
Mathematics 114 and courses i n data processing and computer programming are
strongly recommended.
Major in Management: 10 Business Administration courses (101, 702,131,145,250,
261, 340, 379, 410, and 373 or 4781; 5 Economics courses (722. 123, 251, 340, 445);
Philosophy 120; Psychotogy 371,373; Sociology 241 and 373 or 383; Speech 111 or
English 223; Communications 354 or 355. Math. 114 is srronglv recommended.
Major in Marketing: 9 Business Administration courses (101,102,131,135,250,261,
330,379,430); 5 Economics courses (122,123,251,258,445); Philosophy 120; Speech
and Communications 351 o r 352 and also 353. Mathematics 114 i s strongly
recommended.
Majors i n Marketing and Management are strongly encouraged t o take other
courses offered i n the department i n addition t o those listed above.
Business Administration & Economics/53
M a j o r in l n t e r n a t i o n a l Business: 8 Business Administration courses (101,102,131,
135,261 a n d 399 o r 499 a n d two f r o m 381,382,484); 3 Economics courses (122,123,
379); Political Science 160; 3 Ian uage courses (or demonstrated proficiency) f r o m
o n e o f t h e following: Arabic. C f i n e w , French, German, Greek, Italian, Japanese,
Norwegian, Russian, Spanish; 1 History course (coordinated w i t h t h e foreign
language courses) f r o m 103,104,222,322,323,324,331,332,440,474;
8 International
C o r e counes, i n c l u d i n g ~nternsh~p
or i n d e p e n d e n t stud Core courses must be
taken abroad (England and Germany, aiherr ro be addYedi. Erceprionr may b e
p e r m i t t e d with department a proval General descriprions follow. Students who
plan to major in lnternafionaPBusin& should mnract t h e depanment's international adviser. Amin Kader, as s o o n as possible t o carefully p l a n their p r o g r a m o f
study.
lnternational C o r e Courses - Required
Comparative Business Law - Advanced discussion of business law including the
comparison of U.S. and European laws governing corporations, partnerships and foreign
investment; European business regulations; tax laws; etc.
European Marketing - Factors affecting consumer demand and methods of satisfying it;
structure of the European market; market analysisand sales management; pricing policies;
distribution systems; planning of marketing operations. Emphasis will be placed on comparison with marketing activities in the U.S.
Import-Export Operations -The practical, technical and procedural aspects of import and
export business operations. The successive steps in the promotional, organizational and
financial development of international sales and purchases, including an analysisof international trade terms, sales terms, documentation and governmental regulations.
Multinational Corporation - Comparative study of the methods of organizing and
managing the multinational enterprise. Topics include: organization structure; subsidiarie; and parent company; ~r~anizational'behavior;
management policy; comparative
industrial relations; comparative tax laws; optimization principles in the international
setting.
lnternational C o r e Courses - 3 to b e Elected
Economics of the Developing Countries - Source of economic backwardness and
obstacles to economic growth. Analysis of specific problems such as population pressure,
land reform, lack of capital, foreign trade imbalance, foreign investment, colonialism.
European Common Market - EEC; political will: objectives, implications; forms'of
economic integration; freedom of factor movements; agricultural policies; European path
to monetary integration; energy, regional, and social policy; regulation of transport;
industrial policy; current membership negotiations.
lnternational Economic Institutions - Regional economic integration and the relation of
domestic and international policies. lnternational monetary cooperation.
lnternational Economic Policies - The economic factors i n diplomacy; tariff techniques
and problems; commercial bargaining; foreign investment problems; economicaspectsof
economic development; regional integration techniques and problems; foreign aid
policies; exchange rate policies.
Theory of lnternational Finance -The relevance of international finance; participants i n
the international payments scene; balance of international payments; spot market and
forward market for foreign exchange; exchange rate systems; international liquidity; the
impact of international payments on the domestic price level; employment and the
performance of monetary policy.
54/Business Administration & Economics
Minor: 6 courses, inchding Business Administration 101,102, and one of 261,373,
379,478; and one of 262,379,381; and Economics 122 and 123. Other configurations
for the Business Administration minor may be permitted on consultation with the
department chairperson.
Honors Major: GPA of 3.50 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination i n the major field of concentration.
C.P.A. Certification: Graduates who wish t o take the Certified Public Accountants
(C.P.A.) examination prior to fulfilling the experience requirement must have
corn feted the major i n Busine5s Administration-Accounting, taken all accounting
and !usines, Taw counes offered, fulfilled the Mathematics-Phyrici general college
requirement by taking mathematics, and completed at least 5 courses but not more
than 1 2 courses of related business subjects (Economics, Finance and Mathematics).
Students who have completed theabove requirements arequalified under the rules
of the Minnesota State Board of Acceuntancy to sit for the examination immediately
after graduation.
Notes: Students who plan to major in the department are strongly encouraged t o
select a department adviser as soon as possible, in order t o carefully plan their
program of study.
In addition to the courses listed below, these have been offered under Business
Administration 295, 495 Topics: Research Methods for Economics and Business,
Computer Simulation for Business, Income Taxes for Individuals, Computer
Applications, and Discrete Event Simulation.
101 Principles of Financial Accounting
lntroduction to business activities, basic concepts and fundamentals of accounting, the
accounting cycle and preparation of financial statements.
102 Principles of Managerial Accounting
lntroduction to business activities, basic concepts and fundamentals of managerial
accounting. Planning and controlling processes, decision-making and behavioral considerations. (Prereq.: 101)
131 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business
organizations under the Uniform Commerical Code. (Spring)
135 Introduction t o Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic and tech~ologicalfactors as they affect product, promotion,
marketing channel and pricing decisions. (Spring)
145 Fundamentals of Management
Development of the theory of management, organization, staffing, planning and control.
The nature of authority, accountability and responsibility, analysis of the role of the
professional manager. (Fall)
250 Data Processing
An introduction to COBOL and other non-scientific programming languages. Does not
apply toward a major or minor i n economics. (Fall)
261 Fundamentals of Finance
Theory of acquisition, allocation, and management of funds within the firm; sources and
uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend
policy, and related topics. (Prereq.: 101,102)
Business Administration & Economics/55
262 lntermediate Accounting I
An analysis of accounting theory pertaining to financial statements, income concepts,
capital stock and surplus accounts, current and long-term assets. (Prereq.: 101, 102, Fall)
263 lntermediate Accounting II
An analysis of accounting theory pertaining to investments, tangible and intangible fixed
assets, liabilities and reserved, actuarial topics. Additional emphasis on income determination considering price level changes. (Prereq.: 262, Spring)
330 Marketing Research and Analysis
Research process as an aid to decision making i n marketing management; research
methodology; marketing research results; evaluation of the effectiveness of research in
marketing. (Prereq.: Bus. Ad. 135 or #. O n Demand)
340 Personnel Administration
Personnel function in business, acquisition and utilization of human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: Bus. Ad. 145 or #. O n Demand)
373 Financial Management: Theory and Cases
Advanced financial theory: a systems approach to financial structure and policy. Emphasis
on decision-making, presentation through literature, readings, lectures and case material.
(Prereq.: 261)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems in
business and economics. (Prereq.: High School Algebra. Fall)
381 Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: 101,102)
382 Tax Accounting
The more common and important provisions of federal income taxes for individuals and
various forms of business enterprises. (Prereq.: 101,102. Fall)
399 Internship Program
A student may receive course creditsthrough an internship program which is applicable to
graduation, but not to the major. This program will afford the student the opportunity to
spend one full term working with some industrial organization. In addition thestudent will
write a report on his or her activities. (Prereq.: #. Cannot be taken in Interim only).
430 Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing, product
selling and promotion policies. (Prereq.: Bus. Ad. 330 or #. O n Demand)
440 Operations Management
Concepts and principles related to the management of operating functions. Examplesfrom
service industries, non-profit organizations and manufacturing. Taught from a managerial
point of view. Topics include: an overview of operations, planning operation processes,
productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling, and operational control information systems. (Prereq.:
Junior or Senior or #. Spring)
56/Business Administration & Economics
478 Investments and Financial Institutions
Appraisal of the risk/return relationships of various types of securities from the viewpoint
of both individual and Institutional investors. Extensive coverage of capital markets and
portfolio management. (Prereq.: 261. Economics 392 is strongly recommended. Fall)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methodsthrough use
of the electronic computer. This course stresses the understanding of statistical methods
and computer programming techniques. The materials to be presented in the course are:
Computer Programming Techniques; Statistical Methods: General Linear Models, Analysis
of Variance, etc. (Prereq.: Bus. Ad. 379 or equivalent or #. Spring)
483 Auditing
Internal and external auditing procedures. Emphasis on internal checks and controls for
accounting systems. (Prereq.: 263. Fall)
484 Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting
and fund accounting. (Prereq.: 263. Spring, 1983)
295,495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the areas of Accounting, Finance or General
Business. (Prereq.: #)
499 Independent Study
The student may earn independent study credits through individually supervised projects
designed to afford him or her the opportunity to analyze some topic or issue in depth.
(Prereq.: #)
Economics
Major in Economics: 8 Economics courses (122,123, 251, 258, 454 and three other
upper division); Business Administration 101, 102, 379; Mathematics 114. Mathematics 373 may be substituted for Business Administration 379. The complete
calculus sequence i s very strongly recommended for those planning graduate study
in economics. I n addition, courses in data processing and computer programming
are strongly recommended.
Major in Applied konomics: I] Economics courses 1122,123,251,258,454 and 445 or
453 and t h r e e other upper division); Business Adrninistrarion 101, f 02, 379, 479:
Philosophy 130; Mathemafics 124,125, 215, 224, 2'14. Mathematics 211 is strongly
recommended. Mathematics 373 may be substituted for Business Admrnistration
379. Thestudent isstrongly encouraged to take ather Economics course^. in addition
t5 those I isted above.
Combined Major in Economics - Business Administration: 5 Economics courses
(122,123,251,258 and one upper division); 6 Business Adm~nistrationcourses (101,
102,261,373,379and one upper division). Courses in data processing and computer
programming are highly recommended. The student i s very strongly encouraged to
take additional courses both i n business administration and economics.
Minor: .Economics 122, 123, 251, 258 and one upper division course. Other
configurations may be permitted on consultation with the department chairperson.
Business Administration & Economics/57
Honors Major: GPA o f 3.50 i n t h e major, a n d 3.0 overall; a senior thesis a n d
comprehensive oral examination i n t h e major f i e l d o f concentration.
the courses listed below, these topics have b e e n o f f e r e d
u n d e r 295, 495 Topics: Consumer Economics, History o f Economic Thought,
Research Methods f o r Economics, a n d Business Advanced Economic Theory a n d
Decision-Making w i t h f i n i t e Markov Chains,
Notes: I n addition t o
Economics 120,122 a n d 123 w i l l satisfy general education requirements. Economics
120 w i l l satisfy t h e urban concerns requirement.
Students w h o Ian t o major i n t h e d e a r t m e n t are strongly encouraged t o select a
department alviser as soon as porsibre i n o r d e r t o carefully p l a n their p r o g r a m o f
study.
120 Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment.
Some of the topics to be discussed are: Population "Crisis", Crime Prevention, Ecology and
Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental
microeconomics tools introduced to facilitate discussion of the above-mentioned topirs.
(Economics 120 i s a basic course designed for those studenrswho dn not plan to major in
Economics or Business Administration. It does not apply toward an Ecunomirs major or
minor. Students who plan to major i n Business Administration andfor Economics should
instead enroll i n 122 and 123, which also are open to non-majors)
122 Principles of Economics (Macro)
An introduction to macroeconomics; national income analysis, monetary and fiscal policy,
international trade, economic growth. Application of elementary economic theory to
current economic problems. May be taken independently of Economics 123 or 120.
Economics 122 and 123 may be taken i n either order, or may be taken i n the same term i n
order for the student to progress more rapidly to the other courses.
123 Principles of Economics (Micro)
An introduction to microeconomics, the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy.
May be taken independently of Economics 122or 120. Economics 122and 123 may betaken
i n either order.or may be taken in the same term in order for the student to progress more
rapidly to other courses.
250 Data Processing
An introduction to COBOL and other non-scientific programming languages. Does not
apply toward a major or minor i n economics.
251 lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: 123)
258 lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle.
(Prereq.: 122. Fall)
58/Business Administration & Economics
340 Managerial Decision Making
Provides a sound conceptual understanding of the modern techniques of management
science to prepare students to make better business and economic decisions. Emphasis is
on applications, which are taken from the areas of transportation, marketing, portfolio
selection, environmental protection, the shortest route, inventory models, information
systems, etc. (Prereq.: Econ. 123, Bus. Ad. 101 and high school algebra or equivalents.
Spring, O n Demand)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems in
business and economics. (Prereq.: High School Algebra. Fall)
391 Public Finance
Analysis of the principles of taxation and publicexpenditures; the impact of fiscal policy on
economic activity; debt policy and its economic implications. (Prereq.: 122,123. Fall)
392 Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the
Federal Reserve System and its role i n relation t o aggregate economic activity. Emphasis
placed on monetary theory and policy. (Prereq.: 122. Spring)
399 Internship Program
A student may receive course credits through an internship program which i s applicable to
graduation but not to the major. This program will afford the student the opportunity to
spend some time working with some organization. In addition, the student will write a
report on his or her activities. (Prereq.: #. Cannot be taken in Interim only)
442 Labor Economics
Analysis of labor markets; labor as a factor of production; determination of wage collective
bargaining; labor legislation and effects upon society. (Prereq.: 251 or #. O n Demand)
445 Managerial Economics
Integrates economic theory and corresponding practices i n business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost
functions, price and non-price competition, production and cost considerations, and an
analysis of economic problems of relevance to management. (Prereq.: Econ. 251 or
equivalent or #. Spring, O n Demand)
453 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the
areas of micro and macro economic theory. (Prereq.: Econ. 251,258 and at least Math. 122
or equivalent or #. O n Demand)
454 Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative
market structures; social welfare functions; normative concepts of economic theory.
(Prereq.: 251 or #. O n Demand)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methodsthrough use
of the electronic computer. This course stresses the understanding of statistical methods
and computer programming techniques. The materials to be presented i n the course are:
Computer Programming Techniques; Statistical Methods: General Linear Models, Analysis
of Variance, etc. (Prereq.: Bus. Ad. 379 or equivalent or #. No lab fee. Spring)
295,495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies. (Prereq.: #)
499 Independent Study
The Student may earn independent study credits through individually supervised projects
designed to afford him or her the opportunity to analyze some topic or issue in depth.
(Prereq.: #)
Chemistry
Earl R. Alton (Chairperson), Arlin Gyberg, John Holum, Richard Olmsted, Sandra
Olmsted
Graduation M a j o r in Chemist : 175,176, (or 105,106) 35I,352,353, 361 and one
advanced c a u n e which may inxude Biochemistry; participation i n seminar; Physics
127,722; Mathematics 124,125. Since u per division courses have mathematics and
physics prerequisires, students shoul plan to take Mathematics 124, 125 i n the
freshman year and Physics 121,122 in the sophomore year.
d'
American Chemical Society Approved Major: 11courses including 115,116 (or 105,
106) and all chemistry courses above 350, Chemistry seminar partici ation; Mathematics 224; Physics 121,122 (which rhould be taken during the sopromore year).
Reading ability i n German equivalent to one semester also required.
Teaching Literrsure: Physical Science Emphasis-Chemistry Major: Recommendation for licensure in Physical Science requires general chemistry (115, 116 or 105,
106); 3 courses i n earth and life sciences; Chemistry 351,352, 353,361, 362,482,491
(Biology 367 may be substituted for362); Physics 245. Studentsare advised t o consult
with the Education Department early in their planning.
Pre-Medical Chemistry Major: The same as the graduation major. I n addition,
medical schools expect at least t w o courses (and usually more) i n biology. Students
should consulr members of the chemistry department for assistance i n planning a
course program early i n their coilege career.
Minor: 5 courses which must include 115, 116 (105, 106), 353 and t w o other
chemistry courses above 300 (Biology 367 may be one of the courses).
Honors Majors: Full ACS major; average of 3.5 i n chemistry, mathematics, and
physics, 3.0 over-all; one summer o r course of approved research; participation i n
seminar.
Notes: Credit will not be granted for both 105 and 115, or for both 106 and 116.
Most courses in this department have prerequisites, courses that must be completed
beforeenrolling in thegiven course. A prerequisite must be completed with a grade
o f 2.0 or higher t o count. Otherwise, permission of the instructor is necessary. These
requirements also must be met when using the first term o f a two-term course i n
registering for the second term.
Placement i n 105 or 115 i s determined by the score o n the Mathematics Placement
Examination. High school chemistry i s a prerequisite for 115.
105, 106 Principles o f Chemistry
Somewhat less rigorous than 115,116; designed especially for students w h o will not major
i n chemistry, although students may go from 106 into 351, 353. Concepts and laws
underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3 one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105,
Fall; 106, Spring)
109,110 General, Organic and Biological Chemistry
Designed for students w h o need a survey of the fundamental principles of general, organic
and biological chemistry for careers i n allied health areas such as nursing (including
Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical
education, and others. O p e n also t o students in the humanities and social sciences. First
term, general chemistry principles and an introduction t o organic chemistry. Second term,
organic and biological chemistry with special applications t o human physiological
chemistry. (3 one-hour lectures, 2 hours of laboratory. This course does not apply toward
the major o r minor i n chemistry. Credit cannot be earned for both Chemistry 109 and 105
o r 115 nor can credit be earned for both Chemistry 110 and 351. Prereq.: High school
chemistry within the last 3 years. 109 Fall, 110 Spring)
115, 116 General Chemistry
A n intensive course for premedical students and future chemists. First semester includes
chemical equations and calculations, energetics, and bonding theory with examples from
inorganic chemistry. Thesecond emphasizes equilibrium and solution chemistry including
kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: high
school chemistry, math placement. 115 Fall, 116 Spring)
351,352 Organic Chemistry
Important classes of organic compounds with special emphasis o n mechanisms and multistepsynthesis. Descriptive material is correlated by means of modern theories of chemical
bonds, energy-relations, and reactor mechanism; many applications of organic chemistry
t o biological, environmental and industrial fields. (3 one-hour lectures, 1 four-hour
laboratory. Prereq.: 106 o r 116, 351 Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium i n detail and gives an
introduction t o spectrophotometric techniques of analysis. The laboratory involves
quantitative analysis of a variety of samples, and includestrace analysis. (3 hours of lecture,
1 four-hour laboratory. Prereq.: 106 o r 116. Fall)
361, 362 Physical Chemistry
The basic theoretical concepts of chemistry: thermodynamics, kinetics, quantum theory,
and states o f matter are studied in the first semester. Applications of these conceptsto areas
of molecular structure, equilibria and electrochemistry i n the second semester. (3 onehour lectures, 1 four and one-half-hour laboratory. Prereq.: 353; Physics 121, 122;
Mathematics 124, 125. 361, Fall; 362, Spring)
399 Internship
Opportunity for off-campus experience as a chemist.
464 Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the laboratory.
Lecture topics include structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions.
Infrared, nuclear magnetic resonance, and ultraviolet spectra routinely used. (3 hours of
lecture, 6 hours of laboratory. Prereq.: 352, 353, 361 or #; some reading knowledge of
German. Fall)
481 Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and molecular
spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (3 hours lecture, 1 four and one-half-hour laboratory.
Prereq.: 353, 361, or #. Spring)
482 Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and molecular
orbital models. Coordination chemistry is discussed in terms of ligand field theory. The
laboratory involves preparations of inorganic compounds using a variety of techniques. (3
one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or #. Spring)
483 Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to
solve the problems of the harmonic oscillator and the hydrogen atom. Approximate
solutions are introduced and used to develop molecular orbital theory for molecules.
Includes commutators, electron spin, angular momentum and group theory. (3 one-hour
lectures. Prereq.: 361 or #. Fall)
491 Chemistry Seminar
This seminar, which has no course credit, i s a weekly meeting of chemistry majors under
the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to
participate, with seniors presenting papers. Outside visitors are occasionally invited to
participate.
497 Introduction to Chemistry Research
Chemistry majors planning research careers need research experience beforegraduation.
Such experience may be obtained by working on a summer research project in the
department (not counted as a course) or by research participation during the academic
year (which may be counted as a course). (Juniorstanding).
499 Independent Study
Chemistry majors who are interested in non-laboratory research such as theoretical or
historical chemistry may pursue their interest via independent study. (JuniorStanding)
62/East and Southeast Asian Studies
East and Southeast Asian Studies
Khin Khin Jensen (Director)
This program offers two options:
1. Major or minor in East Asian Studies through Augsburg and the other Associated
Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental
program which provides a foundation for careers in international business,
government, teaching, global ministries, work with social and recreational agencies,
or graduate study.
Two years of Japaneseare tought on one of the five ACTC campuses, o r Augsburg
students maytake Chinese coursesat Harnline University. Therealso i s a contracrual
arrangement with the University of Minnesota East Xrian Studies Department for
Chinese and lapanese language coursps. Opportunities for language study abroad
are available in japan, China, Taiwan, Korea, Hon kong and Singapore. Summer
inrii~uterare ava~lablei n ihe Paeple'r Republic ofChina and in the U.S. See the
director for information and procedureto register for any of thesecourses or t ravel.
Non-majors in the program are eligible to take the Chinese or Japanese language
courses, which may be taken for distribution requirement.
Ma'or in East Asian Studies - 10 courses, including 4 courses (2 years) of basic
col ege Chinese or Japanese, or equivalent competencies; 2 courses in History; 2
courses in cultural specialization or comparative studies; and 2 courses from a list of
approved electives.
I
Minor in East Asian Studies -5 courses, including 2 courses (1year) of basic college
Chinese or Japanese or equivalent competencies; 1 course in history of East Asia;
and 2 upper division courses in cultural specialization from a list of approved
electives.
2. Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. I t is designed t o be
useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies - 5 courses, 2 from History 322,323,324;
one from Philosophy 355, Religion 356, Sociology 241; one from History 474, Political
Science 351,363, 382; and one from History 226,399,495,499. History 104 is strongly
recommended.
Note: Interim courses related to the East and Southeast Asian Studies program may
be substituted when appropriate, with the consent of the Director.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
299 Directed Study
(See Director of program)
322 Modern Southeast Asia
(See under Department of History)
323 Modern China
(See under Department of History)
324 Modern Japan
(See under Department of History)
351 Communist Political Systems
(See under Department of Political Science, Comparative Politics and Analysis)
363 Communist Foreign Policies
(See under Department of Political Science, International Politics)
382 Marxist Visions: Past, Present, and Future
(See under Department of Political Science, Political Theory and Analysis)
399 Internships
(See Director of program for guidelines t o apply for an internship)
474 The World and The West
(See under Department of History)
495 Seminar
(See Director of program)
499 Independent Study
(See Director of program for guidelines)
tconomics
See Business Administration and Economics
Education
Marie McNeff (Chairperson), Bobbi Anderson, Sheldon Fardig, Barry Franklin, Einar
Johnson, Lauretta Pelton
Augsburg College offers programs leading to licensure in Elementary Education,
Kindergarten, Prekindergarten, and Secondary Education.
Students wishing t o become licensed teachers are advised to consult with the
Education Department for licensure requirements. For students transferring t o
Augsburg College from other institutions of higher education, it i s within the
jurisdiction of the Education Department and/or other appropriate departments t o
determine essential equivalency of course content taken at other institutions as
applicable to requirements of the approved teacher licensure programs at Augsburg
College.
Orientation t o Education, both elementary and secondary, and Techniques of
Teaching Reading are open to all students of sophomore standing or above. To
enroll i n other education courses, a student must first apply and be admitted t o the
teacher education program. Students are advised to apply for admission in the
spring semester of the sophomore year, during or after the Orientation course.
Students transferring from an education program at another college must be
readmissible to that program.
Elementary Education
Marie McNeff (Coordinator)
Major and licensure Requirements: M i n i m u m of 8.5 education courses (255, 351.
383, and two profesrional semesters); Health Education 114,775; Library Science347,
358; Academic rnlnor (major recommended); GPA of 2.0 overall and 2.5 in major and
academic rninor,and grades of P in srudent teachin courres required for Iicensure;
fulfill requiiementr of Minnesota Board of Teac\ing 5 MChR 3.041 in Human
Relations. The first professional semester, forjuniors, includes341,352,353.381,382,
384. [Courses 381, 382, 383, 384 are one-half courses. The secand professional
semester includes 481,482 and eleaives (483.484,478,499).
Kindergarten License R e uirements: Elementary Education requirements plus 385
and student teaching at t%e Kindergarten level.
Prekindergarten Education
Bobbi Anderson (Coordinator)
License Requirements: Elementary Education requirements plus Sociology 231;
Prychology 351; Elementary Education 325, 425, 483 or 484 (160 hours of student
teach~ng).For a Prekindergarten license with other than an education major, consult
with the program coordinator.
255 Orientation to Education in Urban Setting (Elementary)
Investigation of various aspects of the teaching profession and opportunity for in-school
work. Open to a l l students. (Prereq.: sophomore standing or above)
282 Introduction to Special Education
(See Special Education)
325 Contemporary Influences in Prekindergarten Education
Focus is upon the young child as a person and the importance of the early years of h~s/her
life in relat~anro the eifects of present-dav society and culture upon the child. Current
developments include innova!ions,Head Start, implementation of planned variations, and
other ~nrerventionsandcompensatorvprograms.Class sessions and two hours per week of
lab. experience in a day care center and/or nursery school. (Spring)
341 Media Technology (1/2 course)
(See Library Science)
351 Techniques of ~ e a c h i n
Reading
~
Thestudy and utilization of a variety of techniquesand resources in theteaching of reading
at both secondary and elementary level. (Fall)
352,353 Creating Learning Environments: Elementary
The mastery of theories and their applicationsfor teaching in learningsettings. Laboratory
experiences. (Prereq.: 255 or 265 or #. Spring)
381 Elementary Curriculum: Art, Music (1/2 course)
Examination and preparation of materials and resources for art and music taught at the
elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent r-egistrationin
352, 353. Spring)
382 Elementary Curriculum: Science, Mathematics (1/2 course)
Examination and preparation of materials and resources for science and mathematics
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent
registration in 352, 353. Spring)
383 Elementary Curriculum: Physical Education, Health (1/2 course)
Examination and preparation of materials and resources for physical education and health
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265. Fall)
384 Elementary Curriculum: Social Studies, Language Arts, (1/2 course)
Examination and preparation of materials and resourcesfor social studies and language arts
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent
registration in 352, 353. Spring)
385 Discovery in the World of Kindergarten
A study of the kindergarten curriculum, exploration of materials, and review of teaching
approaches. The course requires laboratory experience. Required for Kindergarten
licensure. (Prereq.: Orientation to Ed. and acceptance into the Dept. of Ed., Summer I)
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
425 Prekindergarten Curriculum
Learning about and demonstrating knowledge and skills of teaching the young child. The
course concentrates on details essential to the organization of a good program for
children: records, reports, physical facilities, equipment, parental involvement, and
working with children who have uniquely different needs. Classsessionsand two hours per
week of lab experience in a day care center and/or nursery school. (Fall)
481,482 Student Teaching I
Observing and directing learning at the following levels: N, K, and/or elementary levels
under the supervision of college and elementary school personnel. (Prereq.: Admission t o
student teaching and program approval. Fall, Spring)
483,484 Student Teaching II
Additional experience in teaching. (Prereq.: 481,482. Fall, Spring)
478 School and Society
(See Secondary Education)
491 Practicum and Seminar in Special Education
(See Special Education)
498 lndependent Study ('/2 or 1 course)
Study of specific areas i n education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided for i n
the departmental curriculum. A projected program must be outlined and approved by the
elementary education faculty.
Secondary Education
Sheldon Fardig (Coordinator)
It is the responsibility of each student to meet a!! specific requirements of the
Education Department. Secondary Education students are advised to consult with
Education faculty regarding state requirements for teacher licensure.This consultation is, recommended in addition to conferring with rhe student's major field
adviser.
ticensure Program Requirements for Secondary Education: (1) Application for
admittance and acceptance into the Depanment of Education teacher licensure
program. This may be made before, concurrently or after the Orientalion course.
Application formsare available in the Education Department oRice. Belare applving
for admission, studentsshauld receive approval from the department or division of
'their declared major. A student ma take education courses after the Orientation
course only i f he or she has been adYmiited into the program of the Department of
Education: (2) GPA of 2.0 everalt,2.Qin required education couries,and at least 2.5 i n
the major and minor; (3) Applicarion for admittance and acceptance into student
teaching; (41 Completion of Minnrsota Board of Teaching 5 MCAR 3.041 i n H u m a n
Relations through hugrburg's Education program; (5) Successful completion of the
required courses 0%t h e education program: Psychology 105: Health Education 114,
115; Educatian 265,354,388,478, specia I methods i n thrl area of t he student's major,
and a minimum of two or three courses in student teaching ar required.
Requirementsfor State of Minnesota L-icensurefor Teaching in SecondarySchaols:
(through the Augsburg College Education Department Program): 11) 5.A- or 8.5.
degree; (21 College major or minor in a teaching area; (33 Fulfill hlinnesota Board of
Teaching 5 :MCAR 3.011 in Human Retarions Isucces5ful completion of Augsburg
Education program meets requirerncnr); (4) Psvchologv 105: (5) Health Education
114,115: (6)2.0 GPA i n professional education courses and a ? i n required s ~ u d e n t
teaching courses, 2.5 GPA in major or minor.
Art, Music and Physical Education Licensure: A person preparing for licensure in
one o f t hese areas follows the secondary educarion program even though he or she
plans to reach at the elementary school level. A person with a major in one of these
special arras will take three courses i n studen1 teaching and do some student
teaching at both rhe secondary and elemen~aryrevels. In addition to 354, the art
major will register for 367,361: rhe Physical Education major i o r 365: and t h e music
major for 373. Arl and Physical Education reacher education programs lead to
licensure in K-12. Music teacher education programs lead l o liccnsure in r h e
following areas: ( 7 ) Band (K-12) and Classroom Music (5-12): 121 Orchestra (K-121
and Classroom Music (5-12): (3) Vocal and Classroom Music (K-9); or (4) Vocal and
C[assroom Music (5-11).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), achievement of at least four "good" and three "minimal" ratings on the
Modern Language Association Competency Tests is required. The candidate will
take the MLA tests before undertaking student teaching. The results will be
recorded in the candidate's permanent file in the Department of Education.
The Professional Term: Student Teaching i s taken concurrently with Educ. 478 in
one full-time term in professional education, Special afternoon and/or evening
seminars are held during the term aspart of the professional work, kstudent taking
two courses i n student teaching may elect to take one course i n Inde endent Study.
AII studenrs are expecred robe ~nvolvedfull-time i n theactivities of tRe prOfR5iOI?a~
term.
265 Orientation t o Education i n an Urban Setting (Secondary)
Investigate5 various aspects of the teaching profession, with opportunity for in-school
work. Open to all students. (Prereq.: Sophomore Standing)
282 Introduction t o Special Education
(See Special Education)
341 Media Technology (1/2 course)
(See Library Science)
351 Techniques of Teaching Reading
(See Elementary Education)
354 Creating Learning Environments: Secondary
The mastery of theories and their applications for teaching i n learning settings. Laboratory
experiences. (Prereq.: 265, Psychology 105)
N o t e o n Special M e t h o d s Courses: With the general methodology course, one or
more education courses i n special methods must be taken from the department of
the major field. (Prereq.: 265, or Elementary Education 255, and 354or may be taken
concurrently with 354. Courses 361,365,373 and 410 are one course; others are 1/2
course.)
361 Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art i n the elementary, middle,
and junior high schools. (Fall)
362 Art Methods (Senior High School) (1/2 course)
Procedures, materials and issues relating to the teaching of art i n the senior high school.
(Fall)
364 English Methods (1/2 course)
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Teaching i n a local high school. (Spring)
365 Physical Education Methods (K-12)
(See Physical Education Department)
366 Foreign Language Methods (1/2 course)
Language learning theory. The theory and practice of language teaching. (Consult with the
Foreign Language Department.)
373 Music Methods (K-12)
Trends and issues in music education. The development of music skills and teaching
procedures for school music K-12. Workshops and laboratory experience. (Spring)
374 Natural Science Methods (K-12) (1/2 course)
Course structures, goals, and procedures i n science education. Consideration of ability
levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall)
375 Social Studies Methods (1/2 course)
Introduction to the teaching of social sciences and history i n secondary school classrooms.
Emphasis on instructional strategies and curriculum development. (Spring)
376 Speech and Theater Arts Methods (1/2 course)
The teaching of basic speech, interpretative reading, discussion, and theater and the
directing of co-curricular speech and theater activities. (Spring)
377 Mathematics Methods (1/2 course)
Study of the basic techniques and materials for teaching secondary school mathematics,
and the consideration of trends and issues in mathematics education. (Spring)
410 Health Methods
(See Health Education 410 Administration and Supervision of the School Health Program)
388 Human Relations (1/2 course)
Emphasis on thestudy of values, of communication techniques, and of the major minority
groups in Minnesota for the development of interpersonal relations skills applicable to
teaching and other professional vocations. Open to all.
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
478 School and Society
The emphasik in this course i s on the school in relation to society with particular attention
t o urban education. Introduced by a study of educational philosophy and the development of American education, current major issues in education will be studied. (Prereq.:
senior standing)
481,482,483,484 Student Teaching
Observing and directing learning at the secondary level under supervision of college and
secondary school personnel. (A minimum of two courses,except three courses required of
Art, Music, Physical Education majors. Prereq.: Admission to student teaching and
program approval)
499 Independent Study
Opportunity for advanced and specialized research projects not otherwise provided for i n
the departmental curriculum. A projected program must be outlined which meets the
approval of education faculty.
Special Education
Barry Franklin (Coordinator)
M i n o r : 6 courses, including 282,491; Psychology 351,357; one course chosen from
Health and Physical Education 354, Music 110 (Interim) or 395, Psychology 362,
Secondary Education 385 (Interim), or Social Work 304 (CHR); and one course
chosen from Linguistics 289, Psychology 352 or 359, or Secondary Education 388.
Biology 103 i s recommended as an additional course.
282 lntroduction to Special Education
lntroduction to the field of special education. An examination of the mature, causes, and
educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and
giftedness. (Spring)
491 Practicum and Seminar in Special Education
I
A supervised field placement i n a facility for an,exceptional population plus on-campus
seminar. Prereq.: Completion of courses for special education minor or consent of
instructor. Students planning to take this course should consult with the special education
coordinator about a placement prior to registering for the course. (Fall)
Engi neeri ng/69
Library Science
Marjorie Sibley, Grace Sulerud (Coordinators), Karen Harwood,
James Olson, Irene Schilling, Louisa Smith
Minor: M i n i m u m o f 4 courses, including 245,358,359,475.
341 Media Technology (1/2 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production and evaluation of effective
audio visual materials for teaching/learning situations. (Spring)
345 The Media Center: Organization and Administration
Organization of materials, including acquistion, cataloging, classification, and processing.
Services of the media center and methods of evaluation.( Fall)
358 The Elementary School Library: Materials Selection and Guidance
Characteristics and purposes of an elementary school library. Evaluation of materials
related to curriculum support and recreational needs. Study of selection sources and
guidance in use of print and non-print materials. (Fall)
359 Reference Services and Sources
Study of basic English language reference sources. Students learn how to select and
evaluate reference books for home, school and other libraries; how to find information
and use libraries effectively. (Spring)
399 Internship
Open to juniors and seniors. An opportunity to do field work in a variety of library
situations in the metropolitan area.
475 The High School Library: Materials Selection and Guidance
Survey and evaluation of library materials on the secondary school level, with attention to
their use in relation to curricula as well as for personal interest and needs of adolescents.
(Spring)
499 Independent Studv
Independent study and research on some topic of interest in the field of library service,
worked out in consultation with a faculty adviser. Open to juniors and seniors, with
department approval.
Engineering
Ken Erickson (Adviser)
Augsburg College i s cooperating with the Washington University School of
Engineering and Applied Science (St. Louis, Missouri) and Michigan Technolo ical
University (Houghton, M ichigan),in a Three-Two Plan of studies which w i l l ena l e a
student to earn the Bachelor of Arts degree from Augsburg College and an
e n ineering baccalaureate degree f r o m Washington University or Michigan Technokpical University in a five-year period.
6
The first three ears are spent a t Au sbusg followed by two years at the affiliated
university. Stu ents accepted into t e program are guaranteed admission to the
en ineering school, provided they have met course requirements, haveaB average,
an8 are recommended by a designated representative of Augrburg College.
d
E
Students receiving financial aid who are participants i n the Three-Two Plan will be
encouraged t o apply t o the engineering school of their choice for continuing
support. Their applications will be evaluated using need and academic performance
as criteria.
M i n i m u m Course Requirements for Admission fo the Three-Two Plan: Math 124,
125,224,226; Physics 121,122; Chemistry 115,176; Computer Science 245; English
111; additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally Math 124,725 and Physics 127,122 are taken in the
freshman year.
Students are encouraged t o apply for admission to the program during their
sophomore year. Early consultation with the adviser i s encouraged.
English
Richard Sargent, (Chairperson), Barbara Andersen, Timothy Blackburn, Toni Clark,
John Gidmark, Ann Goodwin, John Mitchell, Catherine Nicholl, Grier Nicholl,
Ronald Palosaari, Richard Sargent, Donald Warren, David Wood
Major: 9 English courses above 717, including 225; one course in American
literature; one course in Western literary tradition (271 or272); and three courses in
British literature,oneon literature before1660 (for exarnpie,331 or438) and one that
surveys a number of writers (336,337,423). Majors are encauraged ta take Enulish
245 early i n their colllege work and tocrensu~ttheirdeparrmental adviser regular7 A
rtudenrwith a double major or r ecial program that involver considerable w o r t in
the English departrnenr should apo work closely with an adviser in the department.
Major for Teaching Licensure i n English-Language Arts: 10 English courses, includingthose listed for the major and a course in the English language; 2Speech courses,
one from 111,351,352,354 or 355 and either 360 or 366; Library Science 475. Courses
i n early American literature, Shakespeare and film arerecommended. I n addition to
fie1 ' experience and student teaching required by rhe D e p a r t m ~ n of
t Education,
majors rvill be required to gain practical experience in teaching writin
be
arranged through the department chairperson. Students are encouragec to rake
courses toward their major d u r ~ n the freshman and ~ophornoreyears, enroll i n
Orientation to Education i n the all term of the sophomore year and applv for
teacher education not later than the fall of their iunior year. i n addition to planning
their courses with the English department chairperson, students should consult an
adviser in the Department of Education.
'"
B
Minor: 5 courses above 111, including one in British literature and one writing
course.
Honors Major: GPA of 3.5 i n the major and 3.0 overall, submit program t o
department chairperson early in senior year, defend honors thesis before faculty
committee i n senior year. Honors thesis may be an independent study program.
Noteon Concentration: I n additionto meeting requirementsfor the major, English
majors may, i f they wish,develo an area of emphasis,such as British concentration,
f
American concehtration, worl literature concentration, or writing concentration.
A student arranges a concentration by careful selection of electives i n the major, by
the designof an independentstudy course that ap lies to the cancentration, and by
the selection of some related courses outside the epartrnent. English majors should
B
work closely with their advisers i n developing a concentration. Interim courses,
special courses, and courses at other ACTC schools will often fit well into a
concentration.
Note on Prerequisites: English 111 is strongly r e c o m m e n d e d b u t n o t a prerequisite
f o r a l o w e r division literature course. Prerequisite f o r an u p p e r division course is
successful c o m p l e t i o n o f a l o w e r division literature course o r consent o f t h e
instructor.
101 Developmental Writing
.4preparatory course for Effective Writing for students identified by an examination as
needing additional preparation. Instruction and practice in basic writing skills will be
given. Students will write short papers based on their own observation, experience, and
thought. P/hl grading only.
111 Effective Writing
The study of composition with emphasison expository writing. Attention t o correct usage,
logical organization, and the research paper. The grading system for this course is either
P/N or2.0-4.O/N. I n order to hold a place in the course the student must either attend class
the first day or personally notify the instructor that s/he cannot be present.
223 Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and
professional careers. The writing of reports, letters, and proposals will be emphasized.
Students will be encouraged to use material from their own areas of specialization.
(Prereq.: 111 or equivalent)
225 Advanced Expository Writing
The development of essays in a variety of rhetorical modes, which may include
identification, definition, classification, illustration, comparison and contrast, and analysis.
Particular attention will be given to stylistic and organizational matters through the
course's workshop format, in which students'papers are read and discussed. (Prereq.: 111)
226 Creative Writing
The purpose of the course i s to encourage and guide, by means of appropriate models,
theories, and criticism, writing in narrative and poetic modes of expression. Short stories,
personal narratives, and poems may be selected by students for experimentation and
development, according to the student's preference.
227 Journalism
An introduction to newswriting, with secondary emphasis on the feature and the news
feature. The student i s first introduced to the principles of writing the news story, what
constitutes news, copy preparation, and editing practices, then goes on to write real and
imagined obituaries, press releases, speech stories, and community newsstories. A unit on
the feature and the news feature concludes the course. Throughout the semester,
attention is paid to ethics, comparisons and contrasts with the electronic media, and
stylistic trends inside and outside the journalism establishment.
241 lntroduction to Cinema Art
An investigation of the artisticqualitiesand the historical development of the film medium.
The course includes the viewing and discussing of both feature length and short films.
(Spring)
245 lntroduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be
devoted t o developing critical and analytical skills in reading and writing about literature.
Strongly recommended for English majors and minors.
250 American Literature to 1920
Reading and analysis of some significant works of selected American writersfrom colonial
times to the emergence of literary naturalism. Attention i s also given to the writer's
contribution to the historical development of American literature.
261 Modern Fiction
Significant works of selected prose writers, chiefly European, of the twentieth century.
-271 European Literature: Homer to Dante
Astudy of majorworksof Greekand Roman literature,for example theepicsof Homer and
Virgil, the tragedies of Aeschylus,Sophocles, and Euripides, thecomedies of Aristophanes
and Ovid's Metamorphoses. Dante's Inferno will be studied as a work in which the
Christian and the classical traditions are combined. These works will be studied with
reference to their mythological foundations, their cultural background, their influence on
later literature, and their enduring relevance. (Fall)
272 European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the modern
period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky.
(Spring)
282 Topics in Literature
Individual courses designed to investigate specific themes, movements,authors, or works.
The subjects selected for study in any year will be listed in the class schedule for that year.
331 Chaucer and His Age
While the primary study of the course will be the writings of Geoffrey Chaucer, attention
will be given to the medieval literary milieu out of which Chaucer wrote. Medieval poetry,
romance, and drama may be examined. (Alternate years, 1982-83)
332 Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary
tradition out of which Milton created his works will be examined. (Alternate years, 1983-84)
336 British Literature, from Donne to Blake
Reading, analysis and discussion of works of selected writers from the metaphysical poets
to Blake, with attention t o the historical, intellectual, and social influences and the major
literary movements. (Fall)
337 British Literature, the Romantics and the Victorians
A study of major writers of the nineteenth century, emphasizing Romantic poetry,
Victorian poetry, Victorian prose and two or three novels of the period. Relationships
amongthese writersand their influence on one anotherwill be emphasized as well as their
relationship t o their own age and their lasting contribution to the forms of poetry and
prose. (Spring)
351 American Literature Since 1920
A study of some recent and contemporary writers and literary movements. Attention is
given to the dynamics of American society and its intricate relationship to the literature.
Special emphasis i s given to the city as setting and symbol i n modern American literature.
366 Poetry
Study of the poem as a concentrated, esthetic form of human expression and experience.
The course emphasizes modern American and British poetry, but also includes a generous
selection of traditional and contemporary poems, both in English and i n translation from
selected international poets such as Rilke and Neruda. A diverse range of forms, moods,
themes, and techniques i s represented, and the relationship between traditional poetry
and modern poetry i s examined. (On demand)
Foreign Languages/73
368 Modern Drama
Slgnlflcant worLr of Ameriran.Rritish, and continental dramatlstsof the twent~ethcentury,
wlth emphasls on represen1arlrbcr.from the major movements such as Naturalism,
Ex~stent~al~sm,
T h e a t ~ rof the Absnrd, and Tran~forrnat~onal~sm
Plays by women and
mlnorltles are included. [On demand)
399 Internship
The department offers on-campus internships in teaching writing and various off-campus
internships. Interested students should consult the department chairperson.
423 Studies in the British Novel
A survey o i the development of the novel in Engiand from its eighteenth century
beginnings up trr the twentieth century. Novels studied wiIl be selected from the works of
such authors as Defoe, R~chardson,Fielding.Sterne, Austen, Dickens, Bronte,Thackeray,
Elio~,H~ardy,and
Butler. Attention will beqiven to theconditionscontributing to therlseof
the novel and its emergence by the twentieth centrrry a5 rhe dominant literary form.
(Alternate years, 1982-83)
438 Shakespeare
Study of ten or twelve major plays- comedies, histories,tragedies-with attention tothe
development of Shakespeare's dramatic and poetic art. Additional plays assigned for
reading analysis.
490,491 English Seminar
Course490, a themeor movement; course491, a majorwriter or a major work. Enrollment
open to juniors and seniors. (On demand)
498 lndependent Study - Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study which makes use of the resources of
Augsburg's urban location, such as theaters, poetry readings, and writers' groups.
499 lndependent Study
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study in the area of the student's choice.
Foreign Languages
Mary Johnson (Chairperson), Ruth Aaskov, Liv Dahl, Leif Hansen, Mary Kingsley,
William Oyler, Madeleine Renaud, Gunta Rozentals, Maria Schweikert, Soterios
Stavrou, Donald Steinmetz
Students with previous foreign language study should register i n courses suited t o
their level of preparation.
Placement Levels: 111, under t w o years of high school study i n that language or
equivalent background; 211, t w o t o three years of languagestudy; 311,four years or
m o r e of that language.
Students should arrange for the Language Placement Test only if they wish t o take a
course above the level determined by previous studies i n that language. Those with
satisfactory levels o n the test may be placed i n 112,212, o r 311.
Students who elect t a t a k ~a course below the one in which they are placed by r h e
Language Department may d o so, bat grading for such a course must be P/N only.
The language requirement will b e satisfied only by completion of the course i n
which the studenr was originally placed. Credit and grading far that course may be
traditional.
74/Foreign Languages
For majors, a minimum of four upper division courses at Augsburg Coltege is
required for graduation. A maximum of four upper division nun-kugsburgcourses
may be accepted. No fewer than two of these four courses should be taken abroad.
For minors, a minimum of two upper division courses at Augsburg College i s
required for graduation.
For transfer students intending t o major or minor, a minimum of one upper division
credit per year attended is specified. See department faculty for limits on nonAugsburg courses and career information.
Course 112 completes basic elements of the language. Courses numbered 211,212
meet useable skill levels. Course 311 i s prerequisite to all upper division courses.
Teaching Litensure: Teacher candidates in French. German and 5 anish mug
consult with the Department of Educalion for specific information an enrollment
in rhe program. Methods courses bv language are joinr ACTC offerings and should
be taken in the fall of t h e s ~ n i o year.
r
A 3 0 average in Advanced Conversation and
Composition i s a departmental requirement forteachin? majors. Licensur~requires
successfulcorn letion of the Modern Language As5ociation Competencv Exam. See
Requirements or State of Minnesota ticensure for Teaching in Secondary Schools.
p. 66.
8
P
Chinese
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Studies
Department. See East and Southeast Asian Studies Director.
French
Major: 8 courses above 212, including two in conversation-composition, one in
civilization, and three in literature, of which one should be course 352. Study in
France strongly recommended.
Minor: 4 courses above 212, including one in conversation-composition, one i n
civilization, and one in literature. Interim or summer of study in France strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in France strongly recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Study Abroad. Also see Interim catalog.
011 Directed Study
Conversational French, readings. Once weekly. No credit. (On Demand)
111 Beginning French
Designedto introduce thestudent with no previous background in French to the language
and to French culture. The pronunciation system and basic sentence structures are taught
to enable understanding and expression on a rudimentary level. Two hours laboratory
work. See above on placement.
Foreign Languages/75
112 Beginning French
for hose who have had 111 or equivalent. Through conversations, sentence practice, and
readings, the study of tenses and forms iscompleted to make possible basic communication, b e g i n n i f i ~reading rkills,and acquaintance with French culture and way of life. Two
hours laboratory work. See above o n placement. (Spring)
211 Intermediate French
20th Century selected articles and a grammar review are the basis for practice i n
communication, vocabulary building and developing greater ease in reading. For those
who have studied most of the basic structures. Two hours of laboratory work. (Fall)
212 Intermediate French
Through informative and controversial articles, interviews and literary readings, this course
works toward the goals of oral fluency, communication of ideas, and the acquisition of
sufficientskiltsro pursue general reading in French. Completes a review of basicstructures.
habora~orywork. 1Spring1
243 French Literature i n Translation
Major representative works of French literarure read in English translation. Through
individualized background readingand crass discussion.studen1s become acquainted with
artistic qualities and culrvral-hinorical sign~f~cance
of these works. Sophomore standing.
Does not count toward a French major or minor. [Offered o n Demand)
311 Conversation-Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy,
and facility of expression. Emphasis on vocabulary enrichment, grammatical refinements,
effective organization of ideas. Laboratory assignments. Post-intermediate level. A
prerequisite to other upper division courses. (Fall)
312 French Expression
A two-pronged approach to coherent and correct expression in speaking and writing.
Attention to grammatical structures, French turns of phrase and elementary stylistics for
business and personal use. French phonology and speech groups practiced. Study of
writien models. [Prereq.: 311 or #. O n demand)
331 French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modern
period. Special attention to cultural manifestations of their intellectual, political,social and
artistic self-awareness. Readings, reports, extensive use of audio-visual materials. I n
French. (Prereq.: 311 or #. Alternate years)
332 French Civilization Today
Topics i n twentieth-century problems, ideas. Cultural manifestations that promote
understanding of French people and their contribution to the contemporary scene.
Readings, reports, extensive use of audio-visual materials and periodicals. I n French.
(Prereq.: 311 or #. Alternate years)
350 Introduction t o Literature for Language Students
Theory and practiceof literarvstudies. A theoreticat component (inEnglish) treats the basic
principles of literature, literary genres, and different approaches to literary analysis. I n the
practical component, students apply rhe elements of theor), rhrough reading, analyzing,
and discussing selected works of French li~erature.Recommended for majors and ~ i n o r s .
Open to all qualiiied students. (Prereq.: 311 or Offered on demand)
*.
76/Foreign Languages
352 Creativity and Restraint
A survey of the major literary creators of the Renaissance and Classical periods, and the
French intellectual, social and ethical currents reflected in their works. Poetry and the
essay, theater, early novel, letters and other prose forms. Classes, oral and written reports,
and laboratory work in French. Required of all majors. (Prereq.: 311 or #. Alternate years)
354 Realities: Inner and Outer Worlds
A survey of the romantics, major novelists, Baudelaire and hissuccessors in poetry,and the
literature of ideas that led to new forms and emphases with the turn of the century (Proust,
Gide, Claudel, Apollinaire, etc.) Classes, oral and written reports, and laboratory texts in
French. (Prereq.: 311 or #. Offered alternate years)
355 Twentieth Century Literature
A survey of the major French literary movements since World War I, including the novel,
the theater, poetry, the essay, and criticism. Classes, oral and written reports, and
laboratory texts in French. (Prereq.: 311 or #. Alternate years)
411 Advanced Conversation-Composition
By means of reading, speaking and writing on topics of intellectual, social, or political
interest the student acquires extensive training i n the four skills at an advanced level.
Attention to accuracy and effectiveness, characteristic levels of expression, refinements in
style and organization as individual needs indicate. Provides for self-improvement and
self-evaluation. Laboratory assignments. Required for all majors. (Prereq.: 311 or #. O n
Demand)
450 French Seminar
Study in depth of an author, topic or genre in French literature (e.g. Novel, Drama, 18th
Century literature, poetry). Student presentations i n French. (See also Interim offerings.
Prereq.: 352,354 or 355. O n Demand)
451 The French Novel
A study of major authors (LaFayette, Proust, Balzac, Gide, Flaubert,Zola, Mauriac, Malraux,
Sartre, Camus, etc.) that shows the evolution of this genre i n theme and form. Analyses,
discussion, and papers in French. (Prereq.: 311 or #. Recommended 331. O n demand)
499 Independent Study
Individual pursuit of a topic, movement, or genre at an advanced level. Designed to
complete a balanced program, enhance research, or meet individual interests. In literature
a major paper and its defense are included. (Consultations with French teachers required.
Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study
adviser.)
German
Major: 8 u p p e r division courses, i n c l u d i n
311 a n d 411. Interim, summer o r
semester i n Germany strongly r e c o m m e n d e d
Minor: 4 u p p e r division courses, i n c l u d i n g 311 a n d 411. Interim, summer o r
semester i n Germany strongly recommended.
Teaching Minor: Five courses b e y o n d 212, i n c l u d i n g o n e i n conversation-composition, 350, o n e i n civilization, and t w o electives. A l l courses must b e u p p e r
division courses. Study i n Germany strongly recommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
Foreign Languages/77
111,112 Beginning German
Course 111 i s for students with no previous background; 112 i s for students who have had
111 or equivalent or less than two years of high school German. Aims at developing basic
skills. Classroom practice in speaking, understanding and reading basic German. Goals:
ability t o read extended narratives i n simple German, insights into German culture and
participation in short conversations. Laboratory materials available.
211,212 Intermediate German
For students with two terms (or two years high school) of previous German. Aims at
developing basicskills into working knowledge of German. Review of basicstructureswith
emphasison extending rangeof vocabulary and idiomaticexpression through reading and
discussion of materials representing contemporary German life and literature. (211, Fall;
212, Spring)
244 German Literature i n Translation
Principal works of German literature representing various periods and movements are
read and discussed in English. The readings are considered not only in the particular
context of German cultural history, but also discussed in terms of their relevance to
perennial human problems. Credit for this course does not apply to a German major or
minor. (On Demand)
301 German Business Communication
German trade correspondence. (Prereq.: 212 or #. O n Demand.)
311 German Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic
expressions most common in colloquial German. Intensive practice in speaking is
supplemented with exercises in written composition. (Fall)
331 German Civilization and Culture I
The Earlv Background. Foltows the cultura1 and social development of the German5peaking peoples from the preh~sroricfnda-European origins (ca. 3,000 B.C.) to the Thirty
Y e a r s h a r (16.131,with emphasison the impact of Roman crvilization, the re-emergenceof
German cultural s e l f awareness d u r ~ n gtheMiddle Agesoandthe intellectual and religious
upheavals o l the Reformation. In German. (Prereq.: 311 or Alternate years)
*.
332 German Civilization and Culture I1
Survey of significant currents of deveropment which have shaped present-day Germany,
Austria and swirzerfand since the Age of Enlightenment. The contemporary scene i s
cansidered in view oiits roots in fhe intellectual, geopolitical, artisticand scientific history
o i the German-speaking peoples. In German. (Prereq.: 311 or #. Alternate years)
350 Introduction t o Literature for Language Students
Theory and practice of lirerarvstudies. Arheorctica~cornponent(in English)treatsfhe basic
principles of literature, literary genres, and different approaches to bitcrarvanafyj~r.In the
practical component, students apply the elements of theory through reading, analyzing
and discussing selected worksof German litesaturc. Recommended far majors and minors
Open t o all qualified students. (Prereq.: 377 or Offered on Demand\
=,
351 German Literature through 18th Century
Brief survey of hemtt. courtly, Reformarion, Baroque, Aufklarung and Sturm und Drang
literature. Exrenrive rcadingr and discussions in Classic and Romanticperiods. Readings in
German.supplernented by [eaures on the history or German literature in its cultural and
geopolitical context. Class djscussrons help to improve students' ability t o express ideas i n
German. (Prereq.: 311 or *. O n Demand)
78/Foreign Languages
-
352 German Literature: The 19th Century
Includes later Romanticism, lung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of
the individual and the rise of materialism, technology and mass man. Readings in German.
Class discussions help to improve students' ability to deal with concepts and express
themselves i n German. (Prereq.: 311 or #. O n Demand)
353 German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international stature
are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are
designed to aid students' self-expression i n German. (Prereq.: 311 or #. O n Demand)
411 Advanced German Composition and Conversation
Aimsat developing and refining the student's use of German as avehiclefor expressing his
own ideas and opinions. Emphasis on written composition including control of style. Oral
practice through use of German as classroom language. (Prereq.: 311 or#. Alternate years)
451 German Prose
Reading and discussion of German prose masterpieces from Goethe to the present.
Lectures treat the development of the epic genre as a mirror of cultural and geopolitical
history. (Prereq.: 311 or #. O n Demand)
452 German Drama
Representative dramaticworks from late 18th century to the present are discussed and read
assymptomaticof perennial human concerns. Lectures treat the historical development of
the drama. (Prereq.: 311 or #. O n Demand)
499 Independent Study
Greek
See the instructor for supporting courses at Augsburg i n history, philosophy, art,
literature, linguistics which can apply toward a classics concentration i n cooperation
with Macalester College.
111,112 Beginning Greek
Theoretical and practical study of Greek grammar, with special emphasis on morphology.
Translation exercises from and into Greek. (111, Fall; 112, Spring. A minimum of 9 hours
preparation per week required.)
350 Introduction to Literature for Language Students
A first course in the theory and practice of literary studies. A theoretical component (in
English) t r e a t r t k baslc principles of IIterature, literary genres, and different approaches to
literary analysis. In the practical component, the class will divide into small groups
according to foreign language, where the elements of theory will be applied through
reading, analyzing, and discuss~ngselected works for foreign literature in the language.
Recommended for majors and minors. Open to all qualified students. (Prereq.: 212 or #.
Offered on demand)
Japanese
Japaneselanguage studies are possible through a contractual arrangement with the
ACTC Easr Asian Studies Program and the University of Minnesota East Asian Studies
Department. See fast and Southeast Asian Studies Director for more information.
Foreign Languages/79
Linguistics
289 Introduction to Linguistics
An introduction to linguistic analvsis and general Iingulstic principles, with focus on
[ingutst~c
universals (organtzational principles and features common to all language) and
psycholinguirric5 (inquiry i n to the mechanicsof language learning and thestructure of the
mind as revealed in language). Theoretical questrons will be approached by studying
sarnplesof various Languages. No prerequisite. Recommended for all language majorsand
minors. (Fall)
311 Theories of Grammar
Camparat~vcanalysis of various views of language represented in current linguistic
research w ~ t h
the aim af l[luminaringunderiyingphilosophical assumptions, investigational
criteria, and explanarory goals which dlsringuish them. Jhr rheories wi[l becnntrasred with
those of adjacenrdisciplinessuch asanthr~pology.psy~fiology,logic,and
c~mmunrcation
theory to explore ways In which each theory seeks to overcome rhe inadequacies of
traditional grammar. (On Demand)
Norwegian
a n d 499, a n d o n e
Scandinavian literature course. I n t e r i m o r summer i n Norway recommended.
Major: 8 courses above 211, i n c l u d i n g 311,312,331,350,353,411,
Minor: 4 courses above 211, i n c l u d i n g o n e i n conversation-com osition, o n e i n
civilization, a n d o n e i n literature. I n t e r i m o r summer study abroaBencouraged.
Recommended Supporting Preparation: Study i n Norway, a second foreign language, linguistics, additional courses u n d e r Scandinavian Area Studies.
111,112 Beginning Norwegian
lntroduction of the four basic language skills: speaking, listening, reading and writing.
Stress on spoken ratherthan literary Norwegian. Laboratory work expected. (111, Fall; 112,
Spring)
211 Intermediate Norwegian
Continued conversation and composition to improve comprehension and facility of
expression. Selected readings in Norwegian used as basis for classdiscussion and exercises.
Laboratory work and some field experience expected. (Prereq.: 112 or equivalent.)
311 Norwegian Conversation and Composition
Intensive praaice in spoken Norwegian with emphasis on pronunciation and original
composition. S a m e anention given to regional variations in spoken Norwegian and to
differences between tfretwoofilcial languages of Norway. Some laboratory work and field
experience required. (Prercq.: 211 or equivalent.)
312 Old Norse
An introductlon to thestructure of Old West Norse through thestudy of selections from
Old Norse literature. Some attention given to Old Easr Norseand aspects of the history of
four modem Nordiclanguages. Knowledge of oneof the latter is desired but not required.
Norwegian language minors will have special assignments. (Alternate years)
331 Norwegian Civilization and Culture
This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as
possible), the domestic and foreign influences at work in the comparatively homogeneous
population of Norway will be examined. Written and oral reports i n the Norwegian
language will be required along with some field work. (Prereq.: 311 or #. Alternate years)
80/Foreign Languages
350 lntroduction to Literature for Language Students
Theory and practice of literary studies. A theoretical componenr [in English) treats !he basic
principlesof IIrerature, literary genres, and different approaches to literary analysis, fn the
practical component, students apply the elements of theory through reading, analyzing,
and discussing selected works of Norwegian literature. Recommended for majors and
minors. Open to all qualified students. (Prereq.: 311 or +. Offered on demand)
353 Survey of Norwegian Literature
Selected readings i n contemporary Norwegian literature provide a base for the study of
original works from earlier periods e~rendingback ro 01d Norse literature. All genres are
examined, and considerable atnention is given t o writings i n the Nynorsk language,
particularly poetry. Lectures, readings, oral and written reports are in Norwegian. (Prereq.:
211 or equivalent. Spring 1981. Alternate years)
411 Advanced Norwegian Conversation and Composition
Further intensive practice in spoken and written Norwegian. Attention given to the other
ScandirBvian languages and to the historical development of the Norwegian language.
Laboratory work and field experience required. (Prereq.: 311 or #. Alternate years)
499 Independent Study
Russian
One year of elementary Russian is offered at Au sburg. Russian language studies
may be continued in the ACTC Russian Area Stucfies Program, which re uires two
years of language for the major. See Russian Area Studies Campus Coor%inator.
111,112 Elementary Russian
Aimed t o develop reading, writing, understanding, and conversational skills through oral
classroom practice, developing ease i n reading, short compositions, and acquaintance
with Russian culture. Extensive use of the language lab.
Spanish
Major: 8 courses above 212, including 311, 411, 456 or 457, two of 352, 353, 354.
(Study in Spain or Latin America i s strongly recommended)
Minor: 4 courses above 212, including one in conversation-composition, one in
civilization, and one in literature. Interim or summer study abroad strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in Spain or Latin America.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian
civilization, Latin-American Area studies. Consult department for other supporting
courses in humanities.
111,112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. lntroduction to culture of Spanish-speaking world. Laboratory work i s
an integral part of the course.
Foreign Languages/81
211,212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which stimulate
intellectual growth and promote cultural understanding, students review all of the basic
structures of Spanish, and build conversational skills through class discussions. Designed
for students with 2-4 years of high school Spanish or its equivalent.
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literarure representing various periods and
movements are read in English iranslarion. Through background reading and class
discussion in English !he strident i s acqualn~edwith the salient artistic qualities and
cultural-hisroricalsignificanc~?
of thereadings, Credit in thiscourse does not count toward
a major or minor in Spanish. Sophomore standing preferred. (On Demand)
311 Spanish Conversation and Composition
Thorough oral and writlen practice in correct expression with the aims of fluency and
facility. Enrichment of vocabulary. Labnrarorv work. This course i s a prerequisite for all
upper-division courses. I P r ~ r e q . :211 or equivalent. Fall)
312 Spanish Expression
Intended for students who havea basic command of writing and speaking skills in Spanish
and wish to expand them. Intensive practice to improve oral and written expression with
emphasis on conversationaT facility, 5tressing idiomatic usage and the finer points of
grammar. Readings to stimulate discussion and broaden cultural background from
contemporary literary texts and manazine ar~irles.Conducted in 5panish. (On Demand)
331 Spanish Civilization and Culture
Study of the Spanish character and of Spanish contribution to world civilization through
historical, intellectual, literary, and artistic movements. I n Spanish. (Prereq.: 311 or #.
Alternate years.)
332 Latin American Civilization and Culture
A study of the cultural heritage of theSpanish American countries from the Pre-Columbian
civilizations to the present. In Spanish. (Prereq.: 311 or 212, with #. Alternate years)
350 Introduction to Literature for Language Students
T h ~ o r y a n dpracticed literarystudier..4 rhcorezical component (in English)treats the basic
principles at lirerarurr, literary gerlres, and different approaches to literary analysis. In the
pracricat component.studenrsapply the theorv through reading, analyzing, and dlscusslng
selected works ot Ii~eraturein Spanish. Recammended for majors and minors. Open to all
clualrfed rrudents. (Prrrcq.: 311 or i;. o i i e r e d on demand)
352,353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the
literary movements and development of Spanish literature. Lectures, discussion, written
and oral reports in the language. (Prereq.: 311 or #. O n Demand)
354 Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions, written and oral
reports in the language. (Prereq.: 311 or #. O n Demand)
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, and written compositions and grammatical
exercises. (Prereq.: 311 or #. Alternate years)
82/Geography, Health and Physical Education
456 Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the
language. Emphasis on the Golden Age and the Modern Period. (Prereq.: One survey
course. Alternate years)
457 Spanish Novel
Study of the outstanding novelists of the nineteenth and twentieth century i n Spain. Oral
and written reports in the language. (Prereq.: One survey course. Alternate years)
499 Independent Study
Geography
Paul Grauer
114 Human Geography
An introduction to the basic concepts and tools of geography followed by a survey of the
distribution patterns to be found in our physical and human environment.
Health and Physical Education
Richard Borstad (Chairperson), Ernest Anderson, David Boots, Paul Grauer, Al
Kloppen, Doug Nelson, Jack Osberg, Pamela Paulson, Marilyn Pearson, Ronald
Petrich, Joyce Pfaff, William Ross, Edwin Saugestad, Jeff Swenson, Mary Timm
Health Education
Major: 110, 114, 115, 320, 354, 410; Biology 103, 108, 111; Chemistry 105 or 109;
Psychology 105; Sociology 231, 241.
Teaching Major: Same as health education major plus 355. Students wishing t o
become licensed teachers should consult with the Education Department for
requirements.
Minor: 110, 114, 115, 320; Biology 103; Sociology 231
110 Personal and Community Health
Modern concepts and practices of health and healthful living applied to the individual and
the community. (Fall)
114 Health and Safety Education (1/2 course)
Principles and practices of safety education in school and community life. Includes
information about school health programs and prevalent health needs and problems of
school age children, and American Red Cross First Aid course.
115 Health and Chemical Dependency Education (1/2 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information
about school health programs and prevalent health needs and problems of scbool age
children.
Health and Physical Education/83
320 School Health Curriculum
Techniques for developing a course of study based upon growth and development for
grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the major
sequence numbered in the 100 and 200 series; also #.)
354 Teaching the Exceptional Child (1/2 course)
Education of the exceptional child with special reference to the analysis of functional and
organic abnormalities and the role of school health and physical education programs.
(Prereq.: Physical Education 350. Spring)
355 Tests and Measurement (1/2 course)
Survey of basic statistical procedures and evaluation of tests i n health and physical
education. (Spring)
410 Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community. (Prereq.: 320)
Physical Education
Major: Health Education 114,115,354,355; Physical Education 223,231,232,243,350,
351, 471, 472, 474,475; Biology 103.
Teaching Major: Health Education 114,115, 354,355; Physical Education 223, 231,
232, 243, 350, 351, 365, 471, 472, 474; Biology 103. Students wishing to become
licensed teachers should consult with the Education Department for requirements.
Major with Specialization in Corrective Therapy: Health Education 114, 115, 354,
355; Physical Education 223,231,232,243,350,351,365,471,472,474,475,485,487,
491,493; Professional Affiliation Block495-496-497-499; Biology 103; Psychology 105,
355, 362. All C.T. specialists must be accepted bv the education department for
teaching and student teaching in an adapted situation. Approval must be secured by
the corrective therapy coordinator.
Major with Specialization in Adapted Physical Education: Consult department
chairperson for individual program planning.
Minor: Health Education 114,115; Physical Education 223,231,232 or 472, and 243.
Coaching Endorsement: 243, 351,475, one of 476-483, and practicum in coaching
(Independent Study 499 i s an optional method for meeting the practicum
requirement).
Notes: Physical education major plus coaching practicum meets the coaching
requirement. Coaches entering their first headcoaching assignment in Minnesota
high schools are required to have at least a coaching endorsement in the field of
physical education and athletics.
102, 103 Lifetime Sports
Three hours per week. Two lifetime sports meet the general education requirement. N o
course credit.
223 Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
84/Health and Physical Education
231 Individual and Dual Sports
Theory and practice i n skills, teaching, and officiating individual and dual sports. (Fall)
232 Recreational Activities and Rhythms (1/2 course)
Theory and practice in performing American heritage and international folk dances.
Exposure to New Games concepts and activities. Practice in teaching and performing
selected social dances. (Interim and Spring)
234 Outdoor Education (1/2 course)
This course will look at a wide variety of outdoor activities that can be taught in a school
setting. The following activities will be emphasized: Canoeing, back-packing, cycling,
outdoor cooking, camping and water safety. Students must be prepared to spend some
weekends participating i n these activities. (Spring, even # years)
243 History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
350 Kinesiology
Mechanics of movement with special emphasis upon the muscular system and analysis of
movement. (Prereq.: Biology 103; Fall)
351 Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles
applied to exercise programs and motor training. (Prereq.: Biol. 103. Spring)
I
354 Teaching the Exceptional Child
(See Health Education)
355 Tests and Measurement
(See Health Education)
365 Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the elementary and
secondary levels. (Fall)
373 Modern Dance (1/2 course)
A n introductory course in modern dance technique, composition, improvisation, and
problem solving. No previous dance experience necessary. (Interim)
399 Internship
Consult department chairperson.
471 Physical Education Programming
Procedures and techniques of management, leadership and decision making for physical
education and interscholastic athletic programs. Curriculum analysis and preparation.
(Prereq.: 243. Fall)
472 Gymnastics (1/2 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all
apparatus events and tumbling. Experience in spotting and skill analysis. (Fall)
474 Swimming and Aquatics
Theory and practice in teaching swimming, lifesaving, and water safety. Open only to
junior and senior Physical Education majors and minors. (Prereq.: Swimming competence
as determined by pre-test. Fall)
Health and Physical Education/85
475 Prevention and Care of Athletic Injuries (1/2 course)
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures. (Prereq.: 350. Fall, 1st half of term)
476 Coaching of Football (1/2 course)
Theory, technique and administrative aspects of coaching football. (Fall, 1st half of term,
odd #years)
477 Coaching of Basketball (1/2 course)
Theory, technique and administrative aspects of coaching basketball. (Interim, odd #years)
478 Coaching of Hockey (1/2 course)
Theory, technique and administrative aspects of coaching hockey. (Interim, odd # years)
479 Coaching of Track and Field (1/2 cours4
Theory, technique and administrative aspects of coaching track and field. (Spring, 2nd half
of term, odd #years)
480 Coaching of Baseball/Soft Ball (l/2 course)
Theory, technique and administrative aspects of coaching baseball and softball. (Spring,
2nd half of term, odd years)
483 Coaching of Volleyball (1/2 course)
Theory, technique and administrative aspects of coaching volleyball. (Fall, odd #years)
485 Applied Adapted Activities
Explores recreation as applied to a corrective therapy program, application of corrective
exercise to the atypical, self care and ambulation, prosthetics and orthotics. Equal attention
i s given to physical and mental habilitation, physical education for the handicapped and
recreation in rehabilitation. (Prereq.: 350,351; Health Education 354. Summer school only)
487 Neurology and Pathology
Astudy of the nervoussystem and the diseasesassociated with it and the nature and cause
of disease involving changes in structures and functions. Equal attention i s given to
neurology and pathology. (Summer School only)
491 Therapeutic Exercise
Exercise techniques as applied to various disabilities, testing muscle strength and range of
joint motion and association of muscle actions as applied to various human movements.
Equal attention is given to human movement, kinesiotherapy and evaluation and research
applied to C.T. and A.P.E. programs. (Prereq.: 350, 351; Health Education 354. Summer
school only)
493 Organization and Administration of Corrective Therapy
A study of organization, administration, history, philosophy and professional ethics as
applied to C.T. intertherapy relations in a rehabilitation setting. Basic supervisory and
personnel management decisions and practices. Most of the course deals with organization and administration of C.T.; about one-sixth of the course deals with intertherapy
relations. (Summer School only)
495,496, 497 Professional Affiliation
Includes actual hospital experience in four areas of corrective therapy: (1) Psychiatry, (2)
Orthopedics, (3) Neurology, and (4) Rehabilitation. Course 497 i s study of Neurology and
Pathology (Prereq.: 485,491 and approval of department.)
499 Independent Study
Directed intensive study in an area of physical education. Open only to junior or senior
majors.
History
Orloue Gisselquist (Chairperson), Carl Chrislock, Don Gustafson, Khin Khin Jensen,
Richard Nelson
Major: 8 courses plus 1 seminar. At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from
each of the four areas. Ancient and Medieval; Modern Europe; U.S.; and nonWestern.
Major for Teaching Licensure: Students interested in secondary education may
take a history major in combination with specified social science courses and the
required educational courses, in compliance with the state requirements. For more
information, see the department chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least three of which must be upper division.
Honors Major: G P A of 3.6 in t h e major and 3.0 overall; except in special instances,
application before rhe end of the first term of the junior year; two years of aforeign
language at the college level (or its equivalent): an honors thesis (equal t o one
course credit) to be defended before a faculty committee.
Notes: Freshmen should enroll in one or more of the History 101-104 courses.
History 221-222 are normally reserved for sophomore or upper division students.
Students are required t o have at least one lower division course before registering
for an upper level course.
There are 17 upper division courses (numbered 300and up) in this department. Five
or six are offered each term, or 11 per year. Offerings depend upon faculty
schedules and student registration.
101 The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece and
Rome, and the middle ages of Europe into the 13th century.
102 The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the middle ages
through the remodeling of Europe by Napoleon.
103 The Modern World
A study of the main currents in western civilization from the time of Napoleon to the
present.
104 The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of the
last 200 years.
221 U.S. History to 1877
A survey of Americans from Jamestown through the efforts to reconstruct a nation torn
apart by The Civil War. (Fall)
222 U.S. History Since 1877
An assessment of the century which precedes our modern day. (Spring)
226 Asian and Asian-American Women in Public Life in the 20th Century
An exploration of the experiences and contributions of selected women in China, Japan,
India, Korea, Philippines, and the state of Hawaii. Includes cross-cultural perspective,
responses to impact of modernization and Western education.
299 Directed Study
An opportunity for a student to do readings or study on topics not covered i n the
scheduled courses. The proposed study must be approved by thedirectingfaculty member
and the chairman of the department before registration. A maximum of one course i n
directed study may be applied to the major.
322 Modern Southeast Asia
A study of the major historical events, personalities and political developments in this area.
A comparative analysis of the nationalist movements and the process of decolonization will
especially focus on Indonesia, the Philippines, Burma and Vietnam.
323 Modern China
A selective treatment of Chinese history since the Opium War of 1839. The erosion of
China's isolationism and collapse of the imperial system. The Nationalist and Communist
revolutions of the 20th century.
324 Modern japan
An examination of the emergence of Japan as a major world power in the 20th century.
Components of the course will include a study of the distinctive features of the Pre-Meiji
era, modernization factors since 1868, interaction and encounter with China, urban
development, ecological problems, role of women and Japan's trade in Asia and Africa.
331 Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excludingforeign policy; see History
332). The specific topics to be offered will be announced prior to registration.
332 History of American Foreign Policy
The relationship of foreign policy to general American development i s stressed.
345 Scandinavian-American Experience
(See under Scandinavian Area Studies)
353 Select Topics in Minnesota History
A survey of topics relating to the emergence of modern Minnesota: Indian-white
relations; immigration and ethnic adjustments; rise of the Twin Cities; economic and
political development. Primary emphasis will be on the late 19th and early 20th centuries.
360 The Ancient Near East and Greece to 338 B.C.
The development of civilization i n the Near East from earliest times through i t s extension
and elaboration by the Greeks. Emphasis is placed on the development of writing,
achievement in the arts and sciences and political institutions.
361 Hellenistic Greece and Rome to 330 A.D.
A study of the development of Alexander's Empire, the Hellenistic kingdoms and the rise of
Rome as the world's greatest power. Emphasis i s placed on personalities, the arts and
sciences and Rome's contributions in law and the political process.
90/Mathematics/Computer Science
Mathematics
/Computer Science
Beverly Durkee (Chairperson), Benjamin Cooper, Lawrence Copes, Henry Follingstad, Leo Lake
Mathematics Major: 9 courses including 124,125,215,224,314,324.
Also required:
Computer Science245. The following courses do not count towards this major: 104,
174,121, 122, '131, 242. For teacher licensure in mathematics, courses 351, 373,441
must be included. Students wishing to become licensed teachers are advised to
ronsulr with the Education Department for requirements.
Mathematics Major with Computer Science Concentration: 10 courses, including
Mathematics 124, 125, 215, 224, 314, 355, Computer Science 245, 345, 350 and
Mathematics 226 or Computer Science 261.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent study at an advanced level with participation i n a department seminar.
Mathematics Minor: 5 courses, including 124,125, 224. The following courses do
not coun! towards the minor: 704,114,121,122,131,242. For a teaching minor, the
two additional courses must be selected from 215, 314, 351,373,441.
Computer Science Minor: 5 courses, including Computer Science 245,261,345,350
and one of Mathematics 355, Business Administration 479, Sociology 363, Computer
Science 395, 495.
Prerequisites/Placement Test - Before enrolling i n any course in this department
the student must have satisfied certain course and/or placement test prerequisites.
A course must be completed with a grade of 2.0or higher to count as a prerequisite.
The Placement Test i s given during col!ege orientation sessions and at other
announced times during the year. Score requirements on the rest for entrv to
courses are: ll {or course 104: [ l l for courses 114,171,122.131,242:lY for course724.
Siudents whose score is V, o r who have taken the College Board Advanced
Placement Euarn, should consult w i t h the department about appropriate courses to
take.
Any exceptions t o course or placement test score prerequisites must be approved by
the instructor.
Mathematics Courses
104 Basic Mathematics I I
A review of basic arithmetic concepts and a study of algebraic expressions including
exponents, radicals, and rational expressions; algebraic processes including factoring;
solving equations and inequalitiec in one variable, including linear and quadratic; and
graphs of linear and quadratic equations and linear inequalities in two variables. Does not
satisfy the general education requiremen1 in ma~hematics.(Spring)
114 College Algebra and Trigonometry
Fundamental operations, factoring, fractions, functions and graphs, linear equations,
exponents and radicals, quadratic equations, ratio and variation, progressions, binomial
theorem, logarithms and trigonometric functions. Students who have completed 124 may
register for credit only with consent of instructor. (Fall, Spring)
121 Finite Mathematics
Topics of linearity and probability with applications to the social and behavioral sciences.
(Fall)
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applications to the social and
behavioral sciences. Students who have completed 124 may not register for credit. (Spring)
124, 125, 224 Calculus I, 11, 111
Topics of the elements of planeand solid analyticgeometry integrated with differential and
integral calculus including calculus of several variables and series with applications
primarily from the physical sciences. Primarily for students in the natural sciences. (124,
Fall; 125, Spring; 224, Fall)
131 Mathematics for the Arts
An introduction t o the structure of mathematical systems and mathematical modelswhich
have had a primary historical impact on the other liberal arts. Primarily for students not
intending,further study of mathematics. (Fall)
211 Number Theory
A transitional course from computational to abstract mathematics. A study of the integers
and their properties. (Prereq.: #)
215 Elementary Linear Algebra
A study of systems of linear equations, determinants,vector spaces, lineartransformations,
and matrices. (Prereq.: 224. Spring)
226 Differential Equations
Solutionsof ordinary differential equations with applications; solutions by special integral
transforms; systems of differential equations with matrix algebra techniques; series
solutions. (Prereq.: 224. Spring)
242 Basic Concepts of Mathematics
The structure of mathematics underlying arithmetic and geometry. Emphasis i s placed on
the inductive techniques of discovery. Includes the ideas of modern elementary school
mathematics curricula. (Prereq.: Admission to Elementary Education Program)
314 Abstract Algebra
A rigorous investigation of the basic structures of algebra including groups, rings, integral
domains and fields. (Prereq.: 215. Fall)
324, 325 Advanced Calculus I, I1
A study of the fundamental concepts of calculusforfunctions of several variables including
the topology of Euclidean spaces, transformations, sequences and series of functions.
improper integrals, differential formsand manifolds, and vector analysis. (Prereq.: 224.324.
Spring; 325, Fall)
351 Modern Geometry
A study of Euclidean and,non-Euclidean geometries by synthetic, coordinate, vector and
transformation methods with projective axioms as a basis. (Prereq.: 122or 125. Spring 1984
and alternate years)
92/Mathematics/Computer Science
355 Numerical Analysis (Formerly 361 or Computer Science 355)
A study of methods used to solve problems on computers. Analysis of computational
problems and development of algorithms for their solutions, applications of a procedureoriented programming language in numerical analysis. Topics include the general concept
of iterative formulae, solution of equations, Newton's method, linear systems, interpolation, numerical differentiation and integration. (Prereq.: 224, Computer Science 245)
373 Probability and Statistics
An analytic study of probability and statistics, including probability distributions and
densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224. Fall)
399 Internship
Consult Chairperson or lnternship Director to determine project.
441 Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems. (Prereq.: 314,
324, concurrent registration, or #. Spring, 1983 and alternate years)
481 Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract algebra,
topology, probability, statistics, or computer science. (Prereq.: 314, 324, or #. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Computer Science Courses
145 lntroduction to General Computer Programming
An introduction to computer methods including flowcharts, algorithms, and data
representation. Extensive programming in a general higher level language. Primarily for
students in non-science areas. Does not count toward a computer science minor.
245 An Introduction to Computer Science
An introduction to computer languages and methods. Techniques studied include
flowcharts, algorithms, data representation and manipulation, hardware register operations, and computer organization. Programming i s done in machine language, assembly
language, and a higher level language such as PASCAL. (Prereq.: Mathematics 125)
261 Electronics
(See under Department of Physics)
345 Computer Systems
Survey of computers, languages, systems, and applications. lntroduction to operating
systems, including batch, time-sharing, and real-time. Continued development of
competence in structured programming, algorithms, and assembly language will be
emphasized throughout the course. (Prereq.: 245)
350 Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems. Applications to
data management systems, file organization, information retrieval, list processing, programming languages, and storage devices. (Prereq.: 245)
Medical Technology, Metro-Urban/93
395 and 495 Topics in Computer Science
Specifictopics are selected each year. Prerequisites will depend o n the topics selected. 395
for Interim, 495 for fall and/or spring terms.
399 lnternship
Consult Chairperson or lnternship Director t o determine project.
499 Independent Study
Topics defined through consultation between student and department.
Medical Technology
Neal 0. Thorpe (Adviser)
This major involves the completion of three years of academic work at Augsburg
College and twelve months of internship at Metropolitan Medical Center or
Abbott-Northwestern Hospital.
Specific recommended courses vary to some extent depending on the hospital with
which the student plans to affiliate. I t i s important to work closely with the Medical
Technology adviser. Augsburg College does not guarantee that all students will be
accepted by the hospitals for the 12-month internship. Students must negotiate
directly with the hospitals involved.
Student5 rransferring to Augsbur College with an Associate of Arts degree or its
equivalenr should expect to s en two vears a t Augsburq before participating in the
internship year. The MedicaPTcchnologv major I S nor derignrd for persons who
already have the baccalaureate degree from another ~nstitution.
f
Required Science Courses: 1) Biology 111, 112 and two additional upper division
(usually 367and476); 2) Chemistry: 105,106 (or 115,116),351,352,353; 3) Physics: 103
(or 121, 122); one math course; one course in immunology.
Metro-Urban Studies
Carry W. Hesser (Director)
Major: 15 courses includinglOcore requirements: Economicsl23; Political Science
122; History 431; Sociology 111, 381; Economics 379 or Sociology 362; Political
Science 384 or Sociology 363; a minimum of one course of internship or
independent study; two non-social science courses with an urban emphasis, at least
one of which must be in the humanities (current options include: Art 102, Religion
354, English 351, Speech 342, Physics 111, Biology 105, Philosophy 362, Interdisciplinary Studies 233, 260).
To complete the major, the student has a choice among three emphases or tracks:
GeneraVLiberal Arts, Planning or Public Administration. These five elective courses
must include a minimum of three disciplines. Options include a wide variety of
courses, interims, internships, independent studies, and urban courses at other
ACTC colleges, as well as those offered through the Higher Education Consortium
for Urban Affairs (HECUA).
94/Metro-Urban Studies
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses are
required for the concentration: Economics 120 or 123; Political Science 122;
Sociology 111, 381; an approved Social Science Research course; an approved
internship and/or independent study.
199 lnternship
Lower Division internship. Consult Program Director to determine project. (Fall, Interim,
Spring and Summer)
299 Directed Study
lndependent study for lower division students (Prereq.: # and Sociology 111 or 121. Fall,
Spring, Summer)
399 lnternship
Consult the Program Director for details. (Prereq.: #. Fall, Interim, Spring)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources. The course is designed
in consultation with and evaluated by a department faculty member. (Prereq.: Sociology
111 or 121 and #. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: Sociology 111 or 121
and #. Fall, Interim, Spring)
Urban Studies Options Through HECUA
A. Metro-Urban Studies Term (MUST)
This program focuses upon the Twin City metropolitan area.
358 Readings Seminar: Urban Issues
Reading materials are assigned to complement morning field seminar topics. Included are
government and institution publications, journal articles and books.
359 Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with specialists in various
fields, and investigate current issues in the Twin Cities area. Topics include: geography,
government, economics, historic preservation, populations, ethnic communities; transportation, planning and social services.
399 lnternship
Students are placed in a variety of public and private agencies for work experience. A
learning contract i s developed with MUST faculty approval. Students may choose an
internship of one or two courses.
Metro-Urban Studies/95
B. Scandinavian Urban Studies Term (SUST)
This p r o g r a m is located at t h e University o f Oslo a n d focuses u p o n Scandinavian
urbanization and city planning.
272 Norwegian Life and Culture
Language instruction emphasizes conversational vocabulary to support student course
work and daily living in Oslo. An orientation to current issues in Norwegian life and society
i s coordinated with the language instruction.
372 Norwegian Language and Culture
Students are placed in intermediate or advanced study depending on proficiency. An
orientation to current issues in Norwegian life and society is coordinated with the language
instruction.
373 Growth and Development of Scandinavian Cities
Themes on the growth, function, distribution, and social organization of Scandinavian
cities are approached through a combination of lectures, guest speakers, and field work.
Emphasis i s placed on Norwegian urban development with comparative analysis of other
Scandinavian countries.
396 Urban Planning in Scandinavia
Theory and practice of Scandinavian approaches to urban development are viewed
through a series of topical lectures, field trips, and guest speakers. Course focus i s on the
Norwegian planning system with comparative analysis of other Scandinavian countries.
499 lndependent Study
In consultation with SUST faculty, student selects a specific topic for library and field
research related to subjects of seminar and/or major academic interests.
C. South American Urban Semester (SAUS)
This "semester i n t h e city" p r o g r a m is located i n Bogota, Columbia. I t focuses u p o n
urbanization a n d development i n t h e Third World.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
362 Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and
visiting Columbian urbanists.
363 Field Seminar: Wealth, Poverty, and Community Development in the Latin American City
Structured field course focusing on plight and prospects of the urban poor in Bogota, with
field trips to other Colombian and foreign cities for comparison. Visits to various types of
barrios and t o public and private agencies dealing with urban problems.
499 lndependent Study
In consultation with SAUS faculty, student elects a specific topic for library and/or field
research related to subjects of seminar and/or major academic interests.
D. San Francisco Summer Term
A nine-week program integrating a field seminar, an internship, and independent
'study.
383 Field Seminar: San Francisco
(See MUST 359)
399 Internship
(See MUST 399)
499 Independent Study
(See SUST 499)
Music
L. t. Fleming (Chairperson), Robert Adne Robert E, Beverlev,Michael Brand. haine
Bryce,Siephen Cabrielien, Thomas G ~ h e g , Cymhia G o e f i , James D. lohnron,
Robert Karl&, MeriTee Klemp, Nicholas Cenz, Paul Lohman. Cynrhia Melson,
Robert Metzler, Celeste O'Brien. Alice Preves. Dana Skoglund, Emma Small, George
S~ahl,Daniel Sturrn, James ten RenseT. Paul Thomas, D a ~ l Tubergen,
d
Mary Wilson,
Angela Wyatt
See Music Department Handbook for additional and explanatory information
guidelines and requirements. Students wishing to major or minor in music must
apply to the department.
Specific Music Major Requirements
Bachelor of Arts: 12 courses: Core Curriculum plus 457,458,350 or 476,354 or 355,
365 or 375, music elective. French or German.
Bachelor of Arts (Music Education): 11 courses: Core Curriculum plus 457,458,350
or 476, 354 and one of 355, 365, 375. Consult with Department of Education for
requirements in education.
Bachelor of Music: 17 courses: Core Curriculum plus 350,457,458,476,499,354 or
355,365 or 375, music electives. 4 years of Performance Studies with double periods
in the last? years,and junior and senior recitals; French or German. Voicestudy - 2
years of foreign language.
Bachelor of Science - Music Therapy: 17 courses: Core Curriculum plus 354, 360,
382,383,395,399,435,457,495,350 or 476, one of 355,365,375, and 110 Introduction
to MusicTherapy (lnterimj.5 anish i s recommended. Other requirements: Biology
703, Education 282: 2 Physica Education (232 and 373 recommended); 3 Psychology
and I Sociology, including Psychology 105,362 and Psychology 263 or Sociology 362
(Recommended courses include Psychology 264, 351. 352, 355, 356, 357, and
5ocioIogy 111,121, 231. 241, 362,375); 1 Speech (116 recommended).
P
Music Minor: 5 courses: 101, 102,260 or 261,457 or 458, elective. Applied Music:
Major Ensemble 2 consecutive years, Performance Studies 4 semesters, concurrent
with Ensemble; Examinations: 2 Music Repertoire Tests, Piano Proficiency Test.
Honors Major: Students may qualify f o r graduation honors if they have earned a
GPA o f at least 3.0 i n music courses a n d have demonstrated leadership i n
performance. H o n o r s may b e achieved by o n e o f t h e following: Senior thesis a n d its
defense b e f o r e a faculty committee; presentation o f an additional senior recital o f
graduate quality; c o m p o s i t i o n o f a w o r k f o r vocal a n d / o r instrumental ensemble o f
n o t less t h a n 15 minutes duration. Application should b e made b e f o r e t h e senior
year.
Core Curriculum (Required of all Majors)
1. Courses: 101,102, 223, 224, 260, 261.
2. Applied Music: M a j o r Ensemble, 8 semesters; Performance Studies, 8 semesters;
Recital appearance.
3. Examinations: 3 M u s i c Repertoire Tests, Piano Proficiency Test.
Applied Music
Ensembles: M e m b e r s h i p i s d e t e r m i n e d by a u d i t i o n d u r i n g t h e first week o f t h e fall
semester. Times a n d locations are posted o n t h e d e p a r t m e n t bulletin board. These
organizations exist n o t o n l y f o r t h e benefit o f t h e musicstudent, b u t f o r any student
w h o wishes t o participate:
Augsburg Choir
Chorale
Concert Band
Orchestra
Brass Ensemble
String Ensemble
Jazz Ensemble
Woodwind Ensembles
Performance Studies: Four synergistic elements are required: lessons, jury examinations, performance and listening.
Private Lessons: Vocal and instrumental instruction i s available to all students in any area.
Music students must register on the traditional grading system and take a jury exam at the
end of each semester to fulfill the requirement of private study toward a music degree.
Other students may register for private lessons in the same manner or use P/N grading.
During the junior and senior year, a student accepted by the Department of Music as a
major receives lessons in the area of concentration without extra cost. Instruments are
available for rent.
JuryExamination: All studentstaking private lessonsfor credit are required to perform each
semester for a faculty jury.
Performance Workshop: An informal setting for student performances,seminars and guest
lecture demonstrations. All students studying applied music for credit must attend weekly
workshops and, once a semester, perform on their instrument.
Listening: All students studying applied music for credit must attend a predetermined
number of designated music events each year.
Recital: One-half recital i s r e q u i r e d o f B.A. a n d B.S. candidates. B.M. students must
present f u l l j u n i o r a n d senior recitals.
Examinations
A l l music majors and minors are required t o pass a Piano Proficiency Test. M u s i c
majors must pass t h r e e M u s i c Repertoire Tests, a n d Music minors must pass two.
101,102,223, 224 Theory
Music Theory i s an integrated course extending over four terms. Taught by a team of
instructors, the various aspects of musical theory (i.e., ear training, harmony, counterpoint,
and analysis) are presented in parallel, rather than in sequence. (101, 223, Fall. 102, 224,
Spring)
110 lntroduction to Music Therapy
A survey of the music therapy programs i n the surrounding area, with field trips t o various
institutions; an introductory course for the freshmen and sophomores considering music
therapy as a major; gives the students a broad background in the ways i n which music i s
used as a therapy. (Interim)
230 Introduction to the Fine Arts
The development of music through the study of selected works of great composers f r o m
each period. Emphasis is placed upon relationships between music and the other fine arts.
For the non-music major. (Fall)
260 History and Literature of Music
Music of the Baroque and Classical eras. (Fall)
261 History and Literature of Music
Music of the Romantic and M o d e r n eras, and non-Western topics. (Spring)
325 Scandinavian Music
I n a historical approach t o the study of music i n the five Nordic countries, opportunity is
offered for investigation into topics of particular interest. Suitable for both non-musicand
music majors. (Fall)
330 Vocal Repertoire
A historical survey of solo vocal literature from 1600 t o the present. The study includessuch
aspects of concern for the performer as interpretation, style, and diction. (Spring)
331 Diction for Singers
(Spring, alternate years)
350 Choral Technique and Arranging
Fundamentals of voice as related t o choral ensemble; methods, materials, techniques and
arranging for various combinations of voices and instruments. (Spring)
354 lnstrumental Technique
The technique of playing and teaching brass and percussion instruments. (Fall)
355 Instrumental Technique
The technique of playing and teaching woodwind instruments. (Spring)
360 Therapeutic Recreational Music
Study of guitar and recorder, Orff instruments, applications of recreational musicactivities
t o clinical settings. Practicum/experience required as part of course work.
365 Instrumental Technique
Elementary technique i n the playing and teaching of string instruments. (Fall)
375 lnstrumental Technique
Advanced technique i n the playing and teaching of string instruments. (Spring)
380 Music of the Western Church
Development and influence of the music of the Christian church. Designed for thegeneral
student as well as for organists, choir directors, and pre-theological students. (Spring)
382 Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on the sociopsychological aspects of music. An understanding of the research process and development of an experimental research project.
383 Psychological Foundations of Music I1
Implementation of group and individual research projects, emphasis on music in a clinical
setting. Varioustheories of learning music, musical talent, and performance. (Prereq.: 382)
395 Influence of Music on Behavior
A study of human behavior as it relatesto music, with emphasis on psychological, cultural,
and biological aspects of musical behavior. Use of music with the mentally retarded and
emotionally ill.
399 Music Therapy Clinical Internship
Full-time placement i n an internship setting approved by the National Association for
Music Therapy for six months. This i s started after completion of the senior year and i s
necessary for registration by the NAMT. Applications for internship sites must be made
nine months in advance. Sites in Minnesota are limited.
435 Music in Therapy
Thestudy and application of the uses of music with the emotionally ill, mentally retarded,
physically handicapped, geriatric, and gifted populations. (Prereq.: 395)
440 New Music Seminar
Offers an opportunity to apply information and techniques acquired in music theory and
history classes to the study of 20th century music. (Prereq.: 224. Spring)
457 Conducting
Techniques of conducting, preparation of and conducting choral scores, organization of
choral ensembles. (Fall)
458 Conducting
Preparation of and conducting instrumental scores, organization of instrumental
ensembles. (Spring)
476 Orchestration
The craft of orchestrating and arranging music for instrumental ensemblesof varyingsizes
and types. (Fall)
488,489 Piano Teaching Methods
Instruction in the principles, methods, and techniques for teaching piano. Students will
give individual lessons to children under the supervision of the instructor. No course
credit.
495 Practicum in Music Therapy
Volunteer work i n a clinical setting, two hours a week, six terms. N o credit.
499 Independent Study
Permits advanced and specialized studies and projects not otherwise provided for i n the
departmental curriculum. Open only t o advanced students upon approval of the f_aculty.
100/NaturaI Science
Natural Science
Earl R. Alton (Coordinator)
Major for Pre-Medical Students: 14 courses including Biology 111,112,491 or 492,
and t w o upper division courses; Chemistry 115, 116 (or 105, lob), 351, 352, and
Quantitative Analytical Chemistry; Mathematics 121 and 122 or 124and 125; Physics
121,122.
This major i s presented as an option for pre-medical students who wish t o take a
major which provides the science courses necessary and recommended for
admission t o most medical schools, including the University of Minnesota Medical
School, and also permits a number of electives. The student should choose electives
carefully, keeping i n mind the specificrequirementsof the medical schools t o which
he o r she intends t o apply. Early consultation with a premedical adviser i s
recommended.
Licensure Program for Teachers: The Minnesota Board of Teaching has approved
t h e Ifcensure program for science teachers and authorized A u ~ s b u r gto recommend
candidates in Life Science, grades 7-12; Life Science (minor), grades 7-12; Physical
Science, Chemistry major or Physics major, grades 7-12; Chemrstry (rninorl. grades
7-12; Physics (minor), grades 7-12; and Science (Grades 5-9).
All Natural Science teaching majors must complete the Broad Basic courses and i n
addition meet the requirements for a Life Science, Physical Science or Middle
School Emphasis.
The program of courses IS designed t o provide a broad, basic background in science
and allow for sp~cializationi n an area. The following programs assume t h a t the
student wil[ mee? the general education requirements of the college and, in the
physical science, have at least one year of calculus. ConsuTt with the Department of
Education for requirements i n Education. Early consultation with adviser i s
recommended.
Broad Base Courses: 7 courses, Ii n Earth Science (Physics 101 or 161); 2 i n Life
Science (Biology Ill,
112); 4 i n Physical Science (Physics 121,122 and Chemistry 115,
116 or (105,106). To make the program slightly more flexible, i t i s recommended that
students with emphasis i n life science have both courses i n earth science and
substitute Physics 103 for Physics 121,122.
Life Science Emphasis: 8 courses, 1 Cognate; 7 Biology courses, including 491
Seminar and at least one from each of the following groups: (1) 351 or 353; (11) 355 or
474; (111) 361 or 481; (IV) 471 or 473; (V) 440 or 476.
Physical Science Emphasis - Chemistry Major: 7 courses and chemistry seminar,
Chemistry 351,352,353,361 and 362 (or Biology 367, Biochemistry), 482, Physics 245.
Physical Science Em hasis - Physics Major: 7 courses, Physics 245,351,362,395 and
three additional t o e! selected from Physics 261, 270, 352, 363,481, 486, 488.
Note: Candidates may be recommended for licensure i n Physical Science upon
completion of either Physical Science Emphasis-Chemistry major or Physical Science
Emphasis - Physics major. The student licensed i n Physical Science may teach
chemistry and/or physics i n grades 7-12.
Science(Grades.5-9): 7 courses,2 in Earth Science (Physics 101 or 161, the alternative
course not taken in the Board Base section); 2 i n Life Science (and two biology
courses above 112); 3 in Physical Science (Chemistry 353; Physics 245).
Licensure with Minor: For Life Science, 7 courses in Biology plus the Broad Base; for
Chemistry, 351,352,353,361 and 362 or 482 plus the Broad Base; for Physics, any four
courses above 122 plus the Broad Base.
Nursing
Beverly Nilsson (Chairperson), Carol Hoffman, Nancy Malcolm, JoEtta A. Vernon,
Helen Woelfel
Augsburg offers an upper division major in nursing leadingto a Bachelor of Science
degree. The program is accredited by the National League for Nursing. Graduates of
the program are eligible to apply for Public Health Nurse Certification in Minnesota.
Requirements for admission to the major are: completion of an associate degree or
d ~ p l o m aprogram in nursing with a minimum overall grade point average of 2.5; a
currenr license to practice as an R.N. in the state of Minnesota; and completion of
courses in inorganic chemistry, organic or biochemistry, anatomy and physiology,
rnicrcrbiolagy, English composition, introductory sociology and introductory
psychology. Studenrs must take these courses a t Augsburg or another accredited
college or univerritv prios to admission to the nursing major. The prerequisite
courses i n sociology, psychology, English, chemistry and biology listed above may
apply toward distribution requirements as well as toward admission ro the major.
I n addition, each applicant must successfully complete theoretical and simulated
clinical performance testing prior to acceptance to the major. These tests are given
at Augsburg through the Department of Nursing.
Applicants must give evidence of current nursing clinical practice, within the past
five years. This may include 1) graduation from a school of nursing, 2 ) work
experience, or 3) completion of a nursing refresher course or an acceptable
equivalent.
Major: 11 courses (10 course credits) i n nursing including 303,304,310,311,325,330,
350, 403, 404, 423, 427: Psychology 355. ,4 minimum grade of 2.0 i n each nursing
course and a cumulative CP.4 of 2.5 a t the completion of the courses of study are
required. Courses i n interpersonal communications and ethics are supportive to
the major.
Course5 inrhe nursing major aredesignedso that they may becorn leted within two
academ~cyears. However. more than two years may be require to complete t h e
total course of study, depending on rhe number of credits transferred from other
colleges or universities. Students in nursing may pursue part-time nudv, but are
required 10 complete 13 courses, a t Augsburg College. Students inrerested i n
pursuing day, evening, or summer part-time study should consult with an adviser
from rhe nursing depastment for program planning.
8
303 Contemporary Nursing 1 (1/2 course)
This course i s one of the transitional courses that introduces the student to components of
the professional role and begins the professional and socialization process. The communication process i s emphasized as one means by which the nurse-client relationship is
established and maintained. Interactive communication theories are explored for their
applicability to changing roles and professional practice. (Fall-Junioryear.)
304 Contemporary Nursing 11 (1/2 course)
This course introduces theories and conceptual thinking in the process of professional
development. The function of theory in guiding nursing practice i n emphasized. Selected
nursing theories are examined. (Spring-Junioryear.)
310 Community Health Nursing I
This course focuses on systems theory, change, and concepts of health as they apply to
current community health issues and the practice of nursing. Clinical application of course
content will involve making a health assessment and exploring a community health issue.
(Fall-Junioryear. Prereq.: Acceptance into the nursing major)
311 Community Health Nursing II
This course provides a knowledge base for understanding community characteristics and
cultural diversity related to health care. The nurse's role as a generalist and as a member of
the health team i s explored. This course i s primarily a clinical course. The student will
demonstrate knowledge of community health concepts in providing care to a selected
caseload of clients. (Spring-Junioryear. Prereq.: 303, 310, 325, Psy 355)
325 Nursing Process
I n this course the student learns approaches to assessment and the use of assessment tools
i n the nursing process.Thestudent usescommunication skillstoobtain a health history and
negotiate health goals. Clinical experiences provide the student with an opportunity to
make a holistic health assessment within a developmental framework. (Fall-Junior year.
Prereq.: Acceptance into the nursing major).
330 Trends and Issues in Nursing
This course i s designed to investigate the current responsibilities of the professional nurse.
Contemporary social and professional trends and issues are explored in light of their
implications for nursing practice. (Interim-Junioryear).
350 Introduction to Nursing Research
The research process and methods appropriate to nursing are the focus of this course.
Issues of ethics in nursing research are explored. Students critique nursing research for its
applicability to nursing practice. (Spring-Junioryear. Prereq.: Acceptance into the nursing
major, Math 121 or a course i n descriptive statistics)
403 Contemporary Nursing 111
This course provides a theoretical basis for family nursingcare. Content includesfamily asa
group, family and group dynamics in light of situational and developmental events.
Consideration i s given to the emerging role of the nurse i n family health care. (Fall-Senior
year. Prereq.: 304, 311, 325, 330, 350. To be taken prior to or concurrently with 423)
404 Contemporary Nursing IV
This course relates leadership and management theories and emerging professional nurse
roles to primary nursing. Concepts of change, conflict, communication and system
dynamics are explored. Ethics, accountability and advocacy provide the basis for role
development and professionalism. (Spring-Senior year. Prereq.: 403. To be taken prior to
or concurrently with 427)
423 Practicum in Nursing I
This course i s a clinical practicum offering the student an opportunity to apply content
from 403 i n providing complex nursing care to families in a selected practice setting.
(Fall-Senior year. Prereq.: To be taken concurrently with or following 403')
427 Practicum in Nursing II
This course i s a synthesis course utilizing knowledge and skills from 404. Opportunity i s
provided to apply leadership and management theory in a selected hospital setting.
(Spring-Senior year. Prereq.: 403,423. To be taken concurrently with or following 404*)
499 Independent Study
This learning experience provides the opportunity for the student to study a selected topic
or issue i n depth. Students consult with faculty and submit written study proposals,
objectives, and methods of evaluation prior to registration.
*If the practicums i n nursing are not taken concurrently with their respective theory courses,
students are required to consult with faculty prior to registration regarding review of the
theoretical content.
Philosophy
Bruce Reichenbach (Chairperson), Kenneth Bailey, Mark Fuehrer
Major: 9 courses, including 130,241,242,343,344, and one course in the400's (other
than 499). Five of the courses must be upper division.
Minor: 5 courses, including t w o courses from 241,242,343,
and 344.
Honors Major: Admission to the Philosophy Honors. p r o ram is by recornmendation of the philosophy facuf~y.Suchrecommendations w i l l b e made st rheend of the
junior year. The program will consist of an honors thesis o n an approved topicof the
student's choice, involvin research above the cour5e level, and a defense of this
thesis before the faculty ofthe department.
Note: Courses 110, 120, and 130 are recommended for fulfilling the general
education requirement.
110 Introduction to Philosophy: Ideas and Method
Though each person has his own set of ideas and beliefs, rarely have they been critically
analyzed or evaluated for their consistency, adequacy or truth. One reason for this is that
individuals lack the needed skills. Another i s that they may have had little opportunity to
examine critically some of the ideas basic to western culture. The purposes of this course
are to provide the student with some experience i n examining ideas, and thereby to
sharpen the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs.
120 Ethics
Sometimes you say that a certain action i s right or condemn it as wrong. Why do you think it
i s right? Because you like it? Are there better reasons for thinking something right or
wrong? This course takes a long, hard look at possible grounds for making moral decisions,
and at the moral judgments about personal and social issues resulting from them.
130 Logic
Suppose someone gives you reasons, and then says you must accept a particular
conclusion. Must you? When does a conclusion validly follow from premises? Here we
examine the rules which govern valid arguments and work to develop your ability to
recognize and construct sound arguments.
241 History of Philosophy I: Plato and Aristotle
How, when and why did philosophy begin? Who were Socrates, Plato, Aristotle and the
Stoics; what did they believe? Why did Plato think that the physical world was not overly
important, and what did he value? How did Aristotle, the scientist, respond to this? The
answers to these and other questions will be considered so as to reveal what these great
philosophers can contribute to our contemporary problems and ideas. (Fall)
242 History of Philosophy 11: Medieval and Renaissance Philosophy
The Middle Ages are often regarded as a period of darkness, whereas the Renaissancewasa
timeof rediscovery and enlightenment. How dark were the Middle Ages; how enlightened
the Renaissance?We shall attempt to discoverthe grandeur of the Medieval philosophers,
learn how the Christian tradition was carried forward in the Age of Faith, explore the
worship of the world and the individual in the Renaissance, and the new methodology of
the 17th Century rationalists. (Spring. Suggested prior course, 241.)
343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy
Where does knowledge begin? In innate ideas or with experience? What can we really
know about the world? What impact did Romanticism have on philosophy? This course
studies the major empiricists of thelBth century (Locke, Berkeley, Hume). Kant's synthesis
of philosophy, 19th century idealism, and the reaction to idealism by men such as Marx,
Kierkegaard and Nietzsche. (Fall. Suggested prior course, 241 or 242.)
344 History of Philosophy IV: Contemporary Philosophy
What lies behind 20th century philosophy's love affair with language? Is truth that which
works? Can we remake philosophy as a rigorous science? These and other issues are dealt
with in a study of the major representatives of linguisticanalysis, pragmatism, existentialism,
and phenomenology. (Spring. Suggested prior course, 241,242, or 343.)
350 Philosophy of Religion
What i s the relation between faith and reason? Does God exist, and what can besaid about
him if he does? Can we reconcile the goodness of God with human and animal suffering? I s
man really immortal? Are miracles possible? We will conduct a systematic inquiry into
these questions which form the basis of religious beliefs. (Suggested: one prior course in
philosophy.)
355 Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism, Buddhism,
Confucianism and Taoism. (Suggested: one prior course in philosophy.)
362 Political Philosophy
As residents of an urban college we are citizens of the city. What i s the relation between the
citizen and the city? In a larger context, what i s the origin of the State and the basis for its
laws?What relation holds between law and morality, and between God, the Church and
the State?This course studies the key concepts of politics found in the tradition of western
political thought.
365 Philosophy of Science
The scientist's knowledge of the world i s purported to be profoundly different and better
than that of the non-scientist. Is this true?What constitutes scientific knowledge?Are there
certain real questions which science cannot answer? How certain are the methods used by
the scientist to recover knowledge? In addition to dealing with these questions, students
will work in researching and developing philosophical problems in the special sciences.
(Suggested prior course, 130 or one course i n natural science.)
370 Existentialism
Studies i n the writings - both philosophical and literary - of prominent Existentialist
authors. We will examine what i t means to be a being-in-the-world, and explore such
themes as absurdity,freedom, guilt, despair and paradox. (Suggested: One prior course in
philosophy)
380 Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care and
delivery, human experimentation, human engineering, abortion, care for the dying and
euthanasia.
410 Topics in Philosophy
Advanced studies covering a specific area of philosophy, such as studies in the thought of
individual philosophers, philosophical movements, the history of an idea or specific
problem, or interdisciplinary problems. Seminar format. May betaken morethan once for
credit. (Suggested prior courses, any from.241,242, 343,344 or #.)
430 Studies in Individual Philosophers
Advanced studies i n the philosophy of particular philosophers,e.g., Plato, Descartes, Marx,
Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 241,242,
343, or #)
499 Independent Study
Individual study and research on some philosophical topic of interest to the student,
worked out in consultation with the faculty adviser.
Physics
K e r m i t E. Paulson (Chairperson), Kenneth N. Erickson, M a r k J . Engebretson
a n d 395 plus t h r e e courses above
122. I n Planninglheir coursesof study, students are encouraged to work closely w i t h
members o f the physics faculty. Normally, students should have Mathematics 124,
125, a n d Physics 721, '122 the freshman year, a n d Mathematics 124 and 226 t h e
s o p h o m o r e year.
Major: 9 c o u r s e , i n c l u d i n g 121,122,245,351,362
Teaching Licensure Major: The same'as t h e major. Students are advised t o refer t o
t h e Education Department section o f t h e catalog a n d consult w i t h t h e Education
Department early i n t h e i r planning.
Minor: 5 courses, i n c l u d i n g 121,122, and t h r e e courses above 122.
Honors Major: A GPA o f 3.6 i n physics a n d 3.0 overall. A n independent invertigat i o n o f a physics t o p i c w i t h an oral defense o f t h e w r i t t e n research repbrt.
Application f o r t h e honors major should b e made n o later than rhe first t e r n of the
senior year.
Societ of Physics Students: The Augsburg chapter o f Society o f Physics Students
proviJes students t h e o p ortuniiiei of membership i n a national physics society a n d
o f participating i n t h e pl?ysio cornrnunily on a professional basis. M e m b e r s h i p i n
SPS is o p e n t o all students interested rn physics.
Sigma Pi Sigma: M e m b e r s h i p i n t h e Augsburg chapter o f this national physics
h o n o r society is o p e n t o those students w h o have c o m p l e t e d t h e equivalent o f a
m i n o r i n physics, have a G P A o f 3.0 i n physicsand overal1,and rank i n t h e u p p e r t h i r d
o f their class.
101 Astronomy
A descriptive course requiring elementary algebra. Our solar system, stars and galaxies.
The necessary optical instruments are explained and use i s made of a 12-inch reflecting
telescope, and eight-inch Celestron, and a 3-inch Questar. Occasional night viewing. (3
one-hour lectures.)
103 Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments areselected
not only to illustrate fundamental principles, but also to demonstrate the relevance of
physics to the lifesciences. The course i s designed to serve students in biology, psychology,
physical education (therapy programs), medical technology and other health science
programs. The course i s also a very suitable elective or distribution requirement for the
liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Elem. algebra. Fall)
106 Introductory Meteorology
A study of thescience and wonders of the atmosphere. The course i s designed to provide a
working knowledge of the basic science principles required for understanding weather
and climate. Attention will be given to the overall weather patterns of the earth and to the
many varied aspects of weather, some of which include: Clouds and precipitation,
thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the
influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky.
The course i s designed to be an elective or to satisfy the distribution requirement for the
liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science. Attention will
be given to the interaction of physics and its associated technology with philosophy,
religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to
discussion of the meaning of twentieth century physics and of the role of elctronics and
computers in modern society. Microcomputers will be used extensively in the laboratory.
(3 one-hour lectures, 2-hour laboratory. Fall)
121,122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion, thermodynamics,
electrjcity, magnetism, and optics. Designed for physics majors, pre-engineering students
and other specified majors. Must be taken in sequence. (3 one-hour lectures, 3-hour
laboratory. Prereq.: Mathematics 124 or concurrent registration. 121, Fall; 122 Spring)
245 Modern Physics
An introduction to modern physics from a historical and experimental basis. Relativity,
quantum effects, atomicand molecular physics, nuclear and solid state physics. This course
indicates the need for, and develops the experimental basis of quantum mechanic. (3
one-hour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronics comprises the first half o f
the semester. The second half includes study of digital electronics culminating in analysis
and use of microprocessors and microcomputer systems. (Prereq.: 103, 111 or 122; and
Mathematics 122 or 125)
270 Optical Physics
The emphasis is o n physical optics, making frequent use of the complex expression for a
wave: interference, diffraction, polarization, and an introduction t o the electromagnetic
theory. (3 one-hour lectures. Prereq.: 122. O n demand)
351,352 Mechanics I, II
A careful study of classical mechanics i n terms of Newton's laws of motion and the
Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single
par~irle
motion,svsrernsof particles, oscillatory systems, central-force motion, dynamics of
rigid hndie5, gravttation. kinematics of two-particle systems and noninertial reference
frames. (3 one-hour lectures. Prereq.: 122, Math. 226. 351, Fall; 352 Spring)
362, 363 Electromagnetic Fields I, II
The clasrical electrornagnet~c f ~ e l dtheory IS developed uslng the vector calculus
~ h r o u g h o u t .Eleclrostat~cs,magnetostatlcs, solut~onof Laplace's and Po~sson'sequations,
elecrrrr and magnetic properties of mater~als,and the theory of electromagnet~cr a d ~ a t ~ o n
bared on Maxwell's equatlons (3 one-hour lectures Prereq M a t h 226, 362, Fall, 363,
Sprlnp)
395 Comprehensive Laboratory
A n emphasis nn independent laboratory investigat~ons,including participation in physics
seminars. Experiments in the area of mechanics, thermodynamics, vacuum ph\,sic~.
electronics, ~ l e c t r i c i t v magnetism,
,
optics, and modern physirs. (2 three-hour laboraton:
and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor. 5pring)
481 Thermal Physics
The study of properties of systems and processes for which temperature is an important
variable. The subject i s developed from iwo independent vet complementary viewpoints;
the experimental, macroscopicclassical thermodynamics and the theoretical, microscopic
statistical mechanics. (3 one-hour lectures. Pr~req.: 351. Spring)
486 Quantum Physics I
h development from f i n t principles, including de Brogl~e'spostulates, the Schroedinger
equation, operators, rvavefunctions, expectation values, angular momentum, and ap-
proximation methods. Spec~iicproblems studied include potential wells and potential
barriers. the harmonic oscIl[ator, and the hydrogen atom. (3 one-hour lectures. Prereq.:
245, 357,352 Fall)
488 Quantum Physics II
The application of quantum mechanics t o specific topics chosen from the areas of solid
state physics, atomic and molecular physics, nuclear physics, and particle physics. (3
one-hour lectures. Prereq.: 486. Spring)
499 Independent Study
A n opportunity for students t o explore systematically a problem i n experimental or
theoretical physics, worked out i n consultation with a faculty adviser. O p e n t o juniors and
seniors with departmental approval.
108/Political Science
Political Science
M i l d a H e d b l o m (Chairperson), N o r m a Noonan, Myles Stenshoel
Major: 9 courses, plus Statistical Analysis (Soc. 362). Required: 121 o r 122 o r 160 o r
170; 158; 384; and at least 5 o t h e r u p p e r division courses i n 4 o u t o f 5 Political Science
Areas. A seminar i n o n e o f t h e five areas may b e c o u n t e d f o r that area.
Minor: 5 courses, including: 121 o r 122 o r 170; 158; a n d at least 3 u p p e r division
courses i n 3 o u t o f 5 Political Science Areas.
Honors Major: The Honors M a j o r in Political Science includes the requirements
listed above, plus the following: The student's grade-point average must be 3.5 in
t h e major and 3.0overall. Thestudent r n u i r t a k e a n Honors Independent Study and a
seminar, and rnun submit, not later than March 1 of the senior vear. an Honors
Thesis to be defended before a faculty committee. Studenrs may w o r k with any
m e m b e r o i the Departmenr on their Honors Thesis. For specific r q u i r e m e n r s .
consult the De artmental Chairperson.Students shoukd apply for the H o n o r s ,Major
no later fhan e!t
f i r i t term o f f h e j u n i o r year.
Political Science Areas: (I) American G o v e r n m e n t and Politics (11) Comparative
Politics a n d Analysis ( I l l ) International Politics (IV) Public Law (V) Political Theory
a n d Analysis. A n y course listed i n m o r e t h a n o n e area may b e c o u n t e d i n o n l y o n e
area t o w a r d major o r m i n o r requirements.
Note: Students interested i n secondary education may take a political science
major i n c o m b i n a t i o n w i t h specified social science courses, i n compliance w i t h state
requirements. For m o r e information, see t h e department chairperson o r t h e Social
Studies Coordinator.
See t h e class schedule f o r precise listing o f terms i n w h i c h courses are offered.
I. American Government and Politics
121 American Government and Politics
The politics of American government including the forms of political ideas; the pattern of
participation; the dynamics of congressional, presidential and bureaucratic policymaking;
and current issues in American society.
122 Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing
public policy in the modern urban complex. Discussion-lecture, simulation, and meetings
with political experts and activists.
325 Public Administration
The politics of public administration and bureaucratic policy-making i n the United States;
governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: 1 course in Political Science or #)
326 Political Parties and Behavior
The political behavior of the electorate emphasizing publicopinion and political parties in
the electoral process. Field work with political parties and interest groups and media i n
presidential elections (optional in non-presidential election years). (Prereq.: 1 course in
Political Science or #. Fall term of election years)
Political Science/lO9
342 Mass Communications in Society
Effects of mass communications on individual behavior; the uses and control of mass media
for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming.
370 Constitutional Law I
(See Section IV for description. Offered alternate years)
371 Constitutional Law II
(See Section I V for description. Offered alternate years)
421 Topics in American Politics
Selected themes, including legislative, executive or judicial process, and policy process in
American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.:
Two courses in Political Science or #. Offered on demand.)
11. Comparative Politics and Analysis
158 Political Patterns and Processes
An analysis of basic patterns i n the political system and decision-making process with some
comparison of major political systems and discussion of contemporary issues.
350 Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing on political
behavior, institutions, and processes. (Prereq.: One course in Political Science or #)
351 Communist Political Systems
A comparative analysis of thesoviet Union and other communist states in termsof political
behavior, institutions, processes and politics. (Prereq.: One course i n Political Science or
#.I
381 Democratic Theory and Practice
(See Section V for description)
459 Topics in Elite and Mass Behavior
In-depth study of the elite and/or mass participation i n the political system. (Offered on
demand. Prereq.: One course in Political Science or #).
Ill. International Politics
160 World Politics
Introduction to the processes and issues of international politics, including the dynamics of
the international system, theories of international relations, and a focus on recent
problems.
363 Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign policies of
Communist nations with emphasis upon the Soviet Union and China. (Prereq.: One course
i n Political Science or #)
461 Topics in International Politics
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included i n subtitle.
(Prereq.: One course i n Political Science or #. Offered alternate years.)
llO/PoIiticaI Science
IV. Public Law
170 Law in the United States
A survey of American law and legal process. Theories of law; law and society; roles of
courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as
politics; historic and contemporary legal issues.
370 Constitutional Law I
The legal-political-philosophical role of the Supreme Court in the American political
system in significant decisions affecting the allocation of powers in the national
government and in the federal system. (Prereq.: 170 or #. Offered alternate years)
371 Constitutional Law II
Constitutional limitations of the Bill of Rights and of the Fourteenth Amendment as applied
by the Supreme Court to the protection of human rights and civil liberties of individuals.
(Prereq.: 170 or #. Offered alternate years)
V. Political Theory and Analysis
158 Political Patterns and Processes
(See Section I1 for description)
380 Western Political Thought
A study of influential political philosophers from Plato through Rawls, emphasizing the
values, goals, and assumptions which continue to inform and t o rationalize human
governance. (Prereq.: One course in Political Science or #.)
381 Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the emergence of
political democracy, capitalism and the welfare state in comparative perspective. (Prereq.:
One course in Political Science or #.)
382 Marxist Visions: Past, Present, and Future
Origins and evolution of Marxist theory and movements emphasizing Marxism as
developed i n Russia and China. Consideration of the political, social, and economic
dimensions of the theories, with some focus on the preferred futures envisaged i n the
doctrine. (Prereq.: 158 or #.)
384 Political Analysis
An analysis of different approaches and theories in the study of politics including an
examination of the requirements of science as a model for political study; major research
required. (Prereq.: Statistical Analysis; Political Science 158 and two upper division
courses, or #.)
Seminars, Independent Study and Internships
199 Internship
Lower division internship. Consult Internship Supervisor in the department to determine
project. (Fall, Interim, Spring.)
295 Lower Division Seminar
Special topics. Consult department chairperson concerning terms and subject matter.
(Offered on demand)
299 Directed Study
Independent study for lower division students. (Prereq.: #. Fall, Interim, Spring)
399 lnternship
Consult Chairperson or lnternship Director to determine project. (Prereq.: #. Fall, Interim,
Spring)
495 Seminar
Selected topics. Consult department chairperson concerning terms and subject matter.
(Prereq.: #.)
498 Independent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive.~\sternaticand integrated utilization of resources available in the metropolitan
commwniry, e.g. lectures, symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department. (Prereq.: #. Fall,
Interim, Spring)
499 Independent Study
Topics defined through consultation between instructor and student. (Prereq.: #. Fall,
Interim, Spring)
Psychology
Richard Marken, (Chairperson), Lyla Mae Anderegg, Grace Dyrud, Norman
Ferguson, Duane Johnson
Major: f 0 courses including 105,264,265,381 or 399, and 493, with a minimum of 5
courses at Augsburg; Physics 103. Nw mare than two courses from among299,399
and 499 may be counted toward the minimum 10 psychology courses required f o r a
major. This restricrion applies toward rhe minimum requirement only. The student
may actually take more such courses. The major program should include I05 in the
freshman year, 264 and 265 i n the freshman or saphomore year, 381 or 399 in t h e
junior year and 493 i n the senior year. The major program is planned in consultation
with an adviser i n the ps cholo6y department and is a proved by the department
chairperson. The a v e i a i plan i c d i r e c t e d toward a pasic understanding of the
discipline af psvchology and toward the particular educational, vocational and
professional goals of the individual student. A written plan forthe major should be
completed a n d approved by the beginning of the junior year. It i s recommended
rhal psychology majors rake additional course work from other areas that will
complement and strenpthen their particular interests in psychology; for example,
deiteloping a minor in business admintstration, biology, or communication is
recommended for many studen~s.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not more
than one course from 299,399, and 499 may be counted toward the minor.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminating the major program. Application for honors
consideration must be made during the junior year. Please consult the department
chairperson for more detailed requirements.
Certificate In Program Evaluation: 5 courses includ~ng264 (orSociology 362). 399,
450: Sociology 362 and 363. These courses are designed to rovide back round and
skills to p e r f o r m as a research assistan7 for agencies or i r m s which CI program
evaluation or self-assessment programs. See department chairperson for f u r t f i ~ r
f
details.
105 General Psychology
An introduction to the methods and approaches used i n psychology for the purpose of
understanding behavior. The structure of the field of psychology, including its major
sub-areas, is emphasized.
251 Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems. Emphasis on the
processing of environmental information and how this relates to adaptive behavior and
subjective experience. Topics include: adaptation to novel environments, machine
intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years)
264, 265 Research Methods: Design, Procedure, and Analysis I, II
A two-term sequence including experimentation in human and animal learning, problem
solving, social psychology, and sensation-perception. Emphasis will be placed on both
statistical and experimental design methodology. Research Methods I may be taken for
credit without continuing i n Research Methods 11. Majors in psychology must take both
terms of the two-term sequence; 264 must precede 265; 265 should be taken in the term
immediately following 264. (Prereq.: 105)
299 Directed Study
Limited registration by special permission. Specific planning for the study must be
completed and approved well in advance of the time of registration.
351 Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of theoretical
systems used for viewing the developmental sequence and process. Active inquiry into
practical implications and applications of data and theory in respectto the development of
children. (Prereq.: 105)
352 Developmental Psychology: Adolescent and Young Adult
Emphasis will be on normal development and behavior. Consideration of data and theory
related to development during the adolescent and adult periods of life. (Prereq.: 105. Fall,
1983)
353 Developmental Psychology: Middle Adult and Older Adult
Emphasis will be on normal development and behavior. Consideration of data and theory
related to development during the middle adult and older adult periods of life. Includes
perspectives on death and dying. (Prereq.: 105. Fall, 1983)
355 Brain & Behavior
A survey of the functions of the nervous system which are responsible for behavior in
animals and human beings. Major topics include: sleep & wakefulness, motivation &
emotion, learning & memory, and mental disorders. (Prereq.: 105 and one course i n
biology. Fall)
356 Environment and Behavior
A study of the influence which the environment, both natural and man-made, has on
behavior. Major topics include: overcrowding and environmental stress, territoriality,
defensible space & crime, and built environments such as rooms, buildings & cities.
(Prereq.: 105. Spring)
357 Learning
Learning concepts, behavior change principles and psychology of instruction. Behavior
change and individualized instruction projects. (Prereq.: 105)
359 Measurement
Theory and principles of measurement. Analysis and practicum with achievement, interest,
personality and intelligence tests. (Prereq.: 105)
361 Personality
An introduction to the field of personality study with special attention directed toward
personality theories and contemporary application of those theories. (Prereq.: 105. Fall)
362 Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community serviceagencies will accompany
classroom learning. (Prereq.: 105. Spring)
371 Psychology of the Individual: Female and Male
A study involving knowledge of materials bearing on the development of sex differences
and roles, the effect of society upon values and goals, differential legal status of each sex
and psychophysiological data bearing upon these differences. (Prereq.: 105 or #)
373 Organizational Psychology
Theoretical conceptualizations of organizational behavior. Factors and practices such as
management styles, evaluation and maintenance of work effectiveness, and social
influences. An organizational field experience. (Prereq.: 105)
375 Social Psychology
See under Department of Sociology.
381 Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.:
two psychology courses. Alternate years)
399 Internship
Interested students should consult with the departmental internship coordinator regarding requirements and permission to register.
450 Program Evaluation
The application of scientific research techniques and statistical analysis to programs for
social improvement. Designing information systems for the ongoing monitoring of
programs. Assessing community needs. Assessing program effectiveness and efficiency.
The political and organizational context of program monitoring and evaluation.The role of
evaluation research for social policy and program improvement. (Prereq.: 264orSociology
362; Sociology 363)
485 Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Consideration given
to goals and ethical guidelinesfor a counseling relationship. (Prereq.: 5 courses and senior
standing. Spring)
490 Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated extensively through
current course offerings. Specific topics will be published prior to registration. (Prereq.:
105 and #. Alternate years)
493 Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration
of the approaches and methods used by psychologists in studying such issues. (Prereq.: 5
courses)
499 Independent Study
Limited registration by special permission for advanced students in psychology. Students
must present a written plan prior to registration including carefully considered rationale
and purpose for the proposed study.
Religion
Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Richard Husfloen,
Eugene M. Skibbe, Paul Sonnack, Bruce Stuart, Sheldon Torgerson, Daniel Zemel
Major: 8 courses, including 111, 221, 356, 4 8 7 and 495. the seminar especially for
majors, taken in the junior or senior year. Before takrng seminar, each major must
have written one formal research paper and placed I1on file with the department
chairperson. Only one interim course may be applied to the major. One upper
division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111,221,356,362,399,481,354 or
358, 360 or 483, 471 or 473. These together with specified courses in other
departments can lead to Augsburg certification.
Program tor Christian D a y Schoof Teachers: Students pursue one of he regular
teacher education programs i n the Department of Education to prepare for
licemure by the Stare of Minnesota. In addit~onto the licensure program, five
courses i n religion a r e required: 771.221. 362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required in
both a public school setting and in a Christian D a y School.
This program prepares students who are interested in teaching i n Christian Day
Schools, particularly those of the American Lutheran Church, although participation
i s not limited to such schools.
Minor: 5 courses. Not more than one interim course may be counted for the minor.
Honors Major: GPA of 3.3 in the major and 3.0 over-all; research project approved
by the department and colloquium with the department.
Certificate in Church Staff Work: 9 Religion courses (II1,22'1,356,362,48f, 359 or
358,360 or 483.471 or474,3991; Psychology 105,351,352or 371,485, Sociology 111or
Psychology 373, Sociology 231 1; Physical Education 232; Speech 354 or 355,499.This
program meets or exceeds rhe educational requirements of The American Lutheran
Church, bur certification b the church i s a separate function. By addingrwo or three
courses from appropriate epartments, thestudent can develop special emphases in
parish education. busines management or diaconal work.
d
Notes: Religion 111 or221 is prerequisite to all other courses. Department approval
i s necessary before courses taken in other colleges can be accepted for Religion
Department and/or general education course credit.
All majors are urged to consult with the department chair.
111 Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between the
church and the world which concerns Christian doctrine.
221 Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task of
biblical interpretation. The history of Israel and the emergence of the church.
350 Philosophy of Religion
(See under Department of Philosophy)
353 Denominations and Sects in America
A study of the beliefs and worship practices of the major denominations and sects. Some
contemporary cultic movements will also be considered. (Spring)
354 Life of the Church in the Life of the City
The Gospel and various forms of ministry evident i n urban structures.
356 History of Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some
discussion of primary documents from these religious communities. (Fall)
357 Survey of Church History
A survey of Christian history i n the early, medieval, Reformation, and modern periods.
Some attention will be given to primary sources, in addition to interpretations of the
periods i n question.The expansion of the church, its inner life, its relation to the state, and
the development of its doctrine will be major elements of the study.
358 Life and Work of the Church
Congregational life i n its varied character with attention directed to Christian education
and curriculum, youth work and parish work.
360 Religion and Society
An examination of the interaction of religion and society i n terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
i n American society. (Spring)
361 Church Fathers
A stucky o f ~ h early
e
Christian Church in the context of the Roman Empire, including such
ropics as persecution and martyrdom, the deveIopment of the creeds. Christianity in
conllict with GnoSticlsm and mystery religions, monasticism and mysticism, early Christian
worship: also includingthe rhealogy of several earlv Christian leadersand a special unit on
the life and thought of Augus~ine.(Spring 1983)
362 Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the sixteenth
century. Special attention to the writings of Martin Luther and other representative figures.
(Fall)
363 Religion in America
A study of the development of religion in America. Special attention to the rise of religious
liberty, revivalism, denominations and the responses of religion to the challenges of its
environing culture. (Fall)
364 Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavian immigration to this country.
(Offered as funding permits)
380 Music of the Western Church
(See under Department of Music)
399 Internship
Limited to students who have completed at least four academic courses, have at least first
semester Junior standing, and satisfy department guidelines.
471 Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing with
their context, literary structure and relationships. Attention to the variety of interpretations
given the person of Jesus, including the "quest for the historical Jesus." (Fall)
472 Theology of Paul
A study of the Apostle Paul including his historical background, his relationship tothe early
church, and some of the themes to be found in his writings. (Spring, 1984)
473 The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew thought with
emphasis on the message of the prophets. (Spring 1983)
475 Judaism
A survcv of the history of Judaism from the end of the O l d Testament period to modern
tlrnes, with emphasis placed upon the reJigious development. A special interest i n such
modern Jewish thinkers as Buber and Heschel. The lewirh Chatauqua Society annually
makes a grant to kugsburg College in partial support of this course in Judaism offered i n
the religion department. (Fall)
481 Contemporary Theology
An introduction to some representative trends i n Christian theological thought today, as
seen from the systematic perspective, i n the light of the continuing theological task of the
Christian Church. (Spring)
482 Contemporary Roman Catholic Theology
New trends of Roman Catholic theology as expressed in the writings of some of its
representatives. Relation of new theological and biblical insights to the dogmatic
definitions of the church.
483 Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection upon
moral action. (Fall)
486 Psychology of Religion and Theology
A study of current psychological views of religion i n thecontext of the tradilional Christian
view of human nature. Special attention will be given to the dassia in the field by Freud,
Jung, and William James, and to those Christian theologians who have been influenced by
them. (Spring 1984)
495 Seminar
Selected topics. Required of majors in the junior or senior year. Others by permission of
instructor. (Fall)
499 Independent Study
Limited to students who are religion majors and satisfy departmental guidelines.
Russian, Scandinavian Studies/II7
Russian Area Studies
Norma C. Noonan (Campus Coordinator)
The major in Russian Area Studies is a cooperative program of the Associated
Colleges of the Twin Cities (ACTC). It seeks to give the studenr the broadest possible
expowre to Russian and Soviet life, history, politics, literature, tradition, and
philosophy. In addition ro providing a good liberal education, the program can
enable students to prepare for graduate study, or careers i n areas such as
governmenz. international business, or teaching.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies); 2 courses in Russian history; 1 course in Marxist theory; 1 course in
Russian literature; 1 course in Soviet politics; 2 other courses of approved
electives.
Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent
competencies); 1 course in Russian history; 1 course i n Soviet politics; 1 course in
Marxist theory; 1 other course from the approved list of electives.
Each student's major program must be approved by the Coordinator.
Scandinavian Area Studies
Liv Dahl (Director)
Major: 8 upper division courses.
Minor: 4 upper division courses.
Note: Major programs must contain 4 courses Fisted in the Augsburg Catalog or
transferred ro Augsburg as upper division Scandinavian Area Studies courses, I.e.,
courses taughtbva Scandinavian languagedepartment or$ubdepartmentregardless
of r h e ~ content,
r
which may he linguistic, literary or culrural. Students graduating
with a major or minor must a150 present the equivalent of intermediate level
competence in a Scandinavian language. See Norwegian courses under Department
of Foreign Languages
Recommended Supporting Preparation: Study in Scandinavia, elective courses
which may lead toward a second major such as English, history, urban studies,
business administration.
272 Norwegian Life and Culture
Offered under Higher Education Consortium for Urban Affairs. SeeMetro-UrbanStudies,
Scandinavian Urban Studies Term (SUST).
312 Old Norse
An introduct-ionto the structure of Old U'est None through the study of selections from
Old Norse Ifterature. Some attentron given to Otd East Norseand aspects of the history of
four modern Nordic languages. Knowledge of one of the fatter is desired but not required.
Norwegian language majors and mlnors will have special assignments (Alternate years)
325 Scandinavian Music
(See under Department of Music)
118/Scandinavian Area Studies
330 Contemporary Scandinavia
A broad survey of Scandinavian culture with special emphasis on conditions and
developments in the twentieth century. Knowledge of Scandinavian language desirable
but not required.
345 Scandinavian - American Experience
The O l d World Background and rise of "America Fever," adaptation to the New Land,
aspects of Scandinanvian - American culture. (Alternate years. Spring, 1982)
351 The Modern Scandinavian Novel
Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned
reading of selected novels by JonasLie, Sigrid Undset,Selma Lagerlof, Par Lagerkvist, Knut
Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable.
Language majors and minors will be required to do assigned readings and written work i n
a Scandinavian language. (Alternate years. Fall, 1982)
352 The Modern Scandinavian Drama
Readings include dramatic works by Ibsen, Bjgrnson, Strindberg, Lagerkvist, Munk and
other twentieth century dramatists. Lectures provide a survey of Scandinavian drama with
emphasis on lbsen and Strindberg. Knowledge of a Scandinavian language desirable.
Language majors and minors will be required t o do assigned readings and written work in
a Scandinavian language. (Alternate years. Fall, 1981)
364 Scandinavian Immigrant Church History
(Offered under Department of Religion)
372 Norwegian Language and Culture
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
373 Growth and Development of Scandinavian Cities
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
382 Scandinavian Arts
(See under Department of Art)
3% Urban Planning in Scandinavia
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
450 Nineteenth Century Scandinavia
(Offered under Department of History)
495 Seminar: Ethnic/lmmigration Experience
(Offered periodically under Department of History 495 Seminar)
499 Independent Study
I n consultation with a faculty member, student selects a specific topic for study.
Social Science, Studies/lIg
Social Science
Myles C. Stenshoel (Division Chairperson)
Two emphases exist within the Social Science rnajor: t h e General Major and the
Non-Western emphasis. A student may not list a double major in Social Science and
in one of the component disciplines unless the distribution selected in the Social
Science major is significantly different from the o t h ~ major.
r
General M ajar: 15 courses: 10 required courses (Economics122,123; History 221,222;
Geographv 114: ~ociology127,241; ~ s ~ c h o l o g y l O 5
Political
;
Science158 and I21 or
170); 4 upper division courses in one of the fo[lowing disciplines: Economics,
History, Political Science, Psychology or Sociology; a statislia course approved by
r h e department in which the 4 upper division courses are taken. The student should
choose an adviser who i s a member of the department i n which the upper division
courses are to be taken. (For supplemenrary information and alternative ways ro
f uifill the state-approved competency-based rogram for secondary teacher education, see the following recrion on Social S t u g e i for Secondary Educa~ion.)
Non-Western Major: f 4 courses: History 104; 1social science methodofogy course
[Economicr, 379, Psvcholog), 264, Sociology 362 or 365); and 12 counes, in at least 4
discipIines, from the follawing: Economicj 122, 258: Hislory 103, 322, 323,324,440,
474; Political Science 351,363,382,461; Phiiosoph y 355; Religion 356; Sociology 241;
seminars, independent study or interim courses an relevant topics i n History andlar
PoliticaF Science. The student planning to fulfill this social science major should
consult the chairperson of rhe Department of History in choosing a major adviser.
Social Studies
Myles C. Stenshoel (Coordinator)
Students preparing to reach social studies on the high school level must complete, in
addition t o the professional requirements to be met within the De artment of
Education, a competency-bared program designed to provide a broacffoundation
in the social sciences.
Social Studies Teaching ticensure: 7 courses [Economics 122 or 123, Geography 114,
History 222, Political Sc~ence158, Psychology 105, Sociology 121and247) pIusa major
in one of ftvef~elds- Economics, History, Pol~ticalSc~ence,~ s y c h o l oy or Sociology
O ~
- o r incorporated in a Social Science Major, described in S ~ C T a~ ove).
k
Students considering a career in social studies education should consult, as soon as
possible, the Augsburg Department of Education and the Social Studies Coordinator.
120/Social Work
Social Work
Edwina Hertzberg (Chairperson), Maria Brown, Rosalie Clark, Douglas Perry
The Augsburg College Social Work Program is accredited by the Council on Social
Work Education.
The core program of Social Work begins in the junior year. However, ir is strongly
advised that the foundation courses required in other departments (see Major,
below) be begun in the freshman or sophomore vears. Advisement should also be
soughtfrom social work Faculty as t o the sequence of thesecourses. All studentsare
adv~sedro rake 257 as freshmen or sophomores unless exempted bv the faculry.
Candidacy: Students planning to major i n Social Work must apply to the department for candidacy status before the beginning of the senior year. Candidacy status
i s required for admission into senior social work courses.
Majar: The Augsburg Social Work Program is a professional program in preparation
for social work practice leading to a Bachelor of Science degree. The core program
consists oi 257*, 361*, 363*.364*. 467,462,463,464,465,466 and 4 7 :Biology 101':
Psvchalogy 10Y,351*. and 35?*; Sociology 121*, 231*, 365, 3rS*, and 383*,Ar least
one Conservation of Human Resource; (CHR) course is strongly recommended. A
minimum gradeof 2.0 i s required in each upper division social work courserequired
in the major.
*These courses are to be completed before the beginning of the senior year.
Concentration: Concentrations i n Aging, Chemical Dependency.Crime an'd Corrections, Social Miniztries,and Youth are possi ble. Concentration consists of courses
descriptive of functional, dystunctional, and programmatic aspects, plus field work
placement i n the senior year in the special area. For Social Ministries, a minor in
religion with specific coursework is required. CompIetion of a concentration i s
noted on the transcript.
Social Welfare Minor: 6 courses including 257 or department approved alternative
internship, 361, 463; Psychology 351 or Sociology 375; Sociology 383; and Political
Science 121 or 158 or 325, or Social Work 465.
School Social Work Certification: State Department of Education-required Human
Relations Certification for school social work i s available through successful
completion of Education 388.
257 Practicum in the Human Services
With faculty apgrova1,student selects a placement for 30 hours per week as avolunteer in a
social agency or institution. Opportunity to know social work professionals, social service
delivery systems, and career aspects of the helping vocations. Independent study with a
term paper report and weekly review conferences. Especially recommended for freshmen
and sophomores. Open to all students.
340 Policies, Program and Skills for the Aging
This course will include the study of the impact of social policy on the older population,
older population impact on social policy, services planned to address needs of older
population and skills needed to work with this population. Class conducted in Senior
Citizen Residence. (Prereq.: Course work i n Human Development, Systems of Social
Welfare, experience in work with the aged, #. Offered occasionally.)
Social Work/'l21
361 Systems of Social Welfare
A n examination of fundamental aspects of the various systems of social welfare in rhe U.5.
and the roleof social work i n them. Special emphasison analysisof the major assumptions
and movements conrrlbutory to the rise of the welfare state; description olaselection of
modern service systems, the profession of rocial work, its ethicr, value5, and historical
development, Three class periods per week; guest lecrures, research paper. (Sophomore
or f. Fall)
363 Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principlesand techniques of
social work interventive methods, and practical experience necessarv for social work
practice with individuals and small groups; development of the student's repertoire of
relationship building skills. Lecture-discussion sessions and/or laboratory exercises each
week. (Prereq.: 361, Junior. 5pring)
364 Field Work I
Beginning supervised professional experience i n a social work agency focusing on
interviewing experience and relationship building. Ten hours per week, plus one small
group supportive/discussion seminar per week. (Prereq.: 361,Junior, concurrent with 363.
Spring)
399 Internship
Consult the Department Chairperson or lnternship Director for details. (Prereq.: #)
461 Advanced Methods and Skills in Social Work
Enlargement and refinement of practice sk111s through lecture. classroom exercise and
regular class work. Enlargement of social group work skills, emphas~son development of
generalist practice skills and c c l e a ~ capproaches. terrures and/or laboratory exercises
each week. (Prereq.: 2.0 i n 363and In 364,candidacy status,or=. Concurrent with 462. Fall)
463 Community Development and Organization
locality development and social change through community organization, socIal planning,
and social actron. Emphasis on: 71 survey o i histar~calforms o l soctal change, 2)
understanding the b a r ~ r15suesand strategies relevanr to social protesr and change, 3)
examination of the role oi staff, and o i the functions and interrelationships of cornmunip
organizat~ons.and 4) knowledge of and actual practice In the essenrial principles and
~echniquesof organizing. (Prereq.: senior or *. Fall)
462,464, Field Work I1 and IV:
Progressively responsiblesupervised professional social work experience including work
with individuals, families, groupsandlor communities in a 50c1alserviceagency-Ten hours
per week, plusonesupportive/discursian seminar per week. (Prereq.: completion and 2.0
i n 361, 362,364. candidacy status: concurrent with 461 and 467: Fall and Spring)
465 Social Policy: Analysis and Development
Includes the study of theories of Social Policy formularion and methods of analysis
associated with needs and services, and analysis of the impact of policy on social w o r i
practice. Developmenr and implementation will beviewed f~rsthand through work with a
public policy maker, 4 hours per week. O ~ class
P period per week, reading, analytical
pape:integratingclasscon~epr~
wilh practical experience. [Prereq.:361.463.and senlor or
2. Spring)
466 Field Work 111 (1/2 or 1 course)
Continuation of 462 conducted during Interim.
467 The Social Worker as Professional
Ethical practice, bureaucraticsurvival, professional job attainment, personnel policies and
practices, organizational theory, and resource development will be studied i n the course.
The field work practice becomes the laboratory for class exercises. (Prereq.: 461,462,463,
466, concurrent with 464, or #. Spring)
468 Special Topics (1/2 to 1 course)
Current issues in social work theory or practice. To be announced. ( # half or full credit.
Interim)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available i n the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department.
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: 257 and #)
Sociology
Gordon L. Nelson (Chair erson), Robert Clyde, JerryGerasimo,Garry Hesser,Anita
Kolman, Diane Pike, Joe Torstenson
P
Major: 10 courses including 121, 362,363, 375,485. Highly recommended: a CHR
course, internship,independentstudv or upper division interim course i n sociology.
This recommendation i s made in the hope that thestudent will take advantage of the
variety of learning models offered through the department. Consult department
chairperson concerning areas of concentration.
Minor: 5 courses including 121 and two upper division courses (i.e., 300 and above.)
Honolr Major: The studenr must have a minimum GPA of 3.5 i n the major and 3.0
overall. Applicarion for honors i n S Q C ~ Q candidacy
~ O ~ ~
shall consist of submission of
roposal to Department Chairperson before April 1 nf the junior year.
Candi acy IS
- contingen! upon departmental approval of proposal bv April 30 of
junior year. After acceptance as a candidate, the student will register for Independent Studv (Sociology 499) through which work on thesis will be comptcted. Honors
degree i n socialogy will be g r a n r ~ dtea candidate i f heJshe successfully defends the
thesis before March 31 of senior year and maintains GPA through graduation.
B
Certificate in Program Evaluation: 5 course including 362 (or Psychology 264), 363,
Psychology 399, 450. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for a enciesor
i ~ r r nwhich
i
do
evaluationror an employee who can develop an4 maintain
ongoing self-assessment programs for a n employer agency. 5ee department
chairperson for further details.
111 Human Community and the Modern Metropolis
The cultural and structural dynamics of the modern world viewed from the perspective of
the metropolitan situation, with a focus on the possibilities of human community i n the
context of urban institutions and processes.
199 lnternship
Lower division internship. Consult Internship Supervisor i n the department to determine
project. (Fall, Interim, Spring, and Summer)
121 Principles of Sociology
Sociology as a mode of analysis or way of knowing. Its applications to an understanding of
basic aspects of society; socialization,family life, social inequalities, large-scale institutions,
etc. Sociology as an academic discipline and profession.
231 Sociology of the Family
An examination of the family as a social institution. The process of dating, mate selection,
marital adjustment and divorce. The relationship of the family to its institutional and
cultural context.
241 Introduction to Cultural Anthropology
An examination of the idea of culture; the person's relation to culture; languageas a major
organizing element i n the way we see the world. An examination of the ideas of
"primitive", "civilized", and "progress"; a comparison of alternate realities as found i n
different cultures and varying social contexts. An analysis of selected aspects of U.S.
culture.
299 Directed Study
Independent study for lower division students (Prereq.: 121 and #. Fall, Spring, Summer)
300,301,302,303,304 Special Topics in Sociology
-.
A variety of topics offered periodically depending on needs and interests which are not
satisfied by regular course offerings. May be offered on campus i n addition to regular
course offerings or off campus i n conjunction with Augsburg's Conservation of Human
Resources (CHR) Program. (Prereq.: #)
360 Religion and Society
An examination of the interaction of religion and society i n terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
and institutions in American society.
362 Statistical Analysis
The first course in a two-course sequence. Analysis of attempts to build a body of
knowledge by way of a scientific approach. Tools and approaches used to evaluate ideas
and describe social life through the use of quantitative information. Use of data processing
equipment and computers for statistical analysis. Designed especially for political science
and sociology majors. Sociology majors should take 363 the following term. (Prereq.: high
school algebra. Fall)
363 Research Methods
The second course i n a two-course sequence. Overview of commonly-used research
designs and measurement techniques. Applications for program evaluations. Practice
doing research by way of class activities and individual projects. To be taken immediately
after 362. (Prereq.: 362 or #. Spring)
365 Quantitative Analysis and Program Evaluation
Consumer overview of methods of organizing, comparing and interpreting quantitative
information. Use of data-processing equipment for statistical analysis. Overview of
commonly-used research methods, especially experimental designs and applicattbns to
program evaluations. Designed for social work majors. (Prereq.: high school algebra.
Spring)
373 Crime and Corrections
An examination of the criminal and juvenile justice systems and the various theoretical
components of criminology and corrections. Major attention i s focused on the causation
and prevention of crime and delinquency, and the various modes of treatment. (Prereq.:
121)
375 Social Psychology
An examination of the idea of "group", its relationship to individual behavior and society.
An analysis of the ideas of "self" and "identity" and what part they play in understanding
interpersonal relations and human behavior. A sociological view of mental health. A look
at the major assumptionsand processes underlying our everyday life -a look atthe trivial,
the ordinary and the taken-for-granted. "Symbolic interaction", an important orientation
i n social psychology, will be used as a way of dealing with the major issues i n the course.
(Prereq.: 121 and Psychology 105)
381 The City and Metro-Urban Planning
The primary focus of the course i s upon the major issues confronting the present and
future metropolis. Particular emphasis will center on alternative theories and approaches
to shaping the future metropolis. Current developments in the Twin Cities region will be
compared and contrasted to urban and regional developments globally and nationally.
Resources includeextensive readings,simulations,films,and outsidespeakers in a seminar
format. (Prereq.: 111 or 121 or #. Spring)
383 Racial and Minority Croup Relations
The dimensions of racial and minority group relations. Major attention i s focused upon
prejudice, racism, and the role of self-understanding. (P/N grading only)
399 Internship
Consult the Department Chairperson or lnternship Director for details. (Prereq.: #. Fall,
Interim, Spring)
485 Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing the course of
their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses i n
sociology including 121 or #. Fall)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department. (Prereq.: 111 or
121 and #. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: 121and permission of
instructor. Fall, Interim, Spring)
Speech, Communication, Theater A r t d l 2 5
Speech, Communication
and Theater Arts
Raymond Anderson (Chairperson), Deborah Bart, Julie Bolton, Ailene Cole,
Howard Liszt, Joel Mugge
Honors Major: GPA of 3.25 in rhe major, 3.0 overall, two independent study
projects of honors quality, distinguished performance in at least one of the
communication arts, comprehensive examination i n field of concentration. Application to be made early in t h e senior year.
Communication Arts
The communicarion major is a flexible in~erdisciplinarvprogram which allows for
different emphases- jaurnalism,advertisingand publicreIations, radio-televisionfilm, human relations, and supervisorv management. Program guides for each area
are available from the Deparrment Chairperson or rhe Office of Admissions.
Prospective majors should contact the department as early as possible t o work out a
plan for the major and a personal career action plan. Freshmen should take Speech
111, Psychology 105, Sociology 121 or 241.
Communication Major: 10 courses, including 342,351 or 352,354,399 and English
225 or 226 or 227, and satisfactory performance on competency tests in writing and
typing. Supporting courses required but not counting toward the major: Speech
111; Philosophy 130; Psychology 105; Sociology 121 or 241,375.
Communication Minor: 5 courses approved by the department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 243,350,351
or 355, 352, 354, 360; Participation in forensics, and a minor i n English.
Speech Minor For Teaching Licensure: Course 111 and six of the following: 241 or
243, 350, 351 or 355, 352, 354, 360 and participation in forensics.
Note: Students preparing to teach speech i n secondary schoots may specialize i n
any of three majors: speech, theater arts, and speech-theaterarts. Any of these must
be combined with at least an English minor, preferably a major. Thecommunication
major or minor does not qualify one for teaching speech. Consult with the
Department of Education for requirements i n Education. Course 116 i s strongly
recommended for students in elementary education.
111 Beginning Speech
Basic problems of effective speaking and cdtical listening.
132 Photography
(See under Department of Art)
227 Advanced Writing: journalism
(See under Department of English)
225,230 Visual Communications I, I1
(See under Department of Art)
126/Speech, Communication, Theater Arts
-
-
241 Introduction to Cinema Art
(See under Department of English)
242 Film-Making
(See under Department of Art)
342 Mass Communications in Society
(See under Department of Political Science)
343 Radio-Television Production
An introduction to radio and television with an emphasis on the director's role; emphasis
on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10.
Fall)
350 Voice and Diction
A study of vocal skills including tone production, breathing, resonating, articulating, and
listening; introduction to speech sounds and vocal mechanism. (Alternate years. Fall)
351 Argumentation
Application of logic in public speaking, discussion, and debates. (Fall)
352 Persuasion
Theory of persuasion and propaganda, practical work in speech and promotional projects.
(Spring)
353 Advertising
An introduction to print and broadcast advertising and promotion as important elements
i n modern marketing and communications. (Prereq.: Jr., Sr., Communication major or #.
Spring)
354 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships and help to overcome communication
barriers.
355 Small Group Communication
A study of group dynamics and leadership with emphasis on factors involved i n effective
functioning within small groups and organizations. (Spring)
373 Organizational Psychology
(See under Department of Psychology)
399 Internship
(Consult the Department Chairperson for details.)
495 Independent Study in Communication
Selected topics i n speech and communication, with emphasis on the use of primary
sources and methodology of research.
Speech, Communication, Theater A r t d l 2 7
Theater Arts
Majors should take part i n dramatic productions every year. Freshmen planning t o
major i n theater arts should begin with courses 111,116, and 228. Course 111 i s not
part of the major.
Theater Arts Major: 10 courses, lus Beginning Speech: This major should be
supported by several courses i n gterature including Shakespeare and M o d e r n
Drama or Scandinavian Drama.
A. Acting Emphasis: 116,L28,23Z,243,350,360,361,362,366,432,and the children's
theater interim. Strongly recommended: courses i n movement, dance, cinema, art,
and dramatic literature. Performance requirements for the acting emphasis include
6 units of acting, 4 of crew work, and 1 internship.
B. Directin Ernphxis: 116, 228, 229, 232, 350, 360, 361, 362, 366, 367, plus the
children's r eater interim. Courses strongly recommended: courses i n movement,
cinema art. and dramatic literature. Performance requirements for the directing
emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 i n stage
management, and 1 internship.
f
C. Design Emphasis: 228,229,361,362,366,428,429,
plus courses 225 and 290 i n Art.
Strongly recommended: courses i n cinema art, art, and dramatic literature.
Performance requirements for the design emphasis include 5 units i n crew work, 2 i n
technical supervision, 1 i n acting, 1 i n assistant design, 1 in design, and 1 internship.
Theater Arts Minor: 5 courses including 228,232, 360,361,366.
Theater Arts Major For Teaching Licensure: 10 courses, including 111,116,228,229,
232,241 or 243,350,360,361,366, the experience requirement specified for theater
arts majors, and a minor i n English.
teach in^
Theater Arts Minor For
the following: 241,243,350; an
Licensure: courses 111,228,232,361,366;
partrclpatlon In dramatic productions.
one of
Speech-Theater Arts Major For Teaching Licensure: 12 courses, 111,228,229,232,
241 o r 243, 350, 351 o r 355, 352, 354, 360, 361, 366; articipation i n t w o activities
(forensics, interpretation, theater, broadcasting); a n 8 a minor i n English.
116 Creative Dramatics
A study of creative improvisation using stories, poetry, nature, concepts, the self, human
relations, etc. Uses of creative dramatics in theater, school, church, recreation, therapy,
and other settings. (Fall)
228 Technical Production I
An introduction to the backstage world of the theater: i t s organization, crafts, magic, and
art. Practical craft projects, theater tours, and production experience. Open to all students.
Should be taken in freshman or sophomore years. (Lab fee. Fall)
229 Stage Design I
Introduction to scenery and lighting design; basic tools of the designer (drafting, drawing,
painting, theory); practical studio projects. (Open to all students. Should be taken in
freshmen and sophomore years. Spring)
232 Acting
An introduction to the art of acting. Practical work in pantomime and improvisation;
participation in dramatic presentations. (Spring)
128/Speech, Communication, Theater Arts
360 Interpretative Reading
Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and
drama. (Fall)
361 Theater History
Overview of theater history; examination of plays from various periods. Attendance at
local theater productions. lntroduction to theories of drama and dramatic production.
(Spring, Alternate years)
362 Theater Criticism
A study of forms and ideas as they are expressed through the art of drama. Attendance at
local theater productions; classical, experimental,and new plays. Lectures and discussions
on theory and criticism using theater productionsasfocusfor discussion. (Spring, Alternate
years)
366 Stage Direction I
Basic directorial process: choice of plays, casting, organizing rehearsals and technical
production; application of play analysis, blocking, and characterization to a specific play
chosen by the class. Term project: direct a one-act play. Upper division students only.
(Spring)
367 Stage Direction II
In-depth analysis and practice in directing types of plays: serious, comic, experimental,
musical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or #.
Spring)
399 Internship
(Consult faculty in area of emphasis.)
428 Technical Production II
Advanced construction and problem-solving techniques in costume, scenery, and/or
lighting. (Prereq.: 228 or #. Lab fee. Fall)
429 Stage Design II
Advanced design projects based on Stage Design I course material. lntroduction to
costume design. (Prereq.: 229 or #. Spring)
432 Advanced Acting
This course explores the elements of characterization through improvisation and extensive
scene study. Emphasis i s on a variety of roles from the classics, including Shakespeare,
French Neoclassicism, Restoration Comedy, Realism and Non-realism, Epic, and the
Absurd. (Fall, Alternate years)
499 Independent Study in Drama
Individual projects in oral interpretation and theater
Transdisciplinary, Women's and Minority/l29
Transdisciplinary Major
Students wishing t o develop their own major by combining approxriate,portions of
two majors may consider the Transdisciplinary Major. The Trans lsc~pl~nary
Major
enables students t o respond to a particular career interest. While such an
individually developed major may satisfy the particular interests of a student, broad
majors may not be suitable for those wishing t o pursue graduate study or preprofessional programs i n some academic fields.
Students wishing t o develop a Transdisciplinary Major are t o observe the following:
A. The major program should include at least two-thirds of the courses required in
the normal major programs of two major fields offered at the college;
B. The student should design and sign a contract for such a major prior to the end of
his or her sophomore year (contract forms are available in the Office of the
Registrar).
C. The contract must be approved by the student's adviser and by the Faculty
Committee on Student Standing.
Women's and Minority Studies
Toni Clark (Director), Rosalie Clark, Valerie Geaither, Khin Khin Jensen, James
Porter
The Women's and Minority StudiesProgram (formerly American Studies) consists of
several interdisciplinary courses. The courses listed below fill the Urban Concerns,
or Women's Studies, or Minority Studies requirement. There are courses i n several
other departments which also focus on women and which also fulfill that
requirement. Although no major or minor i s offered, there is a certificate program i n
women's studies.
Certificate in Women'sStudies: Individually planned program with a minimum of 6
courses oriented towards women's perspectives: 3 courses from the social sciences
(including history); 1-2 courses from humanities (ljterature, religion, art, music,
philosophy); 1-2 other courses such as biology, trans- or inter-disciplinary courses,
independent study, directed study, etc. Courses may be taken from the ACTC
colleges as well as Augsburg. See Toni Clark, Grace Dyrud or Norma Noonan for
further details.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
231 Religion in African-American History
An examination of selected topics related to the black experience, e.g. African backgrounds, religion under slavery, evangelicalism. Course content subject to change from
year to year. Meets one religion requirement or the Urban Concerns, Women's and
Minority Studies requirement.
130/Women's and Minority Studies
232 Blacks in America: An Introduction to African-American Studies
An interdisciplinary course providing an overview of the major issues related to the Black
experience in terms of thefamily, education, religion,aesthetics,economics and politics. It
i s designed to heighten the student's consciousness regarding the African retentions in
Black culture, the evolution of Black culture and the impact of Black culture on American
society.
233 Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the biological, evolutionary and
historical origins of women's rolesand status i n human society. Emphasiswill be placed on
the comparative roles of women in different cultures. This comparison will include such
North American models as the Navajo, Ojibwe, and Iroquois, African models such as the
Pygmies and other tribal groups, and the peasant societies of eastern Europe, Mexico, and
the middle East and rural China. Offered periodically through CHR and the American
lndian Program office.
260 Contemporary American Indians
Thesituation of Indians in the United Statessince the lndian Reorganization Act (1934) with
an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education.
Examples of the persistence of religious/cultural traditions among selected lndian tribes
today.
265 Women in American Culture
Through a discussion of works by women historians and selectionsfrom women's journals,
speeches, articles, short stories, poems, plays and other aesthetic creations, the class will
collectively assess the position of black and white women i n American culture from the
founding of the colonies to the present. Contributions by lndian women, Chicanas and
other "invisible" women minorities will be included.
Board for College and University
Services, TALC - 132
Board of Regents - 132
Administration - 133
Emeriti - 134
Faculty - 135
Computer minor opens many avenues
132/Regents, DCUS
-
Augsburg College Board of Regents
Officers
Clayton L. LeFevere, Chairman
Dr. Harris W. Lee, Vice Chairman
James G . Lindell, Treasurer
Norma E. Knutson, Secretary
Members
Charles W. Arnason (1982)'. Senior Vice President and Secretary, Cowles Media Company,
Minneapolis, Minnesota
Oscar M. Austad (1984). President, Austad Company, Sioux Falls, South Dakota
Paul B. Batalden, M.D. (1984). St. Louis Park Medical Center, St. Louis Park, Minnesota
Nancy Botterniller (1986). Wadena, Minnesota
Norman R. Carpenter (1982). Attorney, Faegre & Benson, Minneapolis, Minnesota
Darrell J. Egertson (1982). Executive Vice President, Apache Corporation, Minneapolis,
Minnesota
Donald R. Grangaard (1984). Chairman of the Board, First Bank System, Inc. Minneapolis,
Minnesota
Lawrence 0. Hauge (1986). Chairman, Suburban National Bank, Eden Prairie, Minnesota
Norma E. Knutson (1984). Director of Urban & Ethnic Ministries, DSMA of the American
Lutheran Church Minneapolis, Minnesota
Harris W. Lee (1982). Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis,
Minnesota
Clayton 1. LeFevere (1982). Partner, LeFevere, Lefler, Kennedy, O'Brien and Drawz,
Minneapolis Minnesota
Chester Lind (1986). Chairman of Executive Committee, Northwest Bancorporation,
Minneapolis, Minnesota
James G. Lindell (1982). Treasurer, West Publishing Company, St. Paul, Minnesota
Gary H. Lohn (1986). Vice President of Employment Preparation Services, Control Data
Corporation, Minneapolis, Minnesota
Dr. Arthur Naftalin (1984). Professor, Public Affairs, University of Minnesota, Minneapolis
Minnesota
Howard E. Olson (1984). President, Sonford Products Corporation, St. Paul Park, Minnesota
Donald G. Padilla (1986). Chairman of the Board & CEO, Padilla and Speer, Inc.,
Minneapolis, Minnesota
George T. Pennock (1982). Chairman, Tennant Company, Minneapolis, Minnesota
Dr. Carl Platou (1984). President, Fairview Community Hospitals, Minneapolis, Minnesota
The Hon. Martin 0. Sabo (1984). Member of Congress, Fifth District - Minnesota,
Washington, D.C.
N. Stanley Stake (1986). Minneapolis Minnesota
Dr. M e r t o n P. Stromrnen (1986). President, Search Institute, Minneapolis, Minnesota
Stanley Thiele (1986). Senior Vice President Administrative Services, 3M Center, St. Paul,
Minnesota
Mary Lou Williams (1984). Administrative Aid to the Mayor, Minneapolis, Minnesota
'The year in parentheses after each name indicates the expiration of term.
Board for College and University Services
The American Lutheran Church
Robert Borgwardt, Madison, Wisconsin
Sylvia Bosse, Warren, Ohio
Faith Burgess, Philadelphia, Pennsylvania
Marguerite Foster, Dallas, Texas
Erwin H. Goldenstein, Lincoln, Nebraska
Marilyn Hemstad, Olympia, Washington
Dennis Griffin, Sioux Falls, South Dakota
Edwin Gunberg, Bethesda, Maryland
Gustav Kopka, Jr., East Lansing, Michigan
Ronald Matthias, Director, Minneapolis, Minnesota
Administration
President
President.. ......................................................
Charles S. Anderson
College Pastor.. ....................................................... Lowell Brandt
Executive Secretary to the President
Carolyn Magnusson
................................
Academic Affairs
Vice President for Academic Affairs and Dean of the College.. ............. Richard Green
Associate Academic Dean .................................................. Pat Parker
Registrar ................................................................ John A. H i l l
Assistant Registrar.. ....................................................... Carol Stack
Head Librarian. ...................................................
Margaret Anderson
Music Administrator and Fine Arts Coordinator.. ........................ Craig Carnahan
Director of Audio Visual Services.. ........................................ James Olson
Director, American Indian Programs .................................... Bonnie Wallace
Coordinator, Black Student Affairs.. ...................................
Valerie Geaither
Recorder.. ..............................................................
Ralph Bailey
Interim Director ...................................................... D o n Gustafson
International Studies Program Director.. .............................. Mary A. Kingsley
International Student Adviser .........................................
Mary E. Johnson
Secretary to the Dean ................................................. Joanne Hilliard
Finance and Management
...........................
Vice President for Finance and Management
Wayne Pederson
Assistant Vice President for Student Financial Services .................... Herald Johnson
Associate Director, Financial Aid .......................................... Virene Luthi
Director of Personnel ..............................................
Bonnie-Jean M o r k
Chief Accountant.. ........................................................ Jeff Kosse
Manager, College Center.. ............................................
M i l d r e d Nelson
Manager, Purchasing/Book Store/Vending ................................
Robert Gores
Director of Plant Services .............................................. Gerald Johnson
Custodial Supervisor ................................................
James Crittenden
Maintenance Supervisor.. .................................................
Rob Curtis
Grounds Supervisor.. ....................................................
Fred Wolter
Manager,IceArena ......................................................
JamesCarey
Secretary to the Vice President ...........................................
Cynthia Lein
Development and Public Relations
Vice President for Development and Public Relations ................... Gerald D. Bjelde
Associate Director of Development.. ..................................... Jeroy Carlson
Assistant Director of Development .......................................... Paul Gens
Director of Parent/Alumni Relations.. ................................... Janice Rykken
Assistant to the Vice President.. ......................................... A. B. Batalden
Planned Giving Associate ........................................ Sigvald V. Hjelmeland
Director of Public Relations.. ........................................... Lois G. Wollan
Coordinator of News Bureau and Sports Information. ......................... Kay Cady
Public Relations Editorial Assistant.. ......................................... Pat Phelps
Manager, Central Services ................................................ JillRaschein
Secretary to the Vice President ........................................ Jeanette Keeney
134/Administration, Emeriti
Admissions
............................................
Director of Admissions
John B. Hjelrneland
Assistant Director ........................................................... Bill Ross
Coordinator of Transfer Programs
Jeannette Wittrner
Admissions Counselor..
Eric Anderson
Admissions Counselor.. ..................................................
Sally H o u g h
Admissions Counselor..
Brian Arvold
Transfer Credit Evaluation Coordinator
Charlene Weidenbach
...................................
................................................
.................................................
..........................
Student Affairs
Vice President for Student Affairs and Dean of Students ................ Marianne Sander
Associate Dean of Students (on leave). ......................................Rick Thoni
Co-Director of Career Planning and Placement .........................
Patricia Garland
Co-Director of Career Planning and Placement .........................
Nancy Medcraft
Director of Student Life (Housing) .............................. Linda Schrernpp Alberg
Director of Student Activities .............................................. Joan Slater
Coordinator, Urness Tower ..............................................
Pam Joachirn
Coordinator, Mortenson Tower .....................................
Corinne Hofrnann
Coordinator, Annex Houses ........................................... Ruth Dinerrnan
Coordinator, Academic Enrichment ....................................... D o n Warren
Director of Human Development.. ........................................ Judy Essrnan
Counselor/Student Development Specialist .............................. Linda Rodgers
Secretary to the Vice President ........................................ Dorothy Gauger
Emeriti
Oscar A. Anderson. President Emeritus. (1963-1980). B.A., St. Olaf College; B.D., Luther
Theological Seminary; L.L.D., Concordia College, Moorhead.
Bernhard M. Christensen. President Emeritus (1938-1963). Ph.D., The Hartford Seminary
Foundation.
1. Gracia Christensen. Assistant Professor Emerita of English.
Courtland Agre. Professor Emeritus of Chemistry. Ph.D., University of Minnesota.
Valeria Baltina. Assistant Professor Emerita of Foreign Languages. Magister der Philosophia,
University of Latvia.
K. Berner Dahlen. Associate Professor Emeritus of English. M.A., University of Minnesota.
Edgar E. Eklof. Emeritus of Music. M.M., Manhattan Music School.
Theodore J. Hanwick. Professor Emeritus of Physics. Ph.D., New York University.
Katherine Hennig. Artist i n Residence Emerita. M.A., University of Minnesota.
Einar 0. Johnson. Professor Emeritus of Education. Ph.D., University of Washington.
M i l d r e d V. Joel, Professor Emerita, M.A., University of Minnesota.
Bernhardt J. Kleven. Professor Emeritus of History. Ph.D., University of Minnesota.
Lorraine K. Livingston. Associate Professor Emerita of English. M.A., University of Minnesota.
Martha M. Mattson. Associate Professor Emerita of Education. M.A., University of Minnesota.
Edor C. Nelson. Associate Professor Emeritus of Physical Education. M.Ed., University of
Minnesota.
Esther J. Olson. Professor Emerita of Theater Arts. Ph.D., University of Minnesota.
Anne Pederson. Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson. Associate Professor Emerita of Health and Physical Education. M.Ed.,
University of Minnesota.
Martin Quanbeck. Professor Emeritus of Education. Ph.D., University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College, D. Mus., Lakeland
College.
A. M a y o Savold. Associate Professor Emeritus of Music. M.Mus.Ed., MacPhail School of
Music.
Paul T. Steen. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
John Thut. Associate Professor Emeritus of Music. M.Mus., American Conservatory of Music.
Joel S. Torstenson. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Fac ~ I t y
September, 1981)
Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Robert Adney* (1979). Studio Artist/Music.
Earl R. Alton (1960). Professor and Department Chair of Chemistry. B.A.,St. Olaf College; MS.,
Ph.D., University of Michigan.
Lyla M a e Anderegg (1959). Associate Professor of Psychology. B.A., University of Minnesota;
M.A., Northwestern University.
Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A..
Northwestern University.
Bobbi Anderson* (1979). Specialist-Early Childhood Education, lnstructor i n Education. B.S..
MS., University of Wisconsin; Education Specialist, Mankato State University.
Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin;
B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York.
Ernest W. Anderson (1947). Professor of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson (1967). Associate Professor, Head Librarian. B.S., M.A., University of
Minnesota.
Raymond E. Anderson (1949). Professor and Department Chair of Speech, Communication and
Theater Arts. B.S., M.A., Ph.D., University of Minnesota.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D.:
University of Minnesota.
Deborah Bart* (1980). lnstructor i n Speech. B.A., M.A., University of Minnesota.
John E. Benson (1963). Associate Professor of Religion. B.A., Augsburg College; B. D., Luther
Theological Seminary; M.A., Ph.D., Union Theological Seminary.
Robert E. Beverly* (1966). Studio Artist/Music. B.M.Ed., M.M., Northwestern University.
JamesE. Billings* (1970). Lecturer i n Business Administration. B.A., Michigan State University;
M.A., Ph.D., University of Minnesota.
Gerald D. Bjelde (1980). Vice President of Development and Public Relations. B.A., Concordia
College, Moorhead.
Timothy Blackburn* (1980). Lecturer i n English. B.A., St. John's University; Ph.D., University of
Minnesota.
Vern Bloom* (1971). Director of CHR Program. M.S.W., University of Minnesota.
Julie H. Bolton* (1975). Assistant Professor of Speech. B.S., M.F.A., University of Minnesota.
Richard Borstad (1977). lnstructor and Department Chair of Health and Physical Education.
B.A., B.S., M.A., University of Minnesota.
Michael Brand* (1979). Studio Artist/Trumpet. B.S. Music Ed., M.F.A., University of Minnesota.
Lowell N. Brandt (1974). College Pastor. B.A., California Lutheran College; M. Div., Luther
Theological Seminary.
Maria Brown (1980). Instructor, Social Work. B.A., M.A., American University; M.S.W.,
University of Minnesota.
Laine Bryce* (1978). Studio Artist/Music. B.A., University of Minnesota.
Carl H. Chrislock (1952). Professor of History. B.A., Augsburg College; M.A., Ph.D., University
of Minnesota.
Rosalie V. Clark (1979). lnstructor i n Social Work. B.A.S., M.S.W., University of Minnesota.
Toni Clark (1974). Assistant Professor of English, Director of Women's and Minority Studies.
B.A., University of California, Berkeley; M.A., Ph.D., University of California,Santa Barbara.
The year in parentheses after the name indicates beginning of service in the College.
Robert W. Clyde (1967). Associate Professor of Sociology, Director of Communications
Research and Resource Center. B.A., Coe College; M.A., Rockford College; Ph.D.,
University of Iowa.
Ailene Cole (1956). Professor of Theater/Speech. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Benjamin Cooper (1975). Assistant Professor of Mathematics. B.S., California Institute of
Technology; Ph.D., Yale University.
Lawrence Copes (1980). Assistant Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Liv Dahl* (1976). lnstructor i n Foreign Languages, Director of Scandinavian Area Studies. B.A.,
M.A., University of Minnesota.
Beverly Durkee (1965). Professor and Department Chair of Mathematics/Computer Science.
B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University.
Grace Dyrud (1962). Professor of Psychology. B.A., M.A., University of Minnesota.
Mark J. Engebretson(1976). Assistant Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; MS., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S., Michigan State
University; Ph.D., Colorado State University.
Sheldon Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M., Ph.D.,
Northwestern University.
Norman Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall
College; MS., Ph.D., University of Wisconsin.
Larry Fleming (1979). Associate Professor and Department Chair of Music. B.M., Concordia
College; M.A., M.F.A., Ph.D., University of Minnesota.
Henry G. Follingstad (1962). Associate Professor of Mathematics. MS., University of Minnesota.
Barry M. Franklin (1978). Assistant Professor of Education. A.B., California State University,
Northridge; M.A.T., University of Chicago; M.S.Ed., University of Wisconsin-La Crosse;
Ph.D., University of Wisconsin-Madison.
Robert Friederichsen* (1971). Assistant Professor of Art. B.A., San Francisco State College;
M.A., Pennsylvania State University.
Mark L. Fuehrer (1969). Associate Professor of Philosophy. B.A., College of St. Thomas; M.A.,
Ph.D., University of Minnesota.
Stephen Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Jerry Gerasimo (1971). Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
John Gidmark* (1980). Lecturer i n English.
Thomas Gilkey* (1979). Studio Artist/Music. B.M., DePauw University.
Orloue N. Gisselquist (1956). Associate Professor and Department Chair of History. B.A., M.A.,
Ph.D., University of Minnesota.
Cynthia Goetz* (1980). Studio Artist/Voice. B.M., University of North Carolina; M.M.,
University of Cotorado.
Anne Goodwin* (1981). lnstructor i n English. B.A., Carleton College; M.A.T., College of St.
Thomas.
Paul Grauer (1979). Assistant Professor of Health and Physical Education. B.S., Concordia
College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Richard Green (1980). Vice President for Academic Affairs and Dean of the College. B.A.,
Concordia College, Moorhead; MS., North Dakota State University; Ph.D., University of
Louisville.
Satya Gupta* (1976). Associate Professor of Business Administration. Ph.D., Southern Illinois
University.
Donald R. Gustafson (1961). Associate Professor of History, Interim Director. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin Gyberg (1974). Associate Professor of Chemistry. 13.5, Mankato State University; Ph.D.,
University of Minnesota.
Leif E. Hansen (1961). Associate Professor of Foreign Languages. B.A., Concordia College;
M.A., University of Minnesota.
Karen Harwood* (1980). Lecturer i n Library Science.
Milda Hedblom (1971). Associate Professor and Department Chair of Political Science. B.A.,
Macalester College; M.A., Ph.D., University of Minnesota.
Douglas R. Heidenreich* (1970). Lecturer i n Business Administration. B.A., University of
Minnesota; J.D., William Mitchell College of Law.
Roberts. Herforth (1966). Associate Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Edwina Hertzberg (1977). Associate Professor and Department Chalr of Social Work. B.A.,
Cedar Crest College; M.S.W., University of Minnesota.
Carry W. Hesser (1977). Associate Professor of Sociology, Director of Metro-Urban Studies.
B.A., Phillips University; M. Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
John A. Hill (1980). Registrar. B.S., University of Minnesota; M.A., George Washington
University.
Carol Hoffman (1978). Instructor i n Nursing. B.S., Hamline University; M.S., University of
Minnesota.
NormanD.Holen {7964). Professor of Art. B.A.,Concordia College; M.F.A., University of Iowa.
Bradley P. Holi (1981), Associate Professor of Rel~gion.B.A., Augsburg College; B.D., Luther
Theological Seminary, M. Phil., Ph.D., Yale Uniuesitv.
John R. Holum (1957). Professor of Chernisrry. B.A.. St. Olaf College; Ph.D., University of
Minnesota.
Richard Husfloen* (1982). Visiting Lecturer i n Religion. B.A., Augsburg College; B.Th.,
Augsburg Theological Seminary; M.Th., Princeton Theological Seminary.
Khin Khin Jensen* (1955). Professor of History, Director of East and Southeast Asian Studies.
B.A., Rangoon University (Burma); M.A., Bucknell University; Ph.D., University of
Wisconsin.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron
College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D.,
University of Minnesota.
Einar Johnson(1956). Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D.,
University of Washington.
James J. Johnson (1969). Assistant Professor of Music. B.A., University of Minnesota; M.S.,
Juilliard School of Music.
Mary E. Johnson (1962). Associate Professor, Department Chair of Foreign Languages, and
International Student Adviser. B.A., Smith College; M.A., Columbia University; M.A.,
University of Minnesota.
Rees M. Johnson (1978). Assistant Professor of Health and Physical Education. B.S., M.S.,
Winona State University.
Syl Jones* (1980). Visiting Lecturer i n Speech and Communication. B.A., Augsburg College.
Amin Kader (1974). Associate Professor of Business Administration and Department Chair of
Business Administration and Economics. B.Comm., University of Cairo (Egypt); M.S..
University of Michigan.
Robert Karlen (1973). Professor of MUSIC.
B.M., New England Conservatory; M.A., University of
Minnesota.
Mary A. Kingsley (1965)..4ssociate Professor of Fore~gnLanguages. Director of International
Programs. B.A., 51. Olaf College; M.A., Middlebury College.
Merilee Klernp* ('1980F.
Studio Artisr/Oboe. B R., Augsburg College.
Al Kloppen (19761.
Asr~stantProfessor of Health and Phvsical Education. B.S., Augustana
College; M A . , University of South Dakota.
Boyd Koehler (1967). Assistant Professor. Librarian. B.A., Moorhead State College; M.A..
Un~versityof Minnesota.
Anita Sue Kolman* (1977). Assistant Professor of Sociology. B.A., University of Maryland; M.S..
Ph.D., University of Minnesota.
Roy H. LaFayette* (1972). Lecturer i n Business Administration. B.S., University of Minnesota.
Leo Richard Lake (1981). Associate Professor of Computer Science. 8.5, Massachusetts Institute
of Technology; M.S., Ph.D., University of Minnesota.
Roberta K. Lammers (1975). Assistant Professor of Biology. 8.5, Iowa State University; M.S.,
Ph.D., University of Minnesota.
Nicholas Lenz* (1980). Studio Artist/Voice. B.A., Southwest State University; M.F.A., University
of Minnesota.
Howard Liszt* (1979). Visiting Lecturer i n Speech and Communication. B.A., M.S., University of
Minnesota.
Paul W. Lohman* (1981). Director of Chorale. B.A., Augsburg College.
Nancy S. Malcolm (1978). Assistant Professor of Nursing. B.S., University of Colorado; M.P.H.,
University of Minnesota.
Richard Marken (1974). Assistant Professor and Department Chair of Psychology. B.A.,
University of California, Los Angeles; Ph.D., University of California, Santa Barbara.
Keishiro Matsumoto (1971). Assistant Professor of Business Administration. B.A., Waseda
University, Tokyo; M.B.A., University of Michigan.
Marie 0. McNeff* (1968). Associate Professor and Department Chair of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Lynne Medcalf* (1979). Visiting Lecturer i n Business Administration. B.S.B., M.B.A., University
of Minnesota.
Cynthia Melson* (1979). Studio Artist/Voice. B.M.Ed., Simpson College; M.M., Northwestern
University.
Roberta Metzler (1974). Assistant Professor of Music. B.A., Park College; 8. Music Ed., M. Music
Ed., University of Kansas.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University of
Minnesota.
John Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University
of Tennessee.
August Molder* (1962). Artist i n Residence i n Art. Law, Master of Law, University of Tartu,
Estonia.
Joel Mugge (1977). Assistant Professor of Speech and Communication. B.A., Valparaiso
University; M.A., University of Minnesota.
Douglas Nelson (1977). lnstructor i n Health and Physical Education. B.A., Augsburg College;
M.A., College of St. Thomas.
Gordon 1. Nelson (1967). Associate Professor and Department Chair of Sociology. B.A., M.A.,
University o f Minnesota; B.D., Luther Theological
- Seminary; M.A., Ph.D., University of
Chicago.
Richard C. Nelson (1968).
Associate Professor of Historv. B.A., Universitv of Nebraska; M.A.,
~,
Ph.D., University of Minnesota.
Catherine Christie Nicholl* (1973). Associate Professor of English. B.A., Hope College; M.A.,
University of Michigan; Ph.D., University of Minnesota.
Crier Nicholl* (1960). Professor of English. B.A., Wesleyan University; M.A., Teacher College,
Columbia University; Ph.D., University of Minnesota.
Beverly Nilsson (1977). Associate Professor and Department Chair of Nursing. B.S.N., MS.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development. B.A.,
University of Pennsylvania; M.A., Ph.D., Indiana University.
Celeste M. O'Brien* (1975). Studio Artist/Piano. B.A., Hamline University.
Richard D. Olmsted (1977). Assistant Professor of Chemistry. B.A., Augsburg College; Ph.D.,
University of Wisconsin.
Sandra Olmsted* (1979). Lab lnstructor i n Chemistry.
James F. Olson (1975). Assistant Professor. Director of Audio-Visual Center. B.A., M.A.,
University of Minnesota.
William Oyler* (1969). Assistant Professor of Foreign Languages. B.A., Carleton College; 8.5,
M.A., University of Minnesota.
Facu lty/l39
Ronald G. Palosaari (1965): Professor of English. B.A., Bethel College; B.Div., Bethel Seminary;
M.A., Ph.D., University of Minnesota.
Kermit Paulson (1968). Associate Professor and Department Chair of Physics. B.A., Augsburg
College; MS., University of Wisconsin.
Pamela Paulson* (1975). lnstructor i n Health and Physical Education. B.S., University of
Colorado; MS., University of Illinois.
Marilyn Pearson (1980). lnstructor i n Health and Physical Education. B.A., Augsburg College;
MS., St. Cloud State University.
Wayne Pederson (1969). Vice President of Finance and Management. B.S., Concordia
College, Moorhead.
Lauretta Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed.,
Marquette University.
Douglas Perry (1976). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Joyce Pfaff (1966). Assistant Professor of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Diane 1. Pike (1981). Assistant Professor of Sociology. A.B., Connecticut College; Ph.D. Yale
University.
JamesPorter* (1980). Visiting Lecturer i n Women's and Minorities Studies.
Alice Preves* (1976). Studio Artist/Strings. B.S., M.S., University of Illinois.
Philip A. Quanbeck (1957). Professor and Department Chair of Religion. B.A., Augsburg
College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological
Seminary.
Bruce R. Reichenbach (1968). Professor and Department Chair of Philosophy. B.A., Wheaton
College; M.A., Ph.D., Northwestern University.
Madeline Renaud* (1981). lnstructor i n Foreign Languages. B.A., Roosevelt University; M.A.,
University of Minnesota.
Kenneth Rich* (1979). Visiting Professor of Business Administration. B.S., Purdue University;
M.B.A., Harvard School of Business; Ph.D., University of Pennsylvania.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Paul Rusten* (1971). Adjunct lnstructor i n Art.
Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota.
Marianne Sander (1971). Vice President for Student Affairs and Dean of Students. B.A.,
Valparaiso University; M.A., University of Minnesota.
Richard Sargent (1967). Associate Professor and Department Chair of English. B.A., University
of North Carolina; Ph.D., University of Exeter, England.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Irene Schilling* (1973). Assistant Professor. Librarian. B.A., University of Wisconsin; M.A..
University of Minnesota.
Maria Schweikert* (1979). lnstructor i n Foreign Languages. Teacher's Diploma, Budapest.
Hungary; M.A., University of Pittsburgh.
Marjorie H. Sibley (1961). Associate Professor. Librarian. B.A., M.A., University of Illinois:
M.A., University of Minnesota.
Eugene Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological
Seminary; Th.D., University of Heidelberg, Germany.
Dana Skoglund* (1978). Studio Artist i n Music/Piano. B.M., Augsburg College.
Emma Small* (1978). Studio Artist i n Music/Voice. B.M., M.M.. Eastman School of Music.
Louisa Ann Smith* (1979). Lecturer i n Library Science. B.A., Hamline University; M.A., A.B.D..
University of Minnesota.
Paul Sonnack* (1949). Visiting Professor of Religion. B.A., Augsburg College; B.Th.. Augsburg
Theological Seminary; M.A., University of Chicago.
George Stahl* (1976). Studio Artist i n Music/String Bass. B.M.. Chicago Musical College.
Soterios Stavrou* (1975). lnstructor i n Foreign Languages. B.A., Augsburg College.
Donald Steinmetz (1968). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel (1965). Professor of Political Science. B.A., Concordia College; Graduate,
Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Bruce Stuart* (1980). Visiting Lecturer i n Religion. B.A., University of North Dakota; M. Div.,
Luther Theological Seminary; M.A., University of Minnesota.
Daniel Sturm* (1979). Studio Artist i n Music/String Bass. B.A., University of Minnesota.
Grace Sulerud (1966). Associate Professor. Librarian. B.A., Augsburg College; M.A., University
of Minnesota.
Ralph Sulerud (1964). Professor of Biology. B.A., Concordia College; M.S., University of
Nebraska; Ph.D., University of North Dakota.
Mary Swanson* (1976). Assistant Professor of Art. B.A., M.F.A., Ph.D., University of Minnesota.
Jeff Swenson* (1980). Wrestling Coach. B.A., Augsburg College.
Jamesten Bensel* Studio Artist i n Music/Trombone. B.S., M.A., University of Minnesota.
Paul Thomas* (1977). Studio Artist i n Music/Cello. B.A., University of Minnesota.
Philip Thompson (1959). Professor and Department Chair of Art. B.A., Concordia College;
M.F.A., University of Iowa.
Neal 0. Thorpe (1967). Professor and Department Chair of Biology. B.A., Augsburg College;
Ph.D., University of Wisconsin.
Mary Timm* (1973). Women's Volleyball and Softball Coach.
Sheldon Torgerson (1981). Visiting Lecturer i n Religion. B.A., Augsburg College; B.Th.,
Augsburg Theological Seminary.
Joel Torstenson* (1947). Professor Emeritus of Sociology.
David Tubergen (1980). Assistant Professor of Music. B.A., Hope College; M.M., Yale
University; Ph.D., New York University.
Joetta A. Vernon* (1980). lnstructor i n Nursing. B.S.N., M.S.N., University of Minnesota.
Donald Warren* (1978). Lecturer i n English. B.A., M.A., Ph.D., University of Minnesota.
Dorothy J. Williamson* (1970). lnstructor i n Art. B.A., Asbury College; M.A., University of
Minnesota.
Mary Wilson* (1969). Studio Artist i n Music/Flute. B.A., B.M., Macalester College.
Helen Woelfel (1978). Assistant Professor of Nursing. B.S., St. Louis University; M.S.,
Marquette University.
David Wood (1969). Professor of English. B.S., Wisconsin State University, Eau Claire; M.A.,
Ph.D., Bowling Green University. ( O n leave 1981-82)
Angela Wyatt* (1981). Studio Artist i n Music/Saxophone. B.S., St. Olaf College.
Daniel Zemel* (1981). Visiting lecturer i n Religion, B.A., Brown University; HUC-JIR, N e w
York School, M.A.H.L.
-e another national
CIhampionsh
. .
Augsburg is an accessible campus in the city
Academic Adviser ........................... 31
Academic Calendar
31. 144
Academic Enrichment ....................... I7
Academic Information ...................
31-38
Academic Organization
32
Academic Policies and Procedures.. ....... 3836
Accounting Major ..........................
52
Accreditation
6.44
Adapted Physical Education ..................
83
Administration ........................
133-734
Admissions ...............................
9-11
Advanced Placement
42
Advanced Standing .................. .... ... 42
Affiliation ................................ 6. 44
Air Force ROTC
3:
American Indian Programs
27
Application t o Augsburg ...................
9-11
Application for Financial Aid
16-17
Area Studies
East and Southeast Asian
62.63
Russian ............................ .....
. 80
Scandinavian ........................ 117.118
Art History Courses .........................
49
Associated Colleges of the
Twin Cities (ACTC) ............... 31.36-37,44
Athletics ................................
26, 44
Audio-visual ......................... 31-32, 36
Audit Fee ..................................
13
Auditing Courses
41
.....................
.....................
.............................
........................
............................
...................
..............
................
...........................
Biology ................................. 43-52
Black Student Programs ..................... ZT
Black Student Union ........................ 17
Board for College and University
Services. TALC ..................... .. ... 132
Board of Regents .......................... 131
Board Plans ................................ 13
Books and Supplies ......................... 74
Breakage and Fine Fee ...................... 15
Brief Facts about Augsburg
44
..................
Calendar. Academic ..................... 31. 146
Campus ............................ 2-3.44. 141
Campus Map .............................. 2-3
Campus Tours ............................... 9
Cancellation from College ................... 39
Cancellation of Courses ..................... 39
Career Planning and Placement .............. 27
Center for Student Development (CSD) .... 27. 29
Certification Programs-Art ................ 34. 47
Church Staff Work .................... 34. 114
Program Evaluation ............... 34.111. 122
Women's Studies ..................... 34. 129
Chemical Dependency Program .............. 36
Chinese ................................. 62. 74
Classification .....................
....... 42
Coaching Endorsement ...................... 83
College Center ......................... 2.3. 26
College Pastor .......................... 25. 133
Communication ....................... 126-127
Communications Directory .........
Front Cover
Computer Programming (CDI) ............... 36
Computer Resources ........................ 32
Computer Science ....................... 92-93
Conservation of Human
Resources (CHR) ................... . 36. 122
..
..
Continuing Education ....................... 38
Coordinators .
Discrimination
or Grievance .................... Front Cover
Corredive ~ h e r a
~ ~
.........................
83
Costs 1982.83 ................................ 13
C.P.A. Certification ......................... 54
Counseling and Guidance ................... 27
Course Descriptions/Majors/Minors ...... 46-130
Art, Art History ........................ 47-49
Biology ............................... 49-52
Business Administration and Economics .. 52-59
Chemistry ............................. 59-61
East and Southeast Asian Studies ......... 62-63
Education ............................. 63-69
Engineering ........................... 69-70
English ................................ 70-73
Foreign Languages ..................... 73-82
Geography ......................... ... .. 82
Health and Physical Education ........... 82-86
History
86-88
Humanities ............................... 89
Interdisciplinary Studies ........ 93-%.12%130
International Relations .................... 89
Mathematics/Computer Science ........ W 9 3
Medical Technology ......................
93
Metro-Urban Studies ................... 93-96
Music, Music Therapy .................. %-99
Natural Science ...................... 100-101
Nursing .................... ....,.... 101-103
Philosophy .......................... 103-105
Physiu ..............................
105-107
Poliliral Science .....................
108-111
Psychology ..........................
111-113
Religion ............................ 114-116
Russian Area Studies ..................... 117
Scandinavian Area Studies ............ 117-118
Social Science ........................... 119
Social Studies ............................
119
Social Work ......................... 120-122
Sociology ...........................
122-124
Speech, Communication and
Theater Arts ....................... 125-128
Transdisciplinary Studies .................. 129
Women's and Minority Studies
129-130
Course Numbering ......................... 46
........
Dean's L~st.........................
... .... 43
Degrees ....................................
31
Departments
Art .. ..................++............. 47-49
Biology ............................... 49-52
Business Administration & Economics .... 52-59
Chemistry .............................
59-61
Education ............................. 63-69
English ................................ 70-73
Foreign Languages ..................... 73-82
Health & Physical Education .............
82-86
History ................................ 86-88
Mathematics/Computer Science ........ 90-93
Music .................................
96-99
Nursing ............................. 101-103
Philosophy .......................... 103-105
Physics ........................... ,
105-107
Political Science ..................... 108-111
Psychology .......................... 111-113
Religion ..................
114-116
..
........,.
144/l ndex
Social Work ......................... 120-122
Sociology ........................... 122-124
Speech. Communication.
Theater Arts ....................... 125.128
Deposits ................................ 14.15
Departmental Scholarships
21-23
Directed Study ............................. 43
Dismissal from College
15. 42
Distinction. Graduation with
43
Distribution Requirements ................... 40
Divisions ................................... 32
Drama ............................. 26. 125-126
Driving to Campus ........................... 3
................
...................
.................
10
Early Admission .............................
Early Decision ........................... 10. 17
East and Southeast Asian Studies
62-63
East Asian Studies ........................ 62-63
Economics .............................. 56-59
Elementary Education .................... 64-65
Emeriti
134
Engineering ............................. 69-70
Enrollment ................................. 44
Evaluation and Grading ......................
42
...........
2.3.7
Facilities ................................
Facts & Figures ..............................
4
Faculty .......................... 37.44.135.142
Fees ....................................... 14
Finance Major .............................. 52
Financial Aid .........................
16.23. 44
Food Service ............................... 28
Foreign Study ........................ 28. 37. 44
...........
74-76
French ...................
Full-time Student ........................... 13
Foreign Language Placement .................
73
..
General Scholarships ..................... 19-20
Geography ................................. 82
German ................................. 76-78
Gifts and Grants
17.18.1 9.23
Grade Point Average (GPA) ............ 10.39. 42
Grading ................................. 41-42
Graduates ..................................
44
Graduation Requirements ................ 39-40
Graduation with Distinction
43
Grants .................................. 17-18
Greek ..................................... 78
...................
..................
Health Education ........................ 82-83
Health Service .............................. 28
Higher Education Consortium for Urban
Affairs (HECUA) . . . . . . . . . . . . . . . . . 36.37.9 3.94
History .................................. 86-88
History of Augsburg College . . . . . . . . . . . . . . . . . . 6
Honors Major (See Departmental listings)
Honors Program ............................ 38
Housing ....................... 2.3.7.14.28. 29
Human Development Seminars ..............
27
Humanities .................................
89
Humanities Division ......................... 3?
.........................
Independent Study
4
Intercollegiate Athletics .................. 26.44
lntercultural Center ......................
17-28
Interdisciplinary Studies
93.96.12 9.130
..........
Inter-Institutional Programs ............... 36-37
Interim ................... 31.37.38.39.44. 146
53
International Business
89
International Relations
International Students
71.28
Internship Program .........................
38
Intramural Athletics
26
.......................
......................
....................
.........................
Japanese ................................
62. 78
KCMR Radio ...............................
Kindergarten Licensure ......................
26
64
27
Learning for Living ..........................
Library/Audio-Visual
32.36. 44
L~braryScience Courses
69
Life'Science Emphasis
100
Lifetime Sports .......................... 40. 83
Linguistics Courses
79
Loan Assistance .............................
18
Location
2.3.6
..................
.....................
......................
..........................
................................
..
Majors and Minors (Also see Courses)
33.39,M
Management Major ......................... 52
Marketing Major ...........................
5:
Mathematics/Computer Science .......... 9b93
Mathematics Placement .....................
90
Medical Technology ........................ 93
Memberships ............................. 6 . 4
Metro-Urban Studies ..................... 93-96
Metro-Urban Studies Term (MUST) ........... 94
Minnesota State Work Study Program
19
Minority Scholarships ....................... X1
Mission Statement ........................... 4
Mortensen Tower ....................... 2.3. 19
Music ................................... 96-99
Music Organizations ..................... 26. 97
Music Therapy ........................... 96-91)
.........
Natural Science ........................ 1W-101
Natural Science/Mathematics Division ........ 31
Norwegian .............................. 79Numbering of Courses
46
......................
..............
Off-Campus Programs
36.37.38.
Orientation (Summer) .......................
44
27
Parking ................................ 1.3.74
Part-Time Students .......................... 13
Payment Plans .............................. 15
Physical Education ....................... 83-86
Physical Science Emphasis
100
Policies ............................ 6 . 3 W 3 . 4 4
Prekindergarten ......................... 64-65
Pre-Professional Programs ................
34-35
Prerequisites
46
Probation and Dismissal .....................
41
Professional Studies Division
32
Program in Global Community ............ 37. 44
..................
...............................
.................
..........
Re-admission of Former Students
11. 17
Refunds .................................... 15
Registration ............................. 38-39
Registers
Administration ...................... 133-134
Board for College and
University Services. TALC ............... 132
Board of Regents ........................ 132
Emeriti ..................................
134
Faculty .............................. 135.140
Religious & Christian Service Scholarships ..... 20
Religious Life ............................... 25
Residence Life ...........................
28-29
Residence Requirement ..................... 40
Room Rent ................................. 13
ROTC (Air Force) ........................... 37
Russian .................................... 80
Russian Area Studies ....................... 117
San Francisco Summer Term ................. 96
Scandinavian Area Studies .............. 1T7-118
Scandinavian Urban Studies Term (SUST)...... 95
Scholarships ............................. 77-23
School Social Work Certification ............ '120
Science Emphasis (Grades 5-9) ............... 101
Secondary Education .................. 63-66-69
SEMAPHORE - Student Handbook .......... 26
Semester or Year Abroad .................... 37
Sigma Pi Sigma ............................ Inti
Smiley's Point Clinic ......................... 28
Society of Physics Students .................. 706
South American Urban Semester (SAUS) ...... 94
Spanish ................................. 8042
Special Education ........................... 68
Special Fees ................................
74
Special Interest Houses ........................ In
Special Students (Non-degree) ............... 7 1
Speech ...............................
725-726
........
32
Social and Behavioral Science Division
Sponsored Scholarships .................. 19-23
119
Social Science .............................
Social Studies .............................. 119
Social Welfare Minor ....................... 120
Student Activities ...........................
26
Student Employment ........................
19
Student/Faculty Ratio .......................
44
Student Government ........................
25
Student Life ............................. 25-29
Student Project for Amity Among
Nations (SPAN) ........................ 37. 4 4
Student Publications
26
Student Rights ..............................
29
Student Services ......................... 26-29
Studio Art Courses ....................... 47-48
Study Abroad ...................... 26.37.38,M
Summer Orientation
2;
Summer Sessions ........................ 31. 38
........................
...................... !.
Teaching Licensure ................ 34.63.64. 66
Testscores ..................................
9
Theater Arts ...........................
127-128
9.10. 14
Transcripts ............................
Transdisciplinary Studies .................... 129
Transfer Student Application ................. 10
Tuition .....................................
13
Tuition Deposit
9-10. 14
........................
Urness Tower
Veterans
...........................2.3.
29
...................................
43
Women's and Minority Studies .......... 129-130
Work Study ................................
19
Academic Calendar
1982-83
Fall Semester
Aug. 31-Sept. 1
Registration and Welcome
Classes Begin
Labor Day Recess
Last day to register, add or drop
class without record notation
Mid-term break
Last day t o designate grading option
Interim Registration
Spring Term Pre-Registration
Last day to withdraw from a class
Thanksgiving Recess Begins
Classes Resume
Classes End
Final Examinations
Final Grades Due
Sept. 2
Sept. 5
Sept. 16
Oct. 29
Nov. 5
Nov. 8-11
Nov. 15-Dec. 3
Nov. 18
Nov. 25
Nov. 29
Dec. 10
Dec. 13-16
Dec. 22
Interim
Jan. 3
Jan. 4
Jan. 17
Jan. 21
Jan. 27
Feb. 4
Classes Begin
Last day t o register, add or drop
class without record notation
Last day t o designate grading option
Last day to withdraw from a class
Classes end
Interim grades due
1983-84
1983
1982
September
5
12
19
26
6 7
13 14
20 21
27 28
1 2 3 4
8 91011
15 16 17 18
22 23 24 25
29 30
October
3
10
17
24
31
7
14
21
28
4 5 6 7
11 12 13 14
18 19 20 21
25 26 27 28
1 2
8 9
15 16
22 23
29 30
November
1 2 3 4 5 6
8 9 10 11 12 13
15 16 17 18 19 20
22 23 24 25 26 27
29 30
January
2
9
16
23
30
6 7
13 14
20 21
27 28
1 2 3 4
8 91011
15 16 17 18
22 23 24 25
29 30 31
3 4 5 6 7
10 11 12 13 14
17 18 19 20 21
24 25 26 27 28
31
1
3 4 5 6 7 8
10 11 12 13 14 15 1
17 18 19 20 21 22 2
24 25 26 27 28 29 3
31
February
6
13
20
27
1 2 3 4 5
789101112
14 15 16 17 18 19
21 22 23 24 25 26
28
7
14
21
28
March
6
13
20
27
December
5
12
19
26
July
1
8
15
22
29
August
1 2 3 4 5
891011121
15 16 17 18 19 2
22 23 24 25 26 2
29 30 31
September
1 2 3 4 5
789101112
14 15 16 17 18 19
21 22 23 24 25 26
28 29 30 31
1 2
4 5 6 7 8 9 1 1
11 12 13 14 15 16 1
18 19 20 21 22 23 2
25 26 27 28 29 30
Aprll
3
10
17
24
1
8
15
22
29
5
12
19
26
4 5 6
11 12 13
18 19 20
25 26 27
7
14
21
28
October
1
8
15
22
29
2
9
16
23
30
May
2 3 4 5 6 7
9 10 11 12 13 14
16 17 18 19 20 21
23 24 25 26 27 28
30 31
June
1 2 3 4
6 7 8 91011
13 14 15 16 17 18
20 21 22 23 24 25
27 28 29 30
2 3 4 5 6 7
9 10 11 12 13 14 1
16 17 18 19 20 21 2
23 24 25 26 27 28 2'
30 31
November
6
13
20
27
7
14
21
28
1 2 3
8 9 10
15 16 17
22 23 24
29 30
4
11 1;
18 1
25 21
December
1 2
4 5 6 7 8 9 11
11 12 13 14 15 16 1
18 19 20 21 22 23 2,
25 26 27 28 29 30 3
Show less
INTRODUCTION
....................2
OPTIONS ...................... 4
. . . . . . . . . . . . . . .5
CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
.............7
..................8
INTERIM
COURSES
VISITING STUDENTS
..... ..... .......
i46
LIFETIME SPORTS
w
UMA... Show more
INTRODUCTION
....................2
OPTIONS ...................... 4
. . . . . . . . . . . . . . .5
CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
.............7
..................8
INTERIM
COURSES
VISITING STUDENTS
..... ..... .......
i46
LIFETIME SPORTS
w
UMAl E COURSES. . . . . . . . . . . . . . . .48
ALSOON . . . . . . . .17.29.32.40. 44
OTHER
COURSES
. . . . . . . . . . . . . . . . . .49
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not
possible during the regular term.
Since one Interim course equals a full-time load, students should plan to spend the same amount of time in
class and preparing for class as they would for a fourcourse load during Fall or Spring semesters. Students
can register for only one course credit during Interim.
There is no tuition refund for a student who chooses
not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0
to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses
are graded only on the P/N system; this is indicated in
the course description.
Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers
listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have additional fees associated with them. These fees, although
intended to be accurate, may change and students
should check with the instructor to verify the final
costs.
To graduate, a student under the 34-course Liberal Arts
Perspective requirements is required to complete two
Interim courses, but three Interim courses may count
toward graduation.
INTRODUCTION
For any student entering after January 1993, a maximum of two Interim course credits may be counted
toward the 33 total course credits required for graduation. The number of required Interim courses is adjusted for transfer students. Transfer students should refer
to their transfer credit evaluation form, or consult the
Registrar. Additional Interim credits which can count
toward the 33 course credits required may be taken by
students who repeat a course for credit in which a
grade below 2.0 was earned, or who need to make up
for a regular term in which they failed or withdrew
from a course.
Additional Interim courses not counted toward the 33
course credits required may be used to fulfill other
degree requirements. That is, no more than two Interim
course credits may be taken for credit toward 33, but
additional Interim courses may be used to fulfill major,
minor or general education requirements.
Day School students (3.0 credits or more for Fall) can
take a total of 1.0 course credits. They may take two
half credit classes. They may also take a lifetime sport
(zero credit). The lifetime sport is at no additional
charge if they are full-time (Fall term). If less than fulltime they will be charged.
Weekend students can take 1.0 course credits in Interim
as a cross registration, but will be charged Day School
tuition ($1,350.00) per course credit. If they do so they
may take only 1.0 additional course credits in Weekend
College for Winter Trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or handicap as
required by Title IX ofthe 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and employment practices.
International Interim - Students are invited to be part
of one of the 24 international Interim courses offered by
the Upper Midwest Association for International
Education (UMAIE). These course opportunities are
listed near the end of this catalog.
Internships deadline - Friday, December 8. January
Interim internships must be planned in advance.
Students electing an internship must meet departmental
requirements and present a signed internship learning
agreement plan to the Internship Office (Murphy Place,
Rm. 8) no later than the last day of Fall classes (Friday,
December 8). The Learning Agreement forms are available in the same office. Internships during Interim
must involve full-time work placements for approximately four weeks. Assistance for planning your
internship is available in the Internship and
Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1.Meet departmental requirements.
2. Present to the Registrar a copy of the proposed
study plan approved by the supervising faculty
member and the directed/independent study registration form. These forms must be submitted by
December 1. Appropriate study proposal and registration forms can be obtained in the Interim Office.
1 NTRODUCTION
Interims at Other Schools -Augsburg students may
enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interim
programs can be consulted in the Interim Office. The
Interim Secretary will help students in applying for registration at other schools. Registration for Interims at
the other ACTC colleges will be at Augsburg during the
regular registration period. Most courses taught during
the Interim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as
meeting Augsburg's general education requirements.
This qualification particularly affects religion courses .
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January
term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be
charged $1,350 for the Interim course. Students interested in registering for an Augsburg Interim should
write to the Interim Director for application forms or
use the forms provided by the interim office at their
own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing
should be made to the Interim Office.
It should be noted that neither ACTC exchange students nor visiting students may register for 199,299, or
499 courses.
Nov 13 to Dec 5
........................Interim Registration
Jan 3 ............................................First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
Jan 4
.......................................Last Day to register or
Cancel/Add a class
Jan 12...................................... Last Day to Determine
Grading System with Registrar
Jan 12................Last Day to Withdraw from Courses
Jan 26 ...................................................... Interim Ends
Jan 30 .................................... Spring Semester Begins
Feb 2 ......................Interim Grades Due to Registrar
The time, number and length of meetings as well as the
beginning time will be arranged on the first day of
class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to noon (on the first day Time I
classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at
Augsburg with a special convocation on Monday, January
15, at 1:00 p.m. Check with your instructor for class scheduling on this day.
The catalog lists courses by departments in alphabetical
order. At the end of the book are listings of other courses
not offered by Augsburg but recognized by the College
for Interim credit. Additional descriptions and information about these courses are available in the Interim
Office, Memorial 230. Students may also register for one
of the lifetime sports listed at the end of the catalog.
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
ACC 424-A
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in Accounting, Finance,
Management, Marketing & MIS, we examine a business' internal control systems and operating efficiency.
By stepping away from the traditional textbook
approach we incorporate creativity and discussion.
Major topics include: business valuation techniques,
Just in Time Philosophy, efficiency improvement techniques, disaster recovery planning and report writing.
Prerequisites: ACC 221 & 222, BUS 242, 252, 331, ECO 113, MIS 175 & 379
Maximum Enrollment: 20
Time: I1
Room: Foss Center 43
ART 247-A
Instructor: Lynn Bollman
This course is designed for students with an interest in
drawing the human figure. In addition to drawing
from nude models, students will pursue a general study
of human anatomy (as it relates to art), and will become
more knowledgeable about the use of the nude as a
subject in art. Students will use various drawing
media, will study a variety of drawing approaches, and
will apply general design concepts to their figure drawings.
A fee of $35 will need to be paid to the instructor on the
first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
ART 360-A
Instructor: Philip Thompson
Design concepts using descriptive and experimental
techniques in transparent watercolor.
Requirements include a minimum of 20 watercolor projects plus an active and developing sketch book.
Evaluation will be based on quality of work, progress
over time, and participation.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 18
Time: I
Room: Old Main 4
610 145-A
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically important plants to study some of the ways in
which humans and plants interact, biologically and otherwise. Plants are not only at the bottom of our food
chain but also play a part in non-food aspects of our
lives, either directly (e.g. medicines, fibers, dyes, etc.) or
indirectly (e.g. food crises have influenced human
migrations). We will study the uses, biology, natural
history, and classificationof several important plants.
Evaluation will be based on three or four 40-minute
exams, several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
910 140-A
910 340-A
Instructors: William Capman and Dale Pederson
The Florida Keys provide an excellent site for study of
natural history and ecology of marine, coastal and subtropical communities. This class will spend about 2 1/2
weeks in Florida based at the Newfound Harbor Marine
Institute located on Big Pine Key. The Institute offers
laboratory facilities, ocean-going research platforms,
housing and a dining hall. Field trips to coral reefs
(Looe Key National Park), tide pools, turtle grass flats,
mangrove islands and upland hammocks will be led by
professional naturalists from the Institute. Organisms
and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunity to
gather data over a period of several days. Visits to
Pennicamp State Park, Key West and the Everglades will
be included.
Evaluation will be based on:
BIO 140: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, 4) Final exam.
Prerequisites for 810 140: Any one of the following courses or their equivalents .
BIO 101, 102, 103, 113, 114, or by permlsslon 01 lnslruclor.
BIO 340: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, (4) Written
report of the research project, (5) Final exam.
Prerequisites for BIO 340: BIO 351 (Invertebrate Zoology) or BIO 481 (Ecology), or by
permlsslon 01 inslruclor.
Estimated cost of the course: $1500 plus air fare
(includes all ground transportation, housing, and meals
while at the Institute). Contact instructors for details.
Prerequisites: See above
Maximum Enrollment: 12
Time: I1
Room: Science 225
BUS 295-A
Instructor: John C. Cerrito
The object of this class is to provide students who are
not majoring in business with entrepreneurial skills for
starting and running a small business.
The student will be exposed to various asp~*cts small
business management and will he r ~ r l u i ~ . rlod ptnrparea
business plan for a "model" business. Thtl s turjcnt will
be evaluated on the basis of the "model" plan, on tests,
and performance on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Murphy Place 101
BUS 495-A
Instructor: Thomas Morgan
Can organizations learn? If so, how and what should
organizations learn? How can we as members of organizations help 'teach' them what they need to learn?
Searching for answers to these and other questions will
be the central focus of this Special Topics course.
Participants will dcvclop and rvfinc "systcms thinking"
skills and learn hclw lo apply tliem lo tqca1slrategic situations. Alteri~ativcyc~.spcctivcson thc 1iat111-e
and function of organizations in theory and in practice will be
explored through reading, seminar discussions and
field trips to local organizations. Working in collaborative teams, participants will develop a 'hands on' project based on actual organizations. Evaluation will be
based on two short critical essays and a group project
presentation.
Prerequisites: BUS 242 & ECO 113, or permission of instructor
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Time: /I
Room: Foss 21
CHEMISTRYFOR CHANGINGTIMES
CHM 100-A
Instructor: Arlin Gyberg
This course is developed in the perspective of a person
living in a modern, high technology society such as the
United States. It assumes that before one can evaluate a
moral or societal issue of a scientific nature one at the
least must be able to understand the science involved.
Anything less is an impression rather than an informed
decision. As we develop scientific concepts we will at
the same time relate them to an abundance of current
issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage,
food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis and the
debates about sources of energy, the greenhouse effect
and nuclear waste storage, pollution, genetic engineering, and much more. Many of these problems are
chemical in nature. Thus, in learning about chemistry,
via lecture and in-class discussion, we can be helped to
understand ourselves, our society, our world, and even
some of the universe. The grade for the course is based
on a percentage of the total score for total points on the
daily quizzes.
Prerequisite: Math Placement 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I
Room: Science 315
1 NTRODUCT~ONTOCOMPUTINGAND
COMMUNICATIONS
CSC 160-A
Instructor: Larry Ragland
Use of the computer as an information accessing tool
through e-mail, Internet, newsgroups, and remote
access to the library; an introduction to computer science topics in hardware, software, and theory. Grading
is based on homework and exams.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I1
Room: Foss Center 20
CSC 272-A
Instructor: Charles Sheaffer
Study of UNIX operating system and the C programming language. It is assumed that the student has a
knowledge of programming methods and has done
programming in some other language.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: I1
Room: Library 20
ECO 110-A
Instructor: Ed Sabella
Study of economic implications of the many problems
facing a metro-urban environment. Fundamental
microeconomic tools introduced to facilitate discussion
of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an
Economics, Business Administration or MIS major.
Does not apply towards an economics minor.
Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 20
Time: 11
Room: Old Main 29
EGO 113-A
Instructor: Satya Gupta
An introduction to microeconomics, the theory of the
household, firm, market structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 110 or
112. Weekly tests.
Prerequisite: Math Placement Level 2
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Music 22
DISCOVERY
LEARNING IN THE
WORLD
OF KINDERGARTEN
(0.5
CREDIT)
EDE 375-A
Instructor: Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student evaluation. This is a one-half credit course.
*Note: This course can be taken along with Human
Relations, EDU 388-A.
Prerequisite: PPST
Maximum Enrollment: 25
Time: I1
Room: Library 1
EDS 495-A
Instructor: Mary Ann Bayless
Why are some things easy for a person to learn while
others seem harder? Why does the same task seem easier at one moment and more difficult just a few hours
later? Why do some children struggle with seemingly
simple assignments but then suddenly master them?
Why do more people suffer with learning disabilities
and weak short term memory than ever before? Each of
us wants to be an efficient and happy learner, but most
often, no one has shown us how to be our own life-long
learning coaches. In the last decade, work in neurophysiology has given us a whole new set of insights
about how the various parts of the brain actually work
to produce learning and high level functioning.
Educational kinesiologists have taken these insights and
produced simple but effective ways to increase the
learning comfort of each individual.
This course will provide both the theory for each participant to understand her/his own unique learning needs
and the practice for becoming an efficient and joyful
learner. We will study learning development,
braidmind function, and the nature of learning blocks.
We will discuss the misuse of brain dominance theory
and learn routines for overcoming learning blocks and
integrating hemisphere functions. There will be two
tests and two demonstrations required of each student,
and upper division students will have to do two
reviews of relevant research. The course uses two
paperback texts. Very useful for prospective teachers
and parents.
Maximum Enrollment: 20
Time: I
Room: Science 112
EDU 353-A
Instructor: Rich Germundsen
This seminar-style course presents an examination and
comparison of selected Western and non-Western educational systems with special attention on Scandinavian
and Central American models. The course also draws
attention to our personal responsibilities to educate ourselves to be able to understand and participate in the
emerging global society. There will be lectures, discussions, presentations by students, and guest speakers.
Student evaluation will be based on class presentations
and investigative projects.
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 15
Time: I
Room: Library 17
EDU 388-A
Instructor: Joseph Erickson
This course is the study of prejudice, discrimination,
and oppression as it affects persons of color, the handicapped, limited English speakers, and females. Topics
include racism, sexism, homophobia, and economic
issues. Emphasis is placed on preparing potential (or
practicing) teachers for classrooms which will include
minority students, different religious backgrounds, the
less abled and students at risk. Students will be expected to summarize readings, view appropriate films, and
complete a project. This course satisfies the Minnesota
Human Relations requirement for teachers and social
workers. This is a one-half credit course. It is offered
only on a P/N basis.
*Note: This course can be taken along with Discovery
Learning in the World of Kindergarten, EDE 375-A.
Prerequisite: None- Open to all
Maximum Enrollment: 25
Time: I
Room: Library 1
PRACTICUMAND SEMINAR
SPECIAL EDUCATION
IN
EDU 491-A
Instructor: Susan O'Connor
A supervised field placement in a school focusing on
how children with disabilities are included into the
classroom, plus on-campus seminar.
Students planning to take this course should consult
with the Special Education Coordinator about a placement prior to registering for the course.
Students must complete designated hours of field-work
as well as written and reading assignments.
Prerequisite: Completion of courses for special education mino< or consent of instructos
Maximum Enrollment: 9
Time: I1
Room: Libraty 17
THEATRE
IN AND AROUND
LONDON
(UMAI E COURSE)
ENG 269-A
Instructors: Ron Palosaari/Douglas Green
A
A study of live theatre in London. Students see at least
ten performances and visit museums, galleries, historical sites, and other attractions of London and surrounding areas including Stratford and Oxford. Evaluation
will be based on attendance at required plays, participation in discussions, three short papers, and a short final
exam. Fee: $2,595 includes travel, accommodations,
breakfast daily, ten theatre performances, and four
group dinners.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
ARCHAEOLOGY,
MYTHOLOGY,
AND THIEVERY:
EXCAVATING THE MEMORY
OF THE MUSE
ENG 362-A
Instructor: Cass Dalglish
The ACTC writing workshop is an advanced-level creative writing course, open to three students from each
of the five ACTC colleges and held this year at
Augsburg College. This year's course is designed to
encourage student writers to use memories of the past
as they create their own new work. Writers will dig for
details of the past in urban ruins of old neighborhoods,
sifting through social history found in button jars and
stacks of 78 RPM records in antique stores; they will
harvest myth from diverse cultures; collect stories from
elders living in Minneapolis today; and investigate
cemeteries, churches, and even an occasional museum.
Student writers must have successfully completed at
least one creative writing course and must have the recommendation of a creative writing instructor at their
home campus, but they may choose to work in poetry,
fiction, literary nonfiction or to cross over among the
three during this interim workshop. Meeting times will
include: (1)expeditions into the city in search of the
past; (2) group sessions to talk about the old stories
gathered; (3) group sessions to discuss new work created during the Interim and to sort through layers of past
deposited in the new work: (4) individual conferences
and/or small workshop sessions.
Prerequisite: At least one creative writing course and written recommendation of ACTC
home campus creative writing instructor:
Maximum Enrollment: 3 students from each ACTC college
Time: I1
Room: Science 319
ENG 482-A
Instructor: Joan Griffin
Paradise Lost has been called "the story of all things."
Above all the poem is about relationships: Between
women and men; humans and the environment;
Christianity and pagan tradition; justice and mercy; service and servitude; rebellion and freedom, to name a
few. Although this course will survey Milton's major
works, it will emphasize his greatest poem. Evaluation:
papers, microthemes and class presentations.
Prerequisite: ENG 245
Maximum Enrollment: 20
Time: I
Room: Old Main 18
FRE 111-A
Instructor: Pary Pezechkian-Weinberg
This course is for students with no previous background in French. It aims to develop basic skills in
understanding, speaking, reading, and writing as tools
for communication in French. Through conversations,
classroom practice and readings, this course focuses on
the use of language in everyday contexts and works
toward the discovery of a French culture and way of
life. Five meetings per week. Evaluation will be based
on class participation, daily assignments, quizzes and
exams.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Old Main 25
Ire
sues
a rA
IPC
ues,
This course will be useful to students who are interested in impacting their campus environment as well as
those who desire learning practical skills such as negotiation, group facilitation, and program development.
Opportunities exist for students who successfully complete this course to work as Peer Helpers with The
Center for Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Melby 202
prac
Gerr
n sin
partic
ire gi
HPE 390-A
Instructor: Patty Murphy
Principles: methods of instruction applied to health
education grades K-12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and
development of materials included. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (MWF)
HPE 410-A
Instructor: Patty Murphy
Historical background, legal basis, school health services and relationships to community health programs
and resources. This is a one-half credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (TTH)
rrati
song:
g of t
ntext
nd/o
t corn
ns of
:ially
ir str
esthe
chan
td sot
itand
HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising.
The course will take the participant to a competent level
of sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with 5 to 6 other people and will
function as an active crew member. Actual on-thewater instruction will be the major part of the course.
Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an
optional basis. Some classes will be held in December
prior to leaving for the Virgin Islands in January. No
smoking is allowed.
The course cost is $2,800, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition to
receive academic credit. P/N ONLY.
Applications may be picked up from the office of Joyce
Pfaff, Melby Hall, Augsburg College. They must be
turned in with deposit and appropriate signature before
final acceptance is given.
Prerequisite: Permission from Joyce Pfaff of the Health and Physical Education
Department (612) 330-1247; basic swimming skills
Graduation Level Skill: Lifetime Spoh also one course credit upper division
Maximum Enrollment: 8 (a waiting list will be kept after the original eight spots are filled)
HPE 475-A
Instructor: A1 Kloppen
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Maximum Enrollment: 16
Time: I
Room: Melby 119 (MNand alternate Fridays1/22, 1124- 9 meetings)
1/3, 1/5, 1/8, 1/10, 1/15, 1/17, 1/19,
HPE 481-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a
knowledge of: Federation Rules (high school), mechanics of two person officiating, and procedures and steps
of beginning an officiating career. Students will apply
knowledge in practical game type experiences. There
will be a written evaluation and quizzes on rules and
mechanics of officiating basketball. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (TTh and alternate Fridays1/23, 1/25)
114. 115. 1/9, 1/11, 1/16, 1/18, 1/19,
HIS 162-A
HIS 462-A
Instructor: Don Gustafson
This interim experience is designed to look at the area
of South Asia (primarily India) that is home to one-fifth
of the people of our world. We'll use novels, films,
some standard historical writings and current South
Asia periodicals to consider the impacts that colonialism, nationalism and various phases of modernization
have had on this old, honored and traditional culture.
We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya which has prompted
Hindus to massacre Muslims, think on the Christ-likeness of a Gandhi and perhaps have time to note one or
two of the contemporary religious phenomena.
Looking at South Asians helps us to see ourselves in a
fuller perspective.
The course will include the usual pedagogical devices
of lectures, discussions, some short reaction papers and
tests (including a final).
Students enrolling for upper division credit will be
expected to have had at least one prior college history
class, will complete a paper or project beyond the regular assignments, and will be tested apart from lower
division students.
Maximum Enrollment: 25
Time: I
Room: Murphy Place 100
HIS 440-A
Instructor: Staff
This course is intended for History majors and others
who have an interest in upper division history. Please
see Richard Nelson, Department Chair, for actual topic
and other particulars.
Prerequisite: One college level history course.
Maximum Enrollment: 30
Time: I
Room: Science 205
HON 213-A
Instructors: Jeanne Boeh & Jacqueline deVries
Does history influence economic theory? Or does economic theory shape history? This course will explore
the history of western economic thought and how these
writings affected the development of various economic
systems. The course begins with the rise of mercantilism in the 16th century. Topics will include the industrial take-off and the creation of a waged labor force in
the 18th century, the rise of laissez-faire economic principles and "free-trade" imperialism in the 19th century,
and the subsequent challenges of communism and the
rise of the welfare state in the 20th century. We will
read substantial portions of the classic economic
thinkers, including Adam Smith, Thomas Malthus,
David Hume, Jeremy Bentham, David Ricardo, Sidney
and Beatrice Webb, Karl Marx, Max Weber, Alfred
Marshall, Thorstein Veblen, John Maynard Keynes,
William Beveridge and Milton Friedman. The course
will also address the long-standing issues of child labor,
poverty, and women's role in the workforce.
Students will be evaluated using class participation, discussion, and writing assignments including a short term
paper and a take-home final.
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 30
Time: I
Room: Science 213
SCIENCE AND RELIGION:
COMPLEXITYAND CREATIVITY
HON 401-A
Instructors: Larry Crockett and Bruce Reichenbach
We will explore the historical background of the contemporary debate regarding how religion relates to science, and then attend to contemporary developments,
especially in chaos and complexity theory, as they relate
to the doctrine of divine creativity and philosophical
naturalism. The goal will be to involve students in constructing for themselves a model for interpreting relations between the two areas. In addition to taking two
tests, students will be required to make a class presentation, conduct the discussion, and to write a significant
research paper.
Prerequisite: Participant in Honors prooram
Maximum Enrollment: 35
Time: I
Room: Foss Center 20
INS 120-A
Instructor: Ann Fleener
Students will participate in a series of seminars following the Paideia seminar format as developed by
Mortimer Adler and Paideia Associates. Students will
read selected readings which will then be discussed in
Paideia seminars. Students will also view selected
films for seminar discussions; develop and/or hone
habits of mature, intellectual talk; observe seminars
conducted in a St. Paul Public School; evaluate their
own behaviors during seminars and will lead seminars.
Maximum Enrollment: 20
Time: I
Room: Science 319
INS 225-A
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The
course will cover the ideological foundations of Islam,
its basic concepts and tenets, Islamic law (Shari'ah),
Islamic economic and political systems, and Islamic
patterns of life. There will also be a consideration of
the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). There will also be some effort to
deal with the similarities and differences between Islam
and both Christianity and Judaism, and a visit to one of
the mosques in the Twin Cities.
Evaluation - two tests and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Science 212
+-
ECUADOR:GALAPAGOS,
RAINFOREST
HIGHLANDS
A JOURNEY IN
HOLISTIC
HEALTH
6( ECOLOGY
AND
-
(UMAI E COURSE)
INS 3 15-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live in
harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de la
Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey
then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people who
live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included), rain
forest stay (all meals included), and touring as indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
MAT 173-A
Instructor: Rebekah Valdivia
Learn how to determine the monthly payments on a
house or car. Find out how much you need to save
now to be a millionaire when you retire. Learn how
annuities, perpetuities, and life insurance work, and
more. Evaluation will be based on class participation, a
portfolio of five realistic problems that have been
worked out and explained, and a midterm and final
examination.
Prerequisite: Math placement group 3 or higher
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I1
Room: Science 212
MAT 251-A
Instructor: Larry Copes
This course is a study of Book 1 of Euclid's Elements,
which is sometimes cited as the most-frequently published book ever other than the Bible. Book 1 of the
Elements ends with the Pythagorean Theorem,
Proposition 47. We'll first work backward from that
theorem, considering propositions Euclid cites in proving it (46,41, and 4), and then the propositions he cites
in proving those propositions, and so on, gaining familiarity with about 30 major propositions but especially
34,4, and 3, the ones most used. We'll consider other
logically-sound ways of arranging these propositions
and think about the aesthetic reasons Euclid made his
arrangement. After getting to Proposition 1, we'll consider the common notions, definitions, and postulates,
learn about how attempts to prove Euclid's fifth postulate led to non-Euclidean geometry in the nineteenth
century, and see more logically rigorous geometric
axiom systems of the twentieth century. Then we'll
read the book forward, seeing how the other propositions fit in and seeing how they lend insight into
Euclid's aesthetic choices.
Prerequisite: MAT 145,AUGMENT (Calculus I)
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 20
Time: I
Room: Science 213
MAT 481-A
Instructor: Steve Zheng
"During World War 11, British military leaders asked
scientists and engineers to analyze several military
problems: the deployment of radar and the management of convoy, bombing, antisubmarine, and mining
operations. The application of mathematics and the scientific method to military operations was called operations research. Today, the term Operations Research (or
often, management science) means a scientific approach
to decision making, which seeks to determine how best
to design and operate system, usually under conditions
requiring the allocation of scarce resources." - Wayne
L. Winston
The main objectives of this course are the discussion of
several mathematical models used in operations
research (OR) and the use of mathematics and the existing computer packages (such as LINDO) in solving
real-life problems in OR. Students in applied mathematics, economics, business and any management-related area are encouraged to take this course. The evaluation is based on homework assignments, two tests and
one final project.
Prerequisite: MAT 245,Calculus 111 and Linear Algebra, or equivalent, or consent of
instructors
Maximum Enrollment: 25
Time: I1
Room: Science 1I2
MUS 179-A
Instructor: Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of European cities such as Munich, Prague, Vienna,
and Budapest. This course provides an opportunity to
visit some of the great Central and Eastern European
cultural centers that provided the impetus for development of cultural life in the New World.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen
in the museums. Students listen critically to concerts of
musical masterpieces heard at each site. Relationships
between the various art mediums come to life through
these experiences. There is also ample time for independent exploration.
Evaluation is based on full participation in all courserelated group activities, a daily professional journal,
art/music critique sheets, and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four
group meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone:
330-1655. Offered on a P/N basis only. A meeting will
be held at St. Thomas on Saturday, November 18. For
more information you may call Roberta Metzler at 3301273.
Liberal Arfs Perspective: Aesthetics
Maximum Enrollment: 30
MUS 204-A
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of Rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
TOPIC:HISTORY
OF CARIBBEAN
MUSIC
STUDIED IN MIAMI
AND JAMAICA
MUS 295-A
Instructor: Robert Stacke
Miami and Jamaica are considered the center of
Caribbean music where composition, recording, and
world distribution takes place. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed,
and neighborhoods that brought about this music. Also
studied in depth will be social issues that have influenced music such as Reggae. Cities to be visited are
Miami; and in Jamaica, Montego Bay, Negrel, and
Kingston. This course will be done in conjunction with
the Center for Global Education.
Cost is $2,795 from Minneapolis/St. Paul, which
includes all travel, accommodations, meals and tuition
for Augsburg day students and qualifying 4-1-4 students.
Evaluation: Two tests will be given on readings and
lectures. Grading: 20% of the final grade will be based
on participation in discussions, 4O0/0 on the two tests,
and 40% on final project.
Maximum Enrollment: 20
MUS 394-A
Instructor: Sonja Thompson
Opera Workshop is a course designed to give singeractors an opportunity to perform staged scenes from
various music-theater genres, with piano accompaniment. It expands upon existing opportunities for
singers (i.e., choir, chamber music, recitals) by including
dramatic training, and addresses the unique combination of singing plus acting. It is also suitable for theater
students who are interested in increasing their musical
skills, and for student pianists who wish to gain experience working with singers and/or the music-theater
genre. Students will be auditioned by the instructor,
then assigned to appropriate ensembles from opera,
musical theater, operetta and new music-theater.
Sources will include as wide a variety as possible in
terms of musical style, ensemble size, genres. The
course will culminate with a public performance in
Sateren Auditorium at the end of Interim. Students will
be evaluated in areas of attendance, effort, participation, and attitude.
Activities will include both group and one-on-one
instruction in the following areas: Body/voice warmups; lecture/class discussion on topics of interest (i.e.,
vocal technique, acting technique, stage fright, auditions, etc.;) rehearsals and individual coachings; visit to
rehearsal of local opera company, if possible; mock
auditions; staged and costumed performance of scenes
studied.
Prerequisite: Audition by Instructor
Graduation Level Skill: Speaking
Maximum Enrollment: 30
Time: /I
Room: Sateren Auditorium
NOR 11I-A
Instructor: Frankie Shackelford
This course is for students with no previous background in Norwegian. It aims to develop basic skills in
speaking, listening, reading, and writing as tools for
communication and for understanding Norwegian culture. Classroom practice focuses on both presentation
of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final
exam.
Liberal Arts Perspective: lnlercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 2 5
PHI 231-A
Instructor David Apolloni
We shall examine the historical and intellectual background of Socrates and what our sources allow us to
say about his person and teachings. We shall clarify
and critically examine Socrates' key teachings: that
virtue is a form of knowledge and that all virtues are
somehow one; that evil is ignorance; whether or not
virtue can be taught; that it is impossible for a wrongdoer to be happy; that being a citizen requires obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Liberal Ads Perspeclive: Weslern Herilage
Maximum Enrollmenl: 20
Time: I
Room: Music 2 3
TOPIC: MEISTER
ECKHART:
MYSTIC
AND PHILOSOPHER
PHI 295-A
lnstructor: Mark Fuehrer
An in-depth study of the mystical and philosophical
writings of the medieval mystic, Meister Eckhart. We
will carefully define mysticism and categorize its different types. Eckhart's mystical writings will be studied
and an attempt to relate his doctrine to his philosophical views on God, the soul, and the world. Students
will keep a journal and present papers on selections
from Eckhart's writings.
Prerequisite: One course in philosophy or permission of professor, ENG 11 1
Graduation Level Skill: Writing
Maximum Enrollment: 20
Time: I
Room: Old Main 22
POL 295-A
lnstructor: Mary Ellen Lundsten
Middle East conflicts and negotiation processes have
remained in the news for decades. To understand the
issues and political factors operating in the area we will
examine Palestinian-Israeli relations within a regional
framework, reviewing how conflict escalated from communal tensions to regional and international war.
Lectures and readings will highlight historical developments and describe how secret bilateral negotiations
and formal international agreements have been
achieved. Students will consider future prospects for
regional peace, emphasizing Israeli relations with Syria
and Lebanon, militant Islamic groups in the region and
tensions in the Persian Gulf.
Readings from texts and recent articles as well as films
from Middle Eastern film-makers will form the basis for
class discussions. This course fulfills the speaking component of the graduation skills requirement. Students
will present two short discussions and one 15-minute
oral critique.
Prerequisite: One course in political science or international relations
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I1
Room: Science 319
TOPICS:THETRANSFORMATION
OF
POLITICALSYSTEMS IN CENTRALAND
EASTERN EUROPE
POL 495-A
Instructor: J. Agnieszka Rybczynska
The course will consider developments in Eastern and
East Central Europe since the Fall of the Berlin Wall in
1989. Its focus is on the transformation of political systems in the Czech and Slovak Republics, Hungary and
Poland, with some attention to other countries in
Eastern Europe.
The course will discuss the theoretical aspects of system
transformation and the causes and consequences of the
events of the 1989 revolutions in East Central Europe.
Special attention will be paid to democratization, constitutional processes, institution building, and the
development of civil society after the break-up of communism. These developments will be treated in historical, geopolitical, and ethno-cultural context.
The course will include lecture and discussion.
Requirements: a short discussion paper, class participation, and a 10-15 page research paper.
Maximum Enrollment: 30
Time: I1
Room: % t h m ~ W ?
mus/.c 2 4
PSY 105-A
Instructor: Grace Dyrud
An introduction to the methods and approaches used
in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday
situations are emphasized.
Evaluation: Tests and reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Music 23
PSY 340-A
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety
of myths and symbols will be examined to gain knowledge about how they function as representations of the
"self ."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
include topics such as: the impact of science on myth;
the mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively
involved in the class discussions. Students will be
given some of the responsibility for leading discus-
sions. Evaluation will be based on class participation
and four or five short (600-900 word) papers.
Prerequisite: PSY 102 or 105
Maximum Enrollment: 16
Time: I
Room: Foss Center 43
PSY 370-A
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation.
Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or
equivalent word processing will be required.
Students are requested to read at least three articles by
Robert Coles before the start of the interim.
"Adolescents and Moral Development" by Coles is scheduled for publication and will likely be a text for the
course. Library reference work will be a part of the
course process.
Offered only on P/N basis.
Prerequisite: PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Old Main 29
MYSTICS,
MONKS,
AND MENTORS:
EXPLORING CHRISTIANSPIRITUALITIES
I N IRELAND
AND BRITAIN
(UMAI E COURSE)
REL 230-A
Instructor: Brad Holt
Explore ancient and recent spiritualities, especially Celtic and monastic types, along with Julian of Norwich,
John Wesley, C.S. Lewis and Evelyn Underhill.
Course requirements include attendance, participation
in class discussions (including leadership of one discussion), daily meditation, five brief quizzes, a journal, and
a concluding essay.
Fee: $2,795 includes all air and surface travel, hotel and
monastic accommodations, breakfast daily, one lunch,
twelve dinners, 7-day Travelcard for London, and touring as indicated.
For more information contact Kathy Lutfi at 330-1655.
Liberal Arts Perspective: Christian Faith 2 or 3
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will, however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In
the context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation, one paper, and two tests.
Prerequisite: REL 11 1 or REL 221 or permission of instructor
Maximum Enrollment: 25
Time: I
Room: Music 24
'Note: This course does not meet a Christian Faith Perspective
REL 345-A
Instructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, but also study its origin in the 16th century, its development over 450 years,
and its cultural influence. Representative figures to be
studied include Luther, Bach, and Bonhoeffer. There
will be lectures, discussions and visiting resource persons. Requirements include class participation and
exams.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Science 213
~ S S U E S IN
SCIENCE
AND
RELIGION
REL 374-A
Instructors: John Benson and Mark Engebretson
For some in our society science is the driving engine of
a better, more secure life and the basis for a philosophy
of life. For others, science and its associated technologies, along with its invitation to become a global world
view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will
address these matters in two ways. First, it will begin
with a historical overview of the relations between sci-
ence and the Christian faith, emphasizing three periods:
the origins of the Christian faith, the development of
"modern" science and mechanistic philosophy, and the
re-evaluation of science and nature in the 20th century.
Second, it will study systematically the world views of
science and religion to see how they compare.
Class time will be divided among a variety of activities
including lectures, whole class discussions, small group
tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on
two short exams, participation in small group tutorials
based on assigned readings, a group project presentation, and a major synthesis paper based on the group
project and course materials.
Prerequisite: One Christian Faith course and junior or senior standing
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 60
Time: I1
Room: Old Main 18
PROCESS
THEOLOGY
AND CHRISTIAN FAITH
REL 385-A
Instructor: Lynne Lorenzen
This course introduces students to the relational world
view of process philosophy and examines how it has
influenced Christian faith and ethical deliberations.
Special attention will be given to the writings of John B.
Cobb, Jr., as a representative of process theology.
Classes will include videos, small groups, and some
lecture to introduce topics. Ethical issues addressed in
the class include killing, abortion, human sexuality and
euthanasia. Grades will be based on the paper (10-15
pages), the presentation of the paper to the class and
class participation.
Prerequisite: REL 11 1 or REL 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Music 22
S WK 257-A
Instructor: Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a service agency or institution which students
select. The placement must be approved by course faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culture/ethnic heritage and
special concerns (age, socio-economic status, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the
nature and value system of social work as a profession.
Students will also examine and critique the manner in
which social, economic, and political structures impact
diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns,
such as poverty and the "isms".
Liberal Arts Perspective: The Cify
Maximum Enrollment: 30
Time: I
Room: Murphy Place 1 11
ECUADOR: GALAPAGOS,
RAINFOREST
HIGHLANDS
- A JOURNEY IN
HOLISTIC
HEALTH
AND ECOLOGY
AND
(UMAI E COURSE)
SWK 315-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live
in harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de
la Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people
who live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and
surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included),
rain forest stay (all meals included), and touring as,
indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
S WK 466-A (full course)
S WK 466-B (0.5 course)
Instructor: Glenda Rooney
This is a continuation of Field Work 11; a total of 60 or
120 hours (0.5 course option during Interim).
Responsible supervised professional social work experience including work with individuals, families, groups
and communities in a social service agency. Supportive
weekly seminar. Students enrolled will be evaluated by
a series of mini-papers in which they are expected to
integrate the field experience with the course content;
the site supervisor for the field experience. Tentative
grading is 50 percent for each component of the course.
Prerequisite: Candidacy status
Maximum Enrollment: 30
Time: I
Room: Murphy Place 101
HUMANCOMMUNITIES AND THE MODERN
METROPOLIS
SOC 21 1-A
Instructor: Gordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area. Each member of the class
will be responsible for a class presentation which must
reflect on-site observation in a particular locale within
the metropolitan area. In addition, class participation
and a final examination will be the basis for evaluating
performance in the course.
Liberal A ~ t sPerspective: The City
Maximum Enrollment: 25
Time: I
Room: Foss 21
SPC 347-A
Instructor: Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentary films in class and will work in
groups to produce short documentaries of their own.
Additional time will be required for editing. Grading
will be based upon the video project, the journal, the
final exam and class attendance.
Maximum Enrollment: 15
Time: I
Room: Foss 175
The following activities are available to students during
interim and students may register for these classes as
well as for a regular course. These activities do not
carry course credit, but do meet the lifetime sports
requirement for graduation.
HPE 002-K
Instructor: Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Based on and taught by experienced instructors in the
art of American style Tae Kwon Do. Fee of $60.
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. Mondays. Wednesdays, and Fridays
Room: Melby Gym
HPE 002-G
Instructor: A1 Kloppen
Practice and playing of golf. Grading: P/N only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 16
Time: 12:OO - 1:00 p.m., M,TW;Th, F
Room: West side of Air Structure
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of Ultimate Frisbee. Grading: P / N
only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 20
Time: 12:OO. - 1:00 p.m., M, 7;W;Th, F
Room: East side of Air Structure
UMAI E
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Additional information about the following courses can
be obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025). Registration for these
Interims ends October 20,1995. These courses are
offered on a PIN basis only and generally carry a
lower division number.
Ancient Italy: City, Town, and Country Life
Art, Architecture, and Arias: The History of
Central Europe
Art Treasures of Paris, Florence, Rome
and Amsterdam
British Isles: Museums, Monuments and
Prehistoric Sites
Communism to Capitalism: People, Places, and
Geography in the Baltic States
Costa Rica: Environment and Economics
Ecuador: Galapagos, Rainforest, and Highlands
A Journey in Holistic Health and Ecology
England: Literary Ventures by Train
The English School and Family
Europe and the Rise of Modern Science
The European Economic Union:
Boundaries and Impact
Greek Odyssey: Art and Architecture of
Anci ent Greece
Hawaii: Multicultural Communication in
Organizational Settings
UMAIE
-
Hawaii2 Religious Experience: Migrants,
Multiculturalism, and Religion
Irish Culture, Irish Drama
Japan: Land of the Rising Sun
Law in London
Meeting People Needs: The Swedish Model
Mystics, Monks, and Mentors: Exploring Christian
Spiritualities in Ireland and Britain
Paris and London: Sculpture in Cities and Environs
Readings of the Bible
Sounds and Sights of Europe
Theatre In and Around London
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a
tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N
basis. Full descriptions and details for registering are
available in the Interim Office.
OUTWARD
BOUND
HPE 212-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the ~ i n n e s o t a - ~ a n a d i a n
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
Show less
............................................ 2
Admissions .............................................. 6
Costs and Financial Policies............... 10
Sponsored Scholarships ...................... 17
Student Life ........................................... 24
Academic Information........... Show more
............................................ 2
Admissions .............................................. 6
Costs and Financial Policies............... 10
Sponsored Scholarships ...................... 17
Student Life ........................................... 24
Academic Information......................... 30
Introduction
Departments and Course
...................................... 47
Registers .............................................. 141
Index .................................................... 149
Communications Directory............... 151
Academic Calendars.......................... 152
Request for Information ................... 153
Campus Map............. Inside Back Cover
Descriptions
AUGSBURC
COLLE.C E
Catalog 1984-86
USPS #490-310
Volume 115. Number 3
Fall 1984
Published four times a year in Spring. Summer. Fall. and Winter by Augsburg College. 731
21st Avenue South. Minneapolis. M N. Second Class postage paid at Minneapolis. Minnesota.
O l d Main, on the National Register of Historic Places, recalls Augsburg's heritageas the first
U.S. school founded to train pastors t o serve Norwegian immigrants. [Photo by john Louis
Anderson)
Introducing Augsburg
Few liberal arts colleges combine t h e excitement and vitality of a
metropolitan center with t h e smallness and intimacy of the rural
setting. Augsburg is o n e of t h e few, very special Christian colleges
which can offer you both, as indicated in t h e Mission Statement
adopted by t h e Faculty and t h e Board of Regents in 1977.
Mission Statement
Augsburg is an accredited four-year liberal arts college of The American Lutheran
Church located in Minneapolis, at the center of the Twin Cities metropolitan area.
The coeducational student body of approximately 1500, while largely of Lutheran
orientation, includes students of diverse ages from a wide variety of religious,
cultural and ethnic backgrounds.
For over 100 years the college has emphasized intellectual freedom in the search
for knowledge in its disciplines, responsiveness t o the needs of society and the
world, and preparation of students for service and leadership in church and
society.
The mission of Augsburg College i s to educate students through a distinctive combination of commitment to the Christian faith, the liberal arts and excellence in
academic program.
Augsburg College is known for its people, who strive t o be a supportive, informal
and free community of learners involved with the metropolitan environment.
The academic program is primarily committed to providing students with a broad
background in a variety of subject areas as well as encouraging personal development. Excellence in the academic programs has characterized and is a continued goal of the college.
Augsburg College:
Challenges students with a portion of the knowledge and thought which has
been formative within human history and culture through a wide variety of ideas,
disciplines and selected professional and pre-professional programs;
Assists students in developing intellectual skills as well as in selecting a career;
Encourages within students the attitudes and skills necessary t o prepare them
to be learners throughout their lives.
Education at Augsburg is based on the belief that the world i s Cod's, entrusted to
us for care, exploration and understanding.
As a Christian community the college embraces a wide range of religious expression and participation. As part of its academic program Augsburg seeks t o give
all its students an informed understanding of the Christian faith and heritage as
well as an opportunity to encounter other segments of the world's religious heritage. In addition t o this intellectual task the aim of the college is t o help students
understand the Christian faith as relevant for their own experience and for participation in the commitment to the role of the Christian community in the modern
world.
Augsburg College seeks to act responsibly within the metropolitan community.
The quality of Augsburg's education is enriched by the people, culture and educational resources provided by its location. The college i s also aware that it has
a responsibility t o contribute t o the larger community. In doing this, the college
directs several of its programs specifically at the metropolitan setting, provides
areas of study not available elsewhere in the area, and offers itself as an educational resource for a variety of new student populations.
History - Fjord to Freeway
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
t o Minneapolis in 1872. The first college students were enrolled in 1874 and the
first college graduation was in 1879.
The school was officially named Augsburg College in 1963 when its former sponsor, the Lutheran Free Church, merged with The American Lutheran Church.
Augsburg Seminary joined with Luther Theological Seminary in St. Paul that same
year. Continuing ties with this heritage are reflected in the College Center's Augsburg Room and in replication of the original sign for Old Main. From Fjord to
Freeway, a candid history of the College and its people during the first 100 years,
by Augsburg's Carl E. Chrislock, is available in the College Bookstore.
Location and Campus
Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy
Square, the first of 155 parks in the "City of Lakes." The University of Minnesota
West Bank campus and t w o of the city's largest hospitals, Fairview and St. Mary's,
are adjacent t o the campus. Downtown Minneapolis and St. Paul are minutes
west and east via Interstate 94 which forms the southern border of the campus,
or o n bus routes that also connect with the suburbs.
Reaching the Twin Cities is easy. Airlines providing daily service t o MinneapolisSt. Paul International Airport include American, Capitol, Continental, Delta, Eastern, Northwest Orient, Ozark, Republic, Trans World, United, USAir, and Western.
Bus or train connections can be made from all areas of the United States.
Policies
I t i s the policy of Augsburg College not to discriminate on the basis of race, creed,
national or ethnic origins, age, marital status, sex or handicap as required by Title IX
of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions policies, educational programs, activities and
employment practices. Inquiries regarding compliance may be directed to the
coordinators who are listed in the Communications Directory (page 151) or to the
Director of the Minnesota Department of Human Rights, Bremer Tower, 7th Place at
Minnesota Street, St. Paul, MN 55101.
The College and its faculty subscribe t o the Statement of Principles o n Academic
Freedom as promulgated by the American Association of University Professors
and the Association of American Colleges.
Accreditation and Memberships
Augsburg College is fully accredited by the North Central Association of Colleges
and Secondary Schools and The National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association
for Music Therapy, Inc., and the National League for Nursing.
We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America, and Minnesota Private College Council, and
are registered with the Minnesota Higher Education Coordinating Board (MHECB).
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located
near each other. A tunnel/ramp/skyway system connects the tower dormitories,
the five buildings on the Quadrangle, Music Hall, and the Psychology Building.
Admissions Office, located at 628 21st Avenue South, provides offices for the admissions
staff and reception area for prospective students and their parents.
George Sverdrup Library, (1955) named in honor of Augsburg's fourth president, contains
reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives,
classrooms and faculty offices.
Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960.
Old Main (19001 is home for the Foreign Langua e and Art departments and has classrooms
used by other de artrnents. Extensively remodgelled in 1980, Old Main combines energy
efficiency with arc!itectural
details from the past. It is included on the National Register of
Historic Pfaces.
West Hall (1966) is apartment housing for married and upperclass students.
Mortensen Tower, (1973), named in honor of Cerda Mortensen, dean of women from 1923
to 1964, has 104 one and two-bedroom apartments that house 312 upperclass students,
plus conference rooms and spacious lounge areas.
Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have
several generous gifts to the College, provides living quarters for 321 students. tach$=
is a "floor unit," providing 36 residents, housed two to a room, with their own lounge,
~ u d and
y utility areas.
Augsburg College Center, (1967) center of non-academic activity, has spacious lounges and
recreational areas, dining areas, bookstore, and offices for student government and student
publications.
Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third
presidents, provides space for administrative and faculty offices.
Music Hall, (1978) newest buildin on campus, contains a 217-seat recital hall, classroom
facilities, two rehearsal halls, music5ibraries, practice studios and offices forthe musicfaculty.
Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building.
Melby Halt, (1961) named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball
coach, and head of the Christianity department, providesfacilities for the health and physical
education program, intercollegiate and intramural athletics, chapel services, and general
auditorium purposes,
Ice Arena, (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community.
Stage II Theater, formerly Old Music Hall, was redesigned in 1979 with a thrust stage as a
temporary performing facility for the Theater department, which also retains space in the
Little Theater building.
South Hall, Kueffner apartments, and annex houses, all located in or near the campus area,
provide additional housing accommodations for students, faculty and staff.
Students meet at the kiosk, in the " Q u a d [ P h o t o by Scott Stensrud)
Admissions
Augsburg College seeks students who possess qualities of intellect
and character which will enable the student to benefit from and
contribute to the college community. Each applicant is judged on
individual merit without regard for race, creed, sex, age, disability,
and national or ethnic origin.
Augsburg's admissions office staff members are available to help
students and parents with college planning. The Admissions Office
is open weekdays from 8:00 a.m. to 4:30 p.m. Tours can be arranged
for Saturday and Sunday as well. Visitors are asked to write or call
the Admissions Office (612) 330-1001 prior to the visit. The admissions staff will arrange a campus tour, class visitations, and conferences with professors according to the wishes of the visitor. The
Admissions Office is located on the northwest corner of 7th Street
and 21st Avenue South in Minneapolis.
Application Procedures for Freshmen
1. Application for Admission
Applicants should complete an application for admission, and return it t o the
Admissions Office together with the non-refundable $15.00 application fee.
2. Transcripts
An official transcript from the high school is required of freshman applicants.
Freshman applicants who are still high school students at the time of application
should have their most recent transcript sent, followed by a final transcript
upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school transcript.
3. Test Scores
Freshman applicants are required t o submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American
College Test (ACT). It will suffice if test scores are recorded on the official high
school transcript.
4. Additional Information
If there is personal information that may have affected the applicant's previous
academic performance, it may be included with the application or discussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
5. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of
the admissions decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
6. Confirmation of Admission
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing t o the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked t o make a
$100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Early Decision for Freshmen
An Early Decision Program is offered for students who select Augsburg as a primary
college choice. An Early Decision candidate must apply by November 15 of the
senior year and will receive the admission decision about December 1. The admissions decision is based upon the academic record through the junior year,
test scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration
for financial assistance.
Early Decision candidates applying for financial aid are required t o complete the
Augsburg Early Decision Financial Aid Application, which enables our Financial
Aid Office t o compute a preliminary award. Candidates will be notified of their
award by January 1. This application is available in the Admissions Office.
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing to the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their letter of acceptance.
Early Admission of Freshmen
Students of exceptional ability who wish t o accelerate their educational program
may by granted admission to begin full-time work toward a degree following
completion of their junior year or first semester of the senior year of high school.
Applicants for early admission must complete the normal procedures for freshman
applicants, submit two academic recommendations from the high school faculty,
and arrange a personal interview with the Director of Admissions.
Application Procedures for Transfer Students
Augsburg College welcomes students who wish to transfer after having completed
work at other accredited colleges or universities. College credit is granted for
liberal arts courses satisfactorily completed at accredited institutions. The College
reserves the right not to grant credit for courses where it considers the work
unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 or better is required on previous
college work.
Admission to a major, as well as admission t o the College, is sometimes necessary.
For example, registered nurses seeking a Bachelor of Science degree in Nursing
must have a 2.5 GPA and complete the Department of Nursing credit evaluation
tests. Please check with the Admissions Office and departmental catalog section
to see if admission t o the major is necessary.
1. Application for Admission
Applicants should complete an application for admission and return it t o the
Admissions Office together with the $15.00 non-refundable application fee.
2. Transcripts
An official transcript from the college(s) you have attended is required. Transfer
student applicants must have an official transcript from their high school sent
to the Admissions Office. Students who have completed a year or more of
college work will be evaluated primarily on their college performance.
3. Additional Information
If there is personal information that may have affected the applicant's previous
college performance, it may be included with the application or discussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
4. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of
the admissions decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
5. Confirmation of Admission
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing t o the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Re-Admission of Former Students
A student who has interrupted attendance at Augsburg College without requesting a leave of absence and who wishes t o return applies for re-admission through
the Registrar's Office. A student who has attended any other institution(s) during
the absence from Augsburg must have an official transcript sent from each one
to the Registrar's Office. Returning students do not pay the application fee.
Admission as a Special Student (Non-Degree)
In some circumstances, a person may be admitted as a special student (nondegree) and granted the privilege of enrolling in courses for credit. Usually a parttime student, he or she may subsequently become a candidate for a degree by
petitioning through the Registrar's Office.
Students regularly enrolled at another college may take course work at Augsburg
College as a special student (non-degree). A transcript must be sent to the Registrar's Office by the student's home institution.
An application form for special student (non-degree) status i s available from the
Registrar's Office.
Admission for International Students
International students should consult with the Director of Admissions regarding
the procedures for applying as an international student. All international students
transferring to Augsburg from another United States college or university must
apply and be accepted for admission t o Augsburg two months prior t o the start
of the semester: July 1 for Fall, November 1 for Spring.
To contact the Director, call (612) 330-1001 or write to:
Director of Admissions
Augsburg College
731 21st Avenue South
Minneapolis M N 55454
U.S.A.
I
r
I _C1-
.?
-
logging along the [Mississippi) River Road is an activity shared by students, faculty and
staff [Photo by john Louis Anderson]
Costs and Financial Policies
Students pay less than the full cost of an education at Augsburg
College. The balance of instructional and operating costs comes
from annual contributions from the American Lutheran Church, endowment funds, and gifts from individuals, corporations and
foundations.
College Costs 1984-85
Costs listed have been approved by the Board of Regents for the 1984-85 academic year. The board reviews costs annually and makes changes as required.
The college reserves the right t o adjust charges should economic conditions
necessitate.
Tuition (full-time enrollment)
....................................................................$5,560.00
This rate applies to all full-time students entering in September, 1984. Students
are considered full-time when they take three or more courses during the semester
terms with a total of seven or more courses in the school year. The charge includes
tuition, general fees, facility fees, subscription to student publications, and admission to 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 course
.....................................................775.00
This rate applies t o students taking fewer than three courses in a semester and/
or an Interim only.
Audit Fee (for part-time students) per course
...............................................390.00
Full-time students may audit a course without charge. Part-time students taking
Lifetime Sports are charged the audit rate for that course.
................................................................. 1,210.00
Full Board (19 meals a week) ......................................................................
1,180.00
Room Rent (includes telephone)
Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,140.00;
the point plan is $920.00.
Other Special Fees (not refundable)
Fees Billed on Student Account
ACTC Bus (Full-time students
only)
Late Registration (per day
after classes begin)
Registration Change after firsi
5 days (Canceljaddlchange
grade option, or combination
at one time) ................................
........................................... $
5.00
.....................
10.00
Introduction to Cinema Arts
Life Drawing (See lnterim
Catalog for fee)
Medical Technology
(Senior Fee)
5.00
35.00
Music Therapy Internship (one
half course credit)
390.00
Music Lessons
Private, per semester
(14 lessons)
150.00
Class, per semester .................... 50.00
Radio-Television Production
10.00
Theater Technical Production
35.00
.....................
.............................
Student Teaching (per course)
Study Abroad (in approved nonAugsburg programs)
..................
15.00
125.00
................................ 775.00
Fees Payable by Check/Cash
Application (new and/or
special students)
$ 15.00
Nursing Credit
Validation Tests .......................... 40.00
5.00
Locker Rental (commuters) ...........
..................... ..
Student Parking Lot Permit ...........
Transcript Fee (per copy
after first, which is free) .............
special Examinations
(schedule
on file in Registrar's Office)
20.00
2.00
Books and Supplies
These costs are estimated to range between $200 - 250 per year.
Deposits
Enrollment (non-refundable) ......................................................................
$00.00
Required of all new students after acceptance. The Enrollment Deposit is credited
t o the student's account when his/her enrollment is terminated. Any net credit
balance (after all charges and/or fines) will be refunded upon request of the
student. There are three deadline dates, each providing different benefits to you.
For more information, contact the Admissions Office.
Housing Damage ..........................................................................................100.00
Required of all resident students at the time of signing a contract, t o reserve a
housing assignment. This deposit is retained against damages and is returned to
the student account (less all charges for damages and/or fines) at the end of the
occupancy period covered by the contract. New contracts may be terminated for
Fall or Spring Term by notifying the Office of Student Life in writing by the first
day of registration. The resident will be responsible for all costs incurred due t o
late cancellation or lack of proper notification. If the new contract is cancelled
prior to July 1 for Fall semester or January 1 for Spring Semester, $35.00 will be
forfeited from the $100 deposit as a service charge. The entire deposit will be
forfeited if cancellation is after these dates.
Payments
Semester Fees - Prior to the start of each semester a "Statement of Estimated
Charges" showing basic charges and credits designated by the Student Financial
Services Office is sent t o the student from the Business Office.
Payment Options - (1) Annual payments, due August 20 as billed; (2) Semester
Payments, due August 20 and January 20 as billed; (3) Payment Plan - upon
application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter. (4) 10-month
Payment Plan - upon application, College approval, and payment of a $50 participation fee, the annual charges may be paid in 10 equal installments beginning
June 20 and ending March 20. No finance charge will be assessed on accounts
'which are current. An application will be sent upon request.
A finance charge is applied at a simple rate of 1% per month on any account
with an open balance of 30 days or more or on a 10-month payment plan in
which payment is not current.
Tuition is set on an annual basis, payable in two equal installments at the beginning
of each semester. Registration is permitted only if the student's account for a
previous term is paid in full. Augsburg College will not release academic or financial aid transcripts until all student accounts are paid in full or, in the case of
loan funds administered by the College (National DirectIDefense Student LoansNDSL and the Nursing Student Loan), are current according t o established repayment schedules.
Refunds
Withdrawal from College forms are available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's Office. Students who properly withdraw, drop t o part-time, are dismissed,
or are released from a housing contract will have their accounts adjusted for
tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule:
700%
40%
80?b
7'0%
- through the first five da s of clasm.
- from the sixth through 7&h dav of classes.
- from t h e I f th through 15th day of classes.
-
from The 76th throu h 20th dav of classes.
600~1- from the 21st fhrau$ 25th day of classes.
50% - from the 26th day o: classes thmugh the mid-point of the term
No refund will be made after the middle of the term. Board refunds are made on a proportionate basis.
If a student i s forced to withdraw due to illness or accident, the refund will include
the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending physician stating the inability or inadvisability of continued enrollment.
Students who elect to omit an interim or t o graduate in December are not entitled
to a refund of interim tuition, room, and board charges. Students who participate
in an approved off-campus interim are eligible to apply for a board refund and
room sub-lease. Details and request forms are available in the Office of Student
Life.
All refunds of charges will be applied t o the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for
a cash refund is determined.
Financial Aid
The financing of post-secondary education may well be one of the more significant
investments that an individual or a family will make in an entire lifetime. Because
this is the case, proper planning and wise choices are important, not only in the
selection of an institution, but also in the methods utilized in paying the related
expenses. Augsburg College, through its Office of Student Financial Services, is
committed to help provide students and their families with the needed assistance,
both monetary and advisory, that will protect access t o a quality education in
spite of increasing costs.
Financial assistance awarded through Augsburg is 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.
For the academic year 1983-84 approximately 85% of all students at Augsburg
received scholarships, grants, loans and part-time employment totalling over
$5,800,000 from all aid sources.
The primary responsibility for financing a college education rests upon the student
and family. Financial aid is intended to supplement student and family resources.
r
0
-=
n
=a
Q
1
=.
I ne amount or assistance Tor wnlcn a stuaent IS ellglDle IS aetermlnea wltn tne
help and analysis of the Family Financial Statement (FFS) of the American College
Testing Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship
Service (CSS). These analyses estimate the amount a student and family can provide for college expenses, taking into account such family financial factors as
current income, assets, number of dependents, other educational expenses, debts,
retirement needs, and special considerations.
< How and When to Apply
New Students - Regular Admission
1. Apply for admission t o Augsburg College. No financial aid notification is made
until the student has applied and been accepted for admission.
2. Obtain the Family Financial Statement (EFS) or Financial Aid form (FAF) from
a high school or college financial aid office. Complete the application and send
it t o the processing agency after January 1 but before March 15 for priority consideration. Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. (To be considered,
use code 6500.) Augsburg's code on the FFS is 2080. For non-Minnesota residents
using the FAF, Augsburg's code is 6014.
3. Within three t o four weeks, Augsburg will receive the analysis. If at that time
you are accepted for admission, the Financial Aid Committee will meet and review
your eligibility for all the programs available. A letter will be sent to you detailing
your financial aid package.
4. Acceptance of this financial aid package is required within the deadline stated.
If necessary, the appropriate loan forms and/or work applications will then be
sent t o you.
I
5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered.
New Students - Early Decision
This is for students who select Augsburg as their primary college choice. An Early
Decision Candidate must apply by November 15 of the senior year and will receive
the admission decision about December 1.
1. Early Decision Candidates applying for financial aid may wish t o complete the
Early Decision Financial Aid Application, available by writing or calling the Admissions Office. This enables our Financial Aid Office to compute a preliminary
award before the Family Financial Statement is filed. Candidates will be notified
of their award by January 1.
2. For confirmation of the financial aid award package, with any necessary revision, the FFS (or FAF for non-Minnesota residents) must be completed after prior
calendar year income information is available. This is after January 1 but before
March 15.
Returning Students
Eligibility for assistance must be re-established each academic year by filing the
application and Family Financial Statement (FFS). Renewal is based on financial
eligibility, satisfactory academic progress, and fund availability.
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 t o investigate the possibility of scholarships, grants, and loans that might be available
in their own communities. It could be 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 meeting
their requirements. In addition to these sources, some students are eligible for
aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others.
Gift Assistance
Presidents Scholarships - Full tuition Presidents Scholarships and half tuition
College Scholarships are awarded annually to the most academically qualified
full-time freshmen students. These scholarships are awarded without regard to
need. Because this is a unified program, full tuition or half tuition is assured, since
the College guarantees the difference between non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and the limit of the award.
The award is renewable for three years based on academic performance at Augsburg. Special application is due January 15.
Deans Scholarships - Full tuition and half tuition Deans Scholarships are awarded
for each fall to the most academically qualified full-time students who are direct
transfers t o Augsburg College following completion of an A.A. or A.S. degree,
having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded
without regard to need and are renewable for an additional year. Special application is due March 15.
Lutheran Transfer Scholarhips - Up to seven scholarships are awarded for each
fall to full-time students who have completed the A.A. or A.S. degree at a Lutheran
junior college and are direct transfers to Augsburg College without further coursework at another institution. Awards of $500 are based on academic merit and are
renewable for an additional year. Special application is due May 15.
Paired Resources in Ministry and Education (PRIME) Awards - Augsburg College
will match the first $300 a year of a student's scholarship or grant from a Lutheran
congregation.
Augsburg Tuition Grants - Available t o students who have shown academic
potential and have financial need. A grant may pay up t o full tuition and fees. A
student's academic performance, financial need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships and Grants - Awarded by the state to Minnesota
residents who have financial need. For 1984-85, they range from $100 to $3407.
All applicants from Minnesota are expected to apply.
Supplemental Educational Opportunity Grants - A federal program administered
by the College. To be eligible, a person must: (1) be a U.S. citizen or permanent
resident; (2) have sufficient financial need as defined by the program and demonstrated by the FFS (or FAF); (3) be capable of maintaining satisfactory academic
standing at the College; and (4) be accepted for admission.
Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by
program guidelines. The maximum grant eligibility for each student for 1984-85
is $1900 minus the amount the student and family can be expected to contribute.
Application is made by filing the FFS (or FAF) and requesting on the application
form that the necessary information be sent t o the Pell Grant Program.
Bureau of lndian Affairs/Tribal and lndian State Scholarships - American lndian
students who meet federal and state requirements may apply for Bureau of lndian
Affairs, Tribal and/or lndian State Scholarship monies. Students must be '/4 degree
lndian ancestry and be enrolled with a federally recognized tribe. lndian grants
supplement all other sources of financial aid. For assistance in application contact
Augsburg's American lndian Program Director or your tribal agency.
Loan Assistance
National Direct Student Loans (NDSL) - JointAugsburg College-federally funded
program administered through the College for students who demonstrate financial eligibility. Loans are interest free during your education. No interest accrues
nor do payments have to be made on the principal at any time you are enrolled
at least half-time. Simple interest of 5% and repayment of the principal (at the
minimum of $30 a month) begin six months after you leave school. Repayment
may extend up to 10 years. The loan carries a teacher cancellation clause. The
maximum which may be borrowed for undergraduate study is $6,000.
Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds
are obtained directly from a local lender or state agency in states which provide
such programs. While the student is attending at least half-time, there is no interest
charge. Beginning with loans for school periods starting September 13, 1983 and
after, simple annual interest of 8% on the loan balance and repayment of the
principal begin six months after you leave school. Repayment may extend up to
10 years. The maximum loan is $2500 per year with the cumulative undergraduate
maximum of $12,500. Applications are available at the college, some banks, and
the Minnesota State Student Loan Office.
Nursing Student Loan - Federal program with provisions similar to the National
Direct Student Loan program, but restricted to applicants accepted or enrolled
in our program leading to the baccalaureate degree in nursing. Recipients must
have financial need and be registered at least half time. The maximum loan is
$2500 per year.
Parent Loan Program (PLUS) - PLUS is a loan program t o help parents meet
college costs. Parents may borrow up to $3,000 per year with an aggregate maximum of $15,000. Repayment begins within 60 days of check disbursement at a
simple interest rate of 12% and a minimum payment of $50 per month. Application
forms are available at Augsburg College or the lending institutions. Applications
are normally filed with the bank or thrift institution with which your family has
an account.
Student Employment
Augsburg College provides work opportunities for students with proven financial
need who are at least one-half time students. Assignment is made on the basis
of need and potential competence in performing the duties assigned. Part-time
work provided by the College is considered financial aid, just as scholarships,
loans, and grants. A maximum of 15 hours of on-campus employment per week
is recommended.
A l l on-campus w o r k is governed b y policies stipulated i n t h e w o r k contract issued
t o t h e student employee f o r each placement. Payment is made monthly b y check
t o t h e student employee.
College W o r k Study Program and Minnesota State W o r k Study Program - Under
these programs t h e federal o r state government supplies funds o n a matching
basis w i t h t h e College t o provide some part-time w o r k opportunities.
A i d Association f o r Lutherans W o r k Service Program - A special program of offcampus placement i n Lutheran congregations, w i t h w o r k assignments made at
t h e discretion of t h e congregation, which will support t h e life and mission of t h e
congregation.
Sponsored Scholarships
Scholarship winners are selected by t h e Student Affairs Committee unless otherwise specified. For departmental scholarships, winners are recommended by
faculty of t h e department involved. Descriptions o f awards are f r o m statements
03 t h e donors' wishes.
'Indicates endowed scholarships
General Scholarships
Charles and Ellora Alliss Educational Foundation Scholarships - a number of awards of
varying amounts (minimum $500) are made each year on the basis of financial need and
ability. Established in 1973 by the foundation.
Bremer Foundation Scholarships - awarded annually to students from towns and cities
where Bremer banks are located.
Alma Jensen Dickerson Memorial Scholarship' - awarded annually to deserving junior/
senior students. Established in 1961 to perpetuate her memory.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship' - awarded annually to two
deserving junior or senior students. Established in 1969 by Alma Jensen Dickerson to honor
her late husband and perpetuate their memory.
Elias B. Eliason Sr. Memorial Scholarship' - awarded annually to one or more needy and
deserving upperclass students. Established in 1979 in memory of their husband and father
by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs.
Clara Hoelck.
M. J. Estrem Scholarship* - awarded annually to a worthy student. Established in 1965 by
Maybelle and Malcolm Estrem.
Memorial Scholarship Foundation Scholarships* - awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts.
Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - given annually
to needy students who are U.S. citizens. Established in 1972.
JohnG.Quanbeck Scholarship Fund - awarded annually to freshmen students who without
assistance would be unable to pursue higher education. Established in 1963 by a bequest
of John C.Quanbeck.
Readers Digest Endowed Scholarship* - awarded to able and deserving students. Established by the Readers Digest Foundation in 1964.
Edward Yokie Memorial Scholarship' - awarded to an able and deserving junior or senior
student. Established in 1962 to honor the memory of their beloved father by his daughters,
E. Lorraine Yokie and Doris E. Yokie.
Special Scholarships
Aid Association for Lutherans - awarded annually to able and deserving upperclassstudents
who are certificate (policy) holders with Aid Association for Lutherans Insurance Company.
Established in 1966.
Grace Jewellensen Buster Memorial Scholarshtp' - one or more scholarships are awarded
annually to sophomore, junior, or senior Chrnese students who have outstanding academic
records and are preparing to work among the Chinese people. EstabYished in 1983 by family
and friends to honor the memory of Grace Jewel JensenBuster, a 1922 alumna.
The Mildred Ryan Cleveland Memorial Scholarship* - awarded annually to able and desewing student(s) who have physical disabilities and have demonstrated financial need.
Established in 1972 by her husband, Floyd Cleveland, to honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian leader and devoted wife.
David J. Formo Memorial Scholarship* - one or more ~holarshipsare awarded annually
to a junior or senior student who has successfully overcome adversity and achieved excellence in academic and extracurricular performance. Established in 1979 by members of
his family to honor the memory of Commander David 1. Fomo, 1464 alumnus.
Grace Anne Johnson Memorial Scholarhip* - one or more scholarships are awarded annually to upperclass international students who have overcome adversity and achieved
excellence in academic and extracurricular performance. Established in 1981 by her parents,
Dr. and Mrs. Einar Johnson, and other family members and friends in memory of Crace
Anne (Gay) Johnson, a student at Augsburg 1971-1973.
Catha Jones Memorial Scholarship* - awarded annually to women students transferring
from Waldorf College, with preferencegiven to those in music andJorelementary education.
Established in 1975 in memory of Catha Jones, 1970 alumna, by her parents, Mr.and Mrs.
Kenneth Jones, other family and friends, and the Augsburg College Senior Challenge
Program.
Lutheran Brotherhood Lutheran Senior College Scholarship - awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The
scholarship is renewable.
The Rev. Horace E. Nyhus Memorial Scholarship* - awarded annually to a senior student(s)
who has successfully overcome adversity and has achieved excellence in academic and
extracurricular performance. Established in 1977 to honor the memory of the Rev. Nyhus,
a 1929 graduate of Augsburg Seminary who overcame the adversity of early years to earn
his own education and who sewed his fellow men with humanity and wisdom.
Minority Student Scholarships/Grants
Aid Association for Lutherans Minority Scholarship Program - awarded annually to Lutheran
American minority students who show financial need.
The American Indian Achievement Scholarship' - one or more scholarships are awarded
annually to an American Indian upperclass student(s) who has a cumulative gtrade point
averageof 3.0 or better at Augsburg College. Established in 1984 by The Hearst Foundation.
Homecoming Auction Scholarships - awarded annually to two students, one of whom must
be a minority student, who have demonstrated ability to facilitate discussion about issues
of social concern. Established in 1977 and funded by contributions to this annual event
from faculty, staff and students.
Marilyn Petersen Memorial Scholarship* - one or more scholarships are awarded annually
to upperclass Oriental international students. Established in 1978 by her parents, family and
friends to honor the memory of Marilyn's devotion of sharing and loving people, especially
her servtce to students.
National Scholarship & Grant Program for Minority Students (sponsored by the American
Lutheran Church) - members of American racial and ethnic minorities who are either
seeking admission to an American Lutheran Church (ALC) college O R are members of an
ALC congregation may be considered.
Marlys JohnsonSimengaard Memor~al
Scholarship' - awarded perlodlcally to a tllack American student. Established in 1964 in memory of Marlys JohnsonSimengaard and her Christian
concern for the problems of social injustice.
Religion & Christian Service Scholarships
The Norman and Louise Bockbrader Scholarship* - awarded annually to students preparing
for full-time service careers in the church. Established in 1981 by Rolland H. Bockbrader to
honor the lifelong devotion that his parents have given to the family, congregation, Augsburg
College, and the community.
Andrew and Constance Burgess Scholarship* - available to both North American and international students to encourage men and women to enter full-time Christian service.
Awards are based on demonstrated academic ability, moral character, and potential for
Christian service. Established in 1983 by the Rev. and Mrs. Andrew S. Burgess.
Thorvald Olsen Burntvedt Memorial Scholarship* - awarded annually to a student(s) in the
senior class who is preparingfor the ministry. Established in 1960 by family and a churchwide
offering to honor the memory of Dr. T. 0. Burntvedt, president of the Lutheran Free Church,
1930-1958.
Henning and Sellstine Dahlberg Memorial Scholarship* - awarded annually to an upperclass
student preparing for a Christian vocation. Established in 1982 to honor the memory of
Henning and Sellstine Dahlberg.
lver and Marie lverson Scholarship' - awarded on the basis of need, character and interest
in Christian service. Established in 1957 by lver Iverson.
Gerda Mortensen Memorial Scholarship' - one or more scholarships are awarded annually
on the basis of scholarship, service, and devotion to the Christian faith. Established in 1975
by the family and Augsburg College in memory of Cerda Mortensen for five decades of
service to Christian higher education at Augsburg College.
Onesimus Scholarhip* - awarded periodically to students preparing for the Christian ministry. Established in 1962 by Mr. and Mrs. James Helleckson.
johan H. 0. Rodvik Memorial Scholarhip' - one or more scholarships are awarded annually
to Augsburg students preparing for a professional career in Christian service. Established in
1976 by Mr. and Mrs. Luther H. Rodvik in memory of Johan I. 0. Rodvik and his deep
personal dedication to his calling as a minister as welt as his scholarly research and pioneer
rhought concerningthe Apostle Paul's traditionally rnlsundemtood attitude toward the question of equal rights and equal statcs for women.
The Rev. Olaf Rogne Memorial Scholarship* - awarded on the basis of need, scholarship
and interest in Christian service. Established in 1958 to honor the Rev. Olaf Rogne, business
administrator of the college, 1940-1952.
The Rev. Lawrence and Gertrude Sateren Scholarship* - One or more scholarships are
awarded annually to a junior or senior preparing for a full-time vocation in the church.
Established in 1980 by their children, families and friends to honor the lifelong devotion
that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years.
Marguerite Hamilton Storley Memorial Scholarship - awarded annually to an able and
deserv~ngjunior/sentor student recommended by the scholarhip committee. Semi-finalists
are interviewed and selected by the donor, the Rev. Caivin 1. Storley. Established in 1965
to honor the memory of Marguerite Hamilton Storley and her interest and concern in the
mission work of the Christian church.
Morris G. C. & Hanna Vaagenes Missionary Scholarship Fund' - awarded annually to a
junior/senior student preparing for service as a missionary through the World Mission Department of The American Lutheran Church. Established in 1969 by the Rev. and Mrs. Morris
C. C. Vaagenes.
04
1
Departmental Scholarships
Art
The Crown Prince Harald Scboiarship - Established by authorization d the Augsburg College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this
annual scholarship provides full tuition for a freshman student from Nomay. The winner is
selected from competition held in Norway by the Norge-Amerika Fareningen.
The Crown Princess Sonja Art Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1978 to honor the Crown Princess of Norway. Awarded annually
to a talented art student with financial need.
AugustMolder Memorial A r t Sctlofarship' - One or more scholarships are awarded annually
to upperclass students majoring In art. Established in 1982 by his wife, family and friends
in memory of Awgun Molder, accomplished artist and teacher for more than 20 years at
Augsburg College.
Allen Russel Olson Memorial Scholarship' - Awarded annually to an uperclass student(s)
majoring in Studio Arts, on the basis of need and artistic excellence. Established in 1984 by
the family and Albert Hoffmeyer and friends, to honor the memory of Allen Russel Olson,
an alumnus who was an accomplished artist, designer, photographer and writer.
Athletic
The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) partic~patingin the Augsburg College hockey program whose cumulative grade point average
is below 3.2. Established in 1983 by friends in memory of Carl Bloomberg, a taIented young
hockey player.
Paul Dahlen Memorial Scholarship' - Awarded annually to an able and deserving student
on the basis of Christian purpose, athletic and academic achievement. Established in 1966
by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student
at Augsburg College.
Paul Dahlen/Gerald Pryd Memorial Scholarship* - Awarded annually to an able and desewing male student on the basis of personality, character, athletic and academic achievement. Established in 1966 by the Rev. and Mrs. Lester Dahlen and friends to honor the
memory of these two Augsburg College students.
David Gronner Memarial Scholar5hip' - Awarded annually to two or more students,,participating in athletics or music, who have demonstrated financial need and/or high Chr~st~an
character. The athletic scholarship i s for a male candidate only, with a preference In basketball. Established in 3975 by Mrs. David Gronner and children Richard, CaroI, and Paul,
and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College
alumnus.
Keith Hoffman Memorial Scholarship' - Awarded annually based on academic achievement, personal character, and ability in athletics. Established in 1945 by Mr. and Mrs. Charles
S. Hoffman to honor their son who gave his life in the conquest of Okinawa.
Row lordan Memorial Scholarship' - One or more scholarships are awarded annuaIly to
uppercIass students participating in intercollegiate sports, with preference for students in
the wrestling program. Edablished in 1980 by the William Jordanand Charles Schulz families
in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler.
Magnus and Kristofa Kleven Scholarship* - Awarded annually to students on the basis of
achievement, personal character, and promise in the field of physical education. Established
in 1958 by their children in memory of their parents.
Biology
Biology Scholarships - Established in 1972 by the faculty of the Biology Department to
honor outstanding students who intend to major in Biology, Natural Science or Medical
Technology.
Business Adrninistration/Econornics
Augsburg Business Alumni Scholarship Fund* - Awarded annually to sophomore, junior or
senior students majoring in any of the areas encompassedwithin the Department of Business
Administration and Economics and based on academic excellence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the
business community.
Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass
students interested in the field of business. Established in 1965 by The Gamble-Skogmo
Foundation.
Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a
junior or senior student(s) majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated
teacher at the College.
Reid Scholarship - Awarded annually to one or more upperclass students who are interested in business and/or education as a career. Established in 1970 by Harvey T. Reid.
Chemistry
Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in
1980 by Dr. and Mrs. Courtland Agre.
Chemistry Scholarshipsa -Awarded annually to junior and senior fludents whose academic
record indicates promise of achievement in the field of chemistry. Mablished in 1968 by
family, friends, and the Augsburg College Chemistry Department to honor:
Manivald A!dre
Dr. W. M. Sandstram
Carl Fosse
Walter E. Thwaite, Jr.
Covey Hendrickson
Frederick C. and Laura E. Mortensen
MinnesotaMiningand Manufacturing Chemistry Scholarship - Awarded to Chemistry majors
who are citizens of the U.S. Established in 1979.
Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or
professional school goals. Established in 7984 through the Conrad Sunde estate in memory
of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.D. in chemistry.
His professional career as educator, researcher and consultant included many inventions,
of which the development of lanolin oil was his outstanding work.
Education
David Mathre Scholarship' - Awarded annually to qualified full-time student(s) in need of
financial assistance during the term in which they are student teaching.
English
Anne Pedcrmn English Sfhoiarship" -Awarded annually to junior/senior students who are
majonng in English, with preference given to those who ptan to teach English as a career.
â¬stabtished in 1971 by faculty members of the English Department to honor the 37 years
of service of Anne Pederson as English teacher at Augsburg College.
Prof. P. A. Sveeggen Memorial Scholarship' - Awarded annually to an outstanding student
in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen,
professor of English at Augsburg, 1915-1952.
Foreign Language
Mimi Baez Kingley Modern Language Scholarship' - Awarded annually to junior/senior
students who are majoring in modern language, with preference given to those who plan
to teach languag. Established in 1969 by Mr. and Mrs. James Kingsley.
fl
N
1
Health-Related
Ellen and Courtland Agre Pre-Medicine Award - Given annually to a student of any major
who is planning on entering medical school to earn a doctorate in medicine. Established
in 1980 by Dr. and Mrs. Courtland Agre.
Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse
seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses
Alumni Association.
Eleanor Christensen Edwards Memorial Scholarship* - Awarded annually to upperclass
ijtudent(s) preparing for a career in medicine or health. Established in 1978 in memory of
Eleanor Christensen Edwards*devotion and service in health care by members of her family,
Bernhard Christensen, Efsie Christensen Schroeder, Jessie Christensen, Nadia Christensen
and Theodore Christensen.
History
Dr. Carl H. Chrislock History Scholarship- Awarded annually t o a history major. Established
in 1980 by Gregory M. Fitzloff to honor Carl H. Chrislock.
The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student
for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev.
and Mrs. 0. J. Haukeness.
-
1
I
I
H. N. Hendricksan History Scholarship" Awarded annually to students majoring in history
with preference given t o thwe who plan a career in the field, Established in 1969 by Dr.
and Mrs. Carl H. Chrislock and augmented by other contributions to honor the memory
of H. N. Hendrirksan, professor of history at Augsburg College, 1900-1952.
Library Science
Library Science Scholarship - Established in 1972 by library and library science instructional
staffs to honor junior or senior students intending to enter the library profession.
Mathematics
Mathematics Scholarship - Awarded annually to an able and deserving student in the field
of mathematics. Established in 1980 by the Mathematics department.
Minnegasco Scholarship - Awarded annually to able and deserving junior/senior students
majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco.
Metro-Urban Studies
-
Joel and Franc= Torstenson Scholarship in Urban Affairs'
One or more schola~hipsare
awarded annually t o upperclass students who actively contribute toward the fulfillment of
Augsbtlrg's Mission Statement relating to the Colfege's urban invofvernent. Established In
1982 by colleagues, former students, and friends t o honor the setvice and leadership of the
Torstensons in community development and urban affairs.
Music
Peggy Christensen Benson Memorial Scholarship* -Awarded annually to a student of choral
music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen Benson,
an Augsburg College alumna.
Freshman Performance Studies Scholarships - Entering freshman music majors who evidence marked ability in their major instrument or voice will receive free lessons in that
major medium during the first two semesters of performance studies.
-
Awarded annually to two or more students parDavid Gronner Memorial Schlarship'
ticipating in athletics or music, who have demonstrated financial need and/or are of high
Christian character. Established in 1975 by Mrs. David Gronner and children Richard, Carol
and Paul, and Mrs. EtheI Cronner in memory of David Cronner, Augsburg College alumnus.
demonstrated proficiency inchoral and/or instrumental rhusic,.interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I. Hertsgaard.
Leonard & Sylvia Kuschel Scholarship* -Awarded to upperclass students seeking to acquire
musical and performance skills in instrumental music with preference given to those who
have shown proficiency in keyboard instruments. Established in 1975 by Leonard & Sylvia
Kuschel to honor the beautiful message of music.
Edwin W. and Edith 0. Norberg Scholarship' - One or more scholarships are awarded
annually to upperclass student(s) preparing for careers in church music. Established in 1980
by Edwin W. Norberg t o honor his wife's lifelong career in the teaching and conducting of
piano, organ and choral music.
Henry P. Opseth Music Scholarship' - Awarded annually to a sophomore/junior student
of outstanding promise in the field of music. Established in 1953 by his family to honor
Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951.
Senior Performance Scholarships - Senior music majors who have attained a cumulative
GPA of 3.0 in their major instrument or voice will be awarded a Senior PerformanceScholarship which provides for free lessons in that major medium during the two semesters
preceding graduation.
Marilyn Solbwg Voice kholatrhip' - Awarded annually to an Augsburg student who has
music as a major/minor and who shows outstanding promise for achievement in the art of
singing. Established in 7955 by her parents, Mr. and ME. lver Solberg, and her brother
Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53.
String Scholarships - awarded to entering students who demonstrate ability on violin, viola,
cello, or bass and who intend to pursue their study through performance studies, string
ensemble, and orchestra.
John & Vera Thut Scholarship' - One or more scholarships are awarded annually to upperclass students who have achieved excellence in music. Established in 1980 by John and
Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of
music, three decades of which was at Augsburg.
Stuart West Memorial Scholarship* - awarded annually to a student on the basis of skilled
performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and
children, Kristine, Dale, David, and James.
Physics
Theodore I. Hanwick Physics Scholarship* - Awarded annually to an upperclass student
majoring in physics. Established in 1976 by the Augsburg College Physics Department and
friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty.
Political Science
Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students pursuing careers in Political Science. Established in 1980 by Professors
Norma Noonan and Myles Stenshoel.
Scandinavian Studies
-
lver and Myrtle Olson Scholarship'
Awarded annually to an upperclass studentls) with
academic ab~liy,in the punuit of a degree with concentration in Scandinawan languages,
literature, liistorj and/or culture. Established in 7983 by their children and their [amities
and friends te honor lver and Myrtle Olson on the occasion of their golden wedding
anniversary.
Sociology
Adolph PauIson Memorial Prize' - Awarded annually to a student in the general field of
Christian sociology. Established in 7936 by members of his family to honor the memory of
Professor Adolph Paulson, who taught social science at Augsburg from 1930-35.
'Day in May'is a traditional break before final exams
Student Life
Your experiences in the classroom are an important part of your
college life, but learning and development also occur in formal and
informal activities of the College and the metropolitan area. Whether
you are a resident or commuter student, you will find the climate
for learning and living at Augsburg will add dimension to your
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 i s evident in the opportunities
we encourage and provide for students t o explore their own faith.
Since our campus i s 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, fellowship groups, Gospel teams, planning
committees, retreats, Peace and Justice forums, Hunger conferences, concerts,
plays and movies 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 Monday, Wednesday, and Friday t o give thanks and
hear the Gospel proclaimed by a number of speakers. Each Wednesday night
students gather for Holy Communion.
We seek to develop a free and open environment where people are encouraged
t o gradually change and discover the gifts that God has given them. As a college
of the church, we encourage students to form their own values which will be the
basis for the kind and quality of life that reaches beyond one's years at Augsburg.
The College Pastor has an office in the College Center to be readily available for
counseling, consulation or information on ways to get more involved in the campus ministry.
Student Government
Student government is the vehicle through which students can secure a closer
relationship and better understanding with the administration and faculty, and
provide input into the decision-making process at Augsburg. Student government
also sponsors and directs student activities, protects student rights, and provides
the means for discussions and action on all issues pertaining t o student life at
Augsburg.
Student government is organized into the executive branch, the legislative branch,
and the judicial branch. Elections are held in the spring, except for freshmen who
elect their representatives in the fall of their first year. Many kinds of involvement
are possible from program planning to writing or editing to service opportunities.
If you want to get involved, contact the President or Vice President of the student
society in their offices in the College Center.
Social, Cultural, Recreational
Throughout the year, a variety of social and cultural activities takes place on
campus as well as in the Twin Cities. These activities include dances, special
dinners, name entertainment, and visiting personalities in various fields.
The College Center is the focus of lesiure-time activity on campus. Offices for the
College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are
on the lower level. Many of the clubs that unite classroom or non-classroom
related interests meet in the Center. KCMR, student-operated non-profit radio
station sewing the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen Tower.
P4 ,1
a
Fine Arts
There are several opportunities for participation 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 t o cover the entire range of musical styles and previous muscial
experience. Several plays are given on campus each year under the direction of
the theater arts department.
Intercollegiate Athletics
Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC)
and is a member of the National Collegiate Athletic Association (NCAA) Division
Ill. Men annually compete in football, soccer, cross country, basketball, hockey,
wrestling, baseball, track, and golf. Women annually compete in volleyball, cross
country, gymnastics, basketball, track & field, and softball.
lntramurals
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.
Student Activities
A variety of interests are sewed by groups and clubs and by events sponsored by
the student government. If you need information or wish to initiate a new group
or activity, contact the Student Activities Director.
Student Services
Augsburg College is concerned with educating the whole person and recognizes
that the context in which learning takes place is a critical factor in achieving
optimal growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with
intellectual content and skills to produce the desired educational impact of the
college on its students.
The Division of Student Affairs has been created to support this task. During the
summer before your freshman year, or at the time of transfer, you will receive a
copy of Augsburg Guide. This book will help you assess the possibilities in your
education, choices to make, directions to consider and different destinations for
which to plan. Augsburg Guide was designed t o act as a sort of road map.
Center for Student Development
The Center for Student Development provides a variety of sewices to help make
your journey as rich and meaningful as possible. Some of the opportunities you
may wish to participate in are listed below.
Summer Orientation. You can plan your first academic year and pre-register for
classes. You and your parents get acquainted with classmates, faculty, and staff
as well as with the campus. You stay in the dormitory, attend events in the metropolitan area and seek answers to your many questions about college life.
.,
Career Plannine and Placement. You mav be uncertain about where vou want to
be when you finish your undergraduate experience, whether your life style will
be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan t o help you assess yourself, explore possibilities, test realities, and prepare for entry into the next phase
of your life. All new students will have a chance to review their interests with a
counselor.
Job Service. Augsburg College maintains a referral service in the Placement Office,
Center for Student Development, to help students find part-time, temporary, and
summer employment off campus. Job Service initiates contact with employers in
the area and the State Employment Service and acts as a clearinghouse to help
match students and jobs.
Human Development Seminars. A series of informal "mini-courses" are offered
each year to help you grow in understanding of yourself and your relationship
to others. Such topics as PEER (Positive Educational Experiences in Relationships),
Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity
to register are provided several times during the year.
Academic Enrichment. You may want to improve your skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops
offered. You also will have an opportunity t o meet with a counselor to diagnose
your needs. If a particular course proves difficult, you can arrange for tutoring
through the Center.
Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience.
Counselors are available t o help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety
of personal growth groups.
Learning for Living. A series of mini-classes designed for the person who has a
desire to explore new interests, enhance leisure time, and meet others doing the
same. This is a non-profit effort of the Student Activities program.
Intercultural Center
As a College in the city, committed to the values and insights of cultural diversity,
Augsburg offers special advocacy and counseling for all minority students in close
cooperation with administrators, faculty and community. At the present time these
efforts concentrate in two major areas:
American Indian Program. This program provides direct services and assistance
in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling,
tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care and housing, input into the implementation of American Indian courses and liaison with the Intertribal Student
Union.
Black Student Program. Augsburg offers a Black student program which provides
counseling, administrative support, and assistance with the admissions process.
Black History Month, contact with the AfricanAmerican Museum of Art, and the
Black Student Union are student affairs programs emphasizing Black heritage and
participation.
I*I
The other facet of Augsburg's Intercultural Center focuses on students who are
from or are interested in studying in other countries, and in planning activities
and events to increase intercultural awareness of students, faculty and staff.
r
Foreign Study. If you are interested in study abroad, consult the faculty member
who serves as Director of lnternational Programs to check on the many opportunities available.
lnternational Students. Augsburg enjoys the academic and cultural participation
of its students from countries outside the U.S. The Office of the lnternational
Student Adviser helps t o orient and advise any student on a student visa, exchange
program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for
international students. See Augsburg Guide for information about the Cross-Cultural Club.
Health Service
Your health needs will be met by the staff of Smiley's Point Clinic located on
Riverside Avenue across the street from the campus. Visits are free except for
special testing or service, and prescriptions are available through the Fairview
Pharmacy at cost. Be sure t o check your family health coverage to determine if
you are included; if not, a student health insurance plan is available.
Food Service
The Commons, situated on the top floor of the College Center, is the main food
service facility for students, faculty and staff. This pleasant room features small
table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board
plan who live in residence halls eat their meals in the Commons.
The Chinwag, located on the ground floor of the Center, features short orders
and is open through the noon hour and in the evenings.
Augsburg provides a variety of board plan options for those living in College
houses or nearby apartments.
Residence Life
Because Augsburg recognizes that a student's ability to respond to the learning
environment depends, in part, upon his or her living conditions, a variety of
housing alternatives is provided. The residence hall program is designed t o promote student growth through relationships with other students and being an
active participant in group decision-making. Each residence unit has one or more
Resident Staff who are able to facilitate the process of group living as well as to
discuss personal concerns with individual students.
All freshmen and sophomores not living at home are required to live in college-operated housing. Married student housing is available in annex housing and
South Hall. Students engage a room at the beginning of the fall term for the entire
school year. New students receive room assignments during the summer before
they arrive at Augsburg. Upperclass students make housing arrangements in the
spring. All resident students must sign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by June 1
in order to secure housing. Students who deposit after June 1 will be provided
housing only if space is available.
All students living on campus are required to pay an advance payment when they
sign the housing contract. The fee i s credited to the students' accounts when they
move into the residence.
All new freshmen and some upperclass students live in Urness Tower. This eleven
story high-rise houses 324. Each floor is considered a house unit providing 36
students, two to a room, with their own lounge, study and utility areas.
Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students.
South Hall contains 12 apartments housing 34 upperclass students.
West Hall contains 12 one-bedroom apartments housing 24 upperclass students.
Zeta House is a spedal interst house for sophomores, juniors or seniors interested
in living in a chernicalIy-free environment, Residents have either successfully completed chemical dependency treatment, are interested in chemical dependency
issues, or simply desire to live in a house free of alcohol and drugs. A chemicallyfree section of Urness Tower is available for freshmen.
Another alternative option is Annex Housing which provides a unique opportunity
to try graup living. Groups of upperclass men or women share living space, house
responsibilities, and cooking. Houses are located in the campus area. One way
to maximize the living-learning aspects of your housing situation i5to avail yourself
of the opportunity to bid for a house as a Special Interest House. Groups of
students have created exciting projects by writing and implementing educational
impart proposals on such topics as Environmental Concerns, Men's and Women's
Awareness, International Living, Simplified Life Styles, and Scandinavian Studies.
Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is
otherwise unfurnished. In other residence halls or houses, rooms are furnished
except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities
are available in each residence.
Student Rights
The College has adopted a statement of student rights and responsibilities and
has provided for due process in mai-ters of disciplinary action, grievances, and
grade appeal. The Judicial Council is elected by audents and faculty and serves
to conduct hearings and review matters of concern. Any student who wishes to
identifv appropriate procedures for complaint should contact the Vice President
for Student Affairs.
The College operates i n compliance with the Family Rights and Privacy Act and
Title IX. Students have the right to inspect all official records, files and data which
pertain t o them and which are maintained in the Office of the Registrar and the
Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letter5 and statements placed
in the record before January 7, 1975, or placed under conditions where students
have signed a waiver of right of access. Students have the right to experience
education free from discrimination based on sex, race, ethnic, or cultural background, handicap, creed, marital status or age.
Persons seeking additional information on these topics should contact the Center
for Student Development or the appropriate coordinator as listed in the Communication Directory on page 151.
-
-
George Sverdrup Library is a favorite place to study [Photo by john Louis Anderson)
Academic Information
Requirements for a degree from Augsburg College provide students
with a broad liberal arts background - in the humanities, the natural
sciences and the social sciences - and concentrated major study
in one or more fields. Students are encouraged to plan their own
course of study with the help of faculty advisers.
Augsburg graduates are expected to be able to write effectively, to
be knowledgeable about urban concerns, and to have some understanding of cultures outside the United States. General recreational activities courses acquaint students with and equip them for
lifetime spons. Courses in religion assist in reflection on the meaning
of the Christian Church through study of its beliefs, scripture, and
mission.
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of
Science degrees, The B.S. degree is awarded to graduates with majors in Medical
Technology, Music Therapy, Nursing and Social Work. The B.M. degree is awarded
t o graduates with majors in Music Performance. Majars in Music Education are
awarded the B.M. or B.A. degree. Graduates with majors in athw fields receive
the Bachelor of Arts degree.
Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a +week January Interim. Students normally take
four courses each semester and one course during Interim. A maximum of three
courses can be earned in the two annual summer sessions, one of four weeks
and one of six weeks.
The calendar is coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities, so students can take courses on another campus
during the regular term. (See Registration).
january Interim is particularly intended to be a time for both students and faculty
t o employ styles of teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term. The Interim catalog,
published in the fall of each year, is distributed to all students and is available by
contacting the Interim Office. In addition to classes offered on campus, there are
a variety of travel opportunities within the United States and abroad. Independent
or directed study and internships are among the many lnterim options.
Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend
College).
Faculty
Augsburg has an able faculty with a long-standing tradition of taking a personal
interest in their students. The student-faculty ratio is approximately 15.9 to 1.
Faculty members serve as academic advisers and are available for help on individual problems. All students are assigned a faculty adviser to help in planning
their programs and approving their choice of courses. Faculty members are listed
in each departmental listing, with further information in the Augsburg College
Faculty section of the Registers.
Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and friendly student library assistants make
the library a favorite place t o study. The main library houses over 160,000 books,
periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas.
A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference
service, guidance in pursuing term paper topics, and directions to other tocat
sources of information, Special arrangements are made for access by students
with physical handicaps.
The Library Audio-Visual Center houses audio-visual materials and equipment
and provides access to materials for rent or loan. Assistance with production of
slides, transparencies, filmstrips and audio/video tape recordings i s available for
faculty and students. Equipment such as movie and slide projectors and tape
recorders may be borrowed for limited periods. Film bibliographies and other
advice on materials selection are available. Facilities for classes in broadcasting
are located in the Center.
Access to over 1,000,000 volumes is available via daily interloan and courier service
among seven private liberal arts colleges and the Hill Reference Library. Through
Minitex, the statewide network, the additional resources of Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students.
Computer Resources
Augsburg has a PDP 11-60 with numerous terminals at several campus locations.
The College also has numerous microcomputers, including Apple Il's, CDC '110'5,
Osborne 1's KIM-1 laboratory micr~computers,and a Tektronix 4051 graphics
microcomputer. Augsburg also has access to Farge computers through the University of Minnesota.
Academic Organization and Programs
Divisions and Departments
The college curriculum is offered by 20 departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities - Eugene Skibbe (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication
and Theater Arts
Natural Science and Mathematics - Kenneth N. Erickson (Chairperson)
Biology, Chemistry, Mathematics and Computer Science, Physics
Social and Behavioral Sciences - Norma Noonan (Chairperson)
Business Administration and Economics, History, Political Science, Psychology,
Sociology
Professional Studies - Roberta Metzler (Chairperson)
Education, Health and Physical Education, Music, Nursing, Social Work
Majors and Minors
Majors, or concentrations of study, may be within one department, within one
division, or cross academic disciplines. Some students decide on a major or majors
before they enter college. Others test a variety of disciplines before deciding.
Normally a major should be elected by the end of the fourth semester and earlier
in some disciplines. Details of majors and minors are in the course description
section. Unless otherwise indicated, majors are part of the B.A. degree.
Majors available at Augsburg are:
Art History
Biology
Business Administratian
(Accounting, Finance, International Business, Management, Management Information Systems, Marketing)
Chemistry
Communication
Computer Science
East Asian Studies1
Economics
Economics-Business Administration
Elementary Education
Engineering2
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Humanities
International Relations
Mathematics
Medical Technology3 (B.S.)
Metro-Urban Studies
Music
Music Education (B.A. or B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nursing (B.S.)
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies1
Scandinavian Area Studies
Social Science
Social Work (B.S.)
Sociology
Speech
Studio Art
Theater Arts
Transdisciplinary
Minors available at Augsburg are:
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
East and Southeast Asian Studies
Economics
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Library Science
Management Information Systems
Mathematics
Music
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies1
Scandinavian Area Studies
Social Welfare
Sociology
Speech
Studio Art
Theater Arts
It is possible for students to complete other majors through the ACTC. Students who wish
to complete a major offered at one of the other ACTC colleges must apply through the
Augsburg Registrar's Office.
1 - Cooperative Program of the Associated Colleges of the Twin Cities and agreements
with the University of Minnesota. It is possible for students to take beginning and intermediate courses in Chinese, Japanese and Russian.
2 - Dual degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological
University.
3 - Cooperative program with Metropolitan Medical Center and Abbott-Northwestern
Hospital
Teaching Licensure
Teaching Licensure programs are offered at Augsburg in Kindergarten-Elementary
Education and the following fields in Secondary Education: English-Language Arts,
French, German, Health, Life Science, Mathematics, Physical Science (Chemistry
or Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theater Arts,
and in the special areas of Art (K-12), Band (K-12) and Classroom Music (Grades
5-12), Orchestra (K-12) and Classroom Music (Grades 5-12), Vocal and Classroom
Music (K-9), Vocal and Classroom Music (Grades 5-12), and Physical Education
(K-12). Students planning to teach on the secondary level have advisers both in
the Education Department and the area of their academic major($.
Certification Programs
Special programs certifying skills and knowledge have been established at Augsburg to increase vocational possibilities and/or enhance personal growth:
Certificate in Art - requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting t o teach art in less
formal circumstances than a college are addressed. For further information, contact the Art Department Chairperson.
Church Staff Work Certification - is designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed t o meet or
exceed criteria used in The American Lutheran Church certification program.
Interested students should contact the Religion Department Chairperson.
Program Evaluation Certification - provides the background for performing systematic assessments of programs for social improvements. Students are required
to complete a group of five psychology and sociology courses, including an internship. For further information, contact the Psychology or Sociology Department
Chairperson.
Women's Studies Certification - may be earned by completing six courses focusing on women's perspectives. Each individually planned program should include courses in the social sciences, humanities, or other academic areas focusing
on women. Interested students should contact the program chairperson.
Pre-Professional Programs
Students who plan t o enter the fields of law, medicine, dentistry, the ministry,
veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A
faculty adviser is available in each field t o assist students in their planning. Students
who want to plan a pre-professional program should contact the Associate Academic Dean early in their freshman year to arrange for help from the appropriate
faculty adviser.
Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, 2 courses;
BIO 111, 112; PHY 121, 122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124;
PSY 105. Requirements at other universities may vary.
Pre-Engineering - This program provides a course of study which enables students to com~leteintroductorv core reauirements in mathematics. science and
the libe'ral art; necessary for e&ineerini Some students in the prigram choose
to transfer after two years to an institution granting degrees in engineering, while
others elect to participate in a dual-degree program. Augsburg College has cooperative arrangements with three universities to allow the student t o earn a
Bachelor of Arts degree from Augsburg College and an engineering degree from
either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri;
or Michigan Technological University, Houghton, Michigan. The dual-degree programs afford students the opportunity to combine a strong background in the
liberal arts, including an elected major, with the study of engineering.
Pre-Law - Students planning t o pursue a career in law should consult the handbook published by The Association of American Law Schools, and consult the
Augsburg pre-law adviser, Dr. Myles Stenshoel. Students may wish to take the
political science course, Law in the United States, t o help determine whether they
posess an interest in law. Since law schools encourage students t o maintain a
high grade point average, the pre-law student should be aware that many graduate
schools consider the grade P given for a course as a C.
Pre-Medicine - Many medical schools are encouraging a liberal arts education
to prepare for study in medicine. At Augsburg, the biology and chemistry departments have majors specially designed for premedical students. Both require
CHM 115, 116 (or 105, 106), MAT 124, 125; and PHY 121, 122. The Chemistry
major also requires CHM 353, 361, one advanced course, seminar, and two or
more biology courses. The Biology major also requires BIO 111, 112, 491 and
one from each of three groups (351, 353, 361), (355, 473, 474), (440, 471, 476),
with 353 and 355 especially recommended for medical school. Designed t o meet
the University of Minnesota (Minneapolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology
and sociology. The University of Minnesota (Minneapolis) requires a year of English. Requirements at other medical schools may vary. Students are encouraged
to consult with the faculty adviser early in the freshman year.
Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111, 112;
CHM 115,116,351,352; ECO 122; ENG 111 and a second course; MAT 124,125;
PHY 121, 122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary - A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparation includes REL 111,221; at least two semesters
of history (Western Civilization); one or more courses in the history of philosophy;
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, 2 courses; MAT 124; public speaking, 1 course; CHM 115,116 (or
105, 106), 351, 352, 353; BIO 111, 112; PHY 121, 122; economics, 1 course; 2
courses in art, literature, music, humanities, theater, or upper division foreign
languages; and anthropology, economics, geography, history, political science,
psychology or sociology courses to fulfill the rest of the distribution requirements.
Requirements at other universities may vary.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area
on several programs.
Augsburg's library works with a collection of education materials including approximately 160,000 books, periodicals, records, tapes, scores and films. Library
and Media Center - Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community
has access to over 5,000,000 volumes.
Associated Colleges of the Twin Cities - Full-time students at Augsburg and the
St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect
a course each semester at one of the other campuses. No additional fee is required
for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect t o
participate in the cooperative program t o gain new perspectives, t o get better
acquainted with the other schools, or to undertake a specific course or major not
offered on the home campus. The colleges have coordinated calendars. The interim term may also be taken on another campus. A regularly scheduled bus
shuttles students between the campuses.
Augsburg College also cooperates with other colleges in planning study opportunities for the January interim.
Fairview Deaconess Hospital Affiliation - Students in the Fairview Deaconess
Hospital School of Nursing receive instruction in biology, chemistry and other
basic courses at Augsburg. Applications for admission should be made directly
to the hospital.
The Higher Education Consortium for Urban Affairs (HECUA) - This group is
composed of colleges and universitiesin Minnesota, South Dakota and Wisconsin.
Planned activities include innovative curricular programs for students, interchange
and sharing of academic personnel and other college resources, cooperative research projects, foreign study, joint sponsorship of a metro-urban affairs conference, and development of programs consistent with the needs and resources of
the community organizations of the Upper Midwest.
Chemical Dependency Program -A cooperative effort between Augsburg College
and Minneapolis Community College in downtown Minneapolis has resulted in
the establishment of a four-year program in social work, sociology or psychology
with a chemical dependency specialty. The program is designed t o train specialists
to help professional people in dealing with chemical dependency problems.
Courses are taken both on the Augsburg and Metropolitan campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and
students at rehabilitation centers. Classes are held at such places as the Shakopee
Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center
for the severely physically handicapped), or on the Augsburg campus. The classes
offered through several departments give students first-hand views of the prisons,
hospitals and rehabilitation centers. The response of students involved in the
courses, both from Augsburg and the institutions, has been extremely favorable.
Computer Programming - Augsburg and Control Data Institute have an arrangement whereby students may transfer the equivalent of three courses in computer
programming taken at CDI to Augsburg College.
Air Force ROTC - Augsburg students may participate in the Air Force ROTC
program at The College of St. Thomas under the ACTC consortium agreement.
Students are eligible to compete for 2- and 3-year AFROTC scholarships. For
more information, contact the Dean of the College.
Naval ROTC - Augsburg students may participate in the Naval ROTC program
at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean
of the College.
Opportunities for Study Abroad
Several types of internationalexperience are available to Awgsburg students. Some
of them are briefly described below. For application procedures and further information, request the special brochure on International Study at Augsburg from
the Director of International Programs. Since there is a limit on the number of
students who may study abroad each year it is wise t o apply in the fall prior to
the year one wishes t o participate in an international program. The deadline is
March 1 of the preceding year.
Associated Colleges of the Twin Cities Programs - Students may participate in
the ACTC program in Germany and Vienna, spending January and February in
intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available.
Higher Education Consortium for Urban Affairs - Augsburg students may take
part in the Scandinavian Urban Studies Term (Oslo), the South American Urban
Semester (Bogota), or the Literature Ideology, and Society in Latin America. All
are interdisciplinary and stress cross cultural comparison in development and
planning, including study tours to other nations in their respective regions.
lnterim - Study abroad during the interim is planned for each year. See listings
under the Augsburg lnterim Catalog and in the brochure on Interims Abroad
issued in spring for the following January. Augsburg is affiliated with the Upper
Midwest Association for Intercultural Education (UMAIE).
International Business Program - Augsburg College International Business Program offers students the opportunity t o spend a year of study in London, Paris
(American College), Cairo (American University), or Heidelberg. A major concentration in international business requires Business Administration courses taken
at Augsburg and international core courses studied at one or two of the campuses
abroad. See Business Administration-International Business.
Program in Global Community - Augsburg's 3% month livingllearning program
based in Cuernavaca, Mexico, focuses on the study of issues related to global
justice and human liberation in the light of Christian proclamation. Includes intensive Spanish instruction, group trips, home stay with a family, and cultural
activities. The cost, including travel, is equivalent t o full room, board, and tuition
for one term at Augsburg. Application and interview required, enrollment limited.
Student Project for Amity Among Nations - Augsburg participates in the SPAN
program. This is a joint venture of the University of Minnesota and several colleges
in the state. Each year three or four countries are selected, and qualified students
are granted partial scholarships t o enable them t o spend a summer in informal
study in one of the countries chosen. Applications t o the program are made in
the spring of the freshman or sophomore year. The SPAN program consists of
three stages: language study and group meetings during the school year before
departure, independent study abroad o n a topic of one's choice during the following summer, and the writing of a paper upon return.
Semester or Year Abroad - Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of
foreign educational institutions. Among them are the University of Oslo, Norway;
Schiller College in London and Heidelberg; the University of York, England; the
University of Dundee, Scotland; the University o
f Seville, Spain; and the Institute
for American Universities in Avignon, France.
Summer School - There is a wide variety of possibilities for those who wish t o
spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
Honors Program
The Honors Program at Augsburg provides opportunities for qualified students
to pursue an enriched and distinctive course of study. Special seminars, colloquia,
social events and options in completing the general education requirements are
all parts of the Honors Progmm. Inquiries should be addressed t o Dr. Diane Pike,
Honors Director.
Internships and Cooperative Education
I
I
These are college-wide programs that provide students in almost all fields of study
an opportunity to gain practical on-the-job experience that can be related to their
academic program or personal interests. Placements are available with a variety
of companies, agencies and community organizations. For further information,
contact Patricia Anne Parker, Associate Academic Dean, for internships, or Garry
W. Hesser, Director of Cooperative Education.
Augsburg Weekend College
Augsburg Weekend College provides an educational alternative for adult students
who work or have other commitments during the week. It is a means by which
men and women may earn a college degree, complete a second major, or pursue
a personal interest or skill.
Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may
take from one to four classes each term.
While Augsburg Weekend College program involves the same courses as the day
school program, the curriculum is limited t o selected liberal arts courses and the
following majors: Business Administration (concentrations in management, marketing, finance, accounting, and management information systems), Communication (concentrations in public relations/advertising, human relations and supervisory management), Nursing, and Social Work.
Continuing Education Program
Augsburg College offers a number of courses,both credit and non-credit, through
its Continuing Education Program. Classes are generally in the evening. Since
continuing education courses are offered on a semester-hour basis, the courses
vary in length from four weeks to fourteen weeks. Students wishing to know more
about Augsburgs continuing education offerings should call or write the Office
of the Associate Dean.
Academic Policies and Procedures
Registration
A student must be registered for a course to receive credit for it.
Students normally register for four courses a semester and one course in the
interim. Students registered for three or more courses in a semester are classified
as full-time students. To register for more than 4.5 courses, students must contact
the Registrar's office t o petition the Committee on Student Standing for
permission.
Although a student may register up to two weeks after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged
for late registration. Special fees also are charged for cancelling or adding courses
or changing grading option after the first five days of a semester.
A joint class schedule is published each Spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
semesters.
Separate catalogs of courses are published by the lnterim Office, Summer School
Office, and Weekend College Office for those sessions at Augsburg, listing registration times and procedures.
Specific information on registration and help with registration on another campus
are available from these offices:
Office of the Registrar - Science 114, for Fall and Spring terms
Interim Office - Memorial 230, for lnterim
Summer School Office - Memorial 230, for Summer School
Weekend College Office - Memorial 329, for Fall, Winter and Spring trimesters
of Weekend College.
Pre-Registration
Freshmen and transfer students may pre-register during summer for courses in
the fall. All currently enrolled students may pre-register during the fall for the
spring and during the spring for the fall. All students must confirm their registration
at the beginning of each semester and complete financial arrangements.
Withdrawal from College
Students are urged not t o abandon courses for which they are registered, since
this results in a failing grade on the official record. Cancellation of courses or
withdrawal from College must be done in the Registrar's Office. Withdrawal from
college cannot occur during final examination week unless a petition is approved
by the Student Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective as of the date the completed Withdrawal from
College form is returned to the Registrar's Office.
Leave of Absence
Students may request a Leave of Absence for academic or personal reasons. A
request form must be picked up from the Office of the Dean of the College. It
must be signed by the Dean of Students, or authorized representative, and by
the Dean of the College, or authorized representative. The completed form must
be turned in to the Registrar's Office.
*
3
=
0
-
.-t!
A Leave of Absence may be granted for one term or one academic year. If an
extension of a Leave of Absence is needed, it should be requested in the same
manner as the original Leave of Absence, and the completed form must be turned
in to the Registrar's Office before the expiration of the previous Leave of Absence,
or readmission will be required.
Students on leave are responsible for keeping the Registrar's Office informed of
their mailing address. All deadlines for financial aid and housing must be observed
by returning students. A Leave of Absence does not defer repayment of loans or
extend incomplete deadlines.
-5 '
.j
tu
3
1
.
U
Q)
Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests with
the student. Academic advisers, department chairpersons, the Academic Dean
and the Registrar are available for counsel and assistance in program planning.
Each student must apply for graduation at the time specified by the Registrar.
Application forms are available in the Registrar's Office.
4
1
All degree and course requirements must be completed and verified in the Registrar's office prior t o the anticipated date of graduation (there may be no incomp l e t e ~or open courses on the academic record).
1. Completion of 35 courses.
At least 11 courses must be upper division, numbered in the 300s and 400s. Not
moreahan 13 may be in one department, except in certain approved majors 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree,
and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose
complete academic work is at Augsburg. For transfer students, the course total
must include one less interim course than the number of years at Augsburg.
No more than these maximums may be applied toward the 35 total courses required: 4 Conservation of Human Resources (CHR) courses; 2 courses by independent/ directed study; 4 courses of internship; and 8 courses with a grade of
Pass (P). Non-traditional grading (P) also has these limits: 2 in the major except
Elementary Education and Nursing; 1 in the minor if approved by the department
chairperson.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Registrar's Office about specific requirements for a second
baccalaureate degree or for the equivalent of a major.
/
2'2. Completion of a major.
,Requirements for each major are listed under the departmental headings. A minor
or double-major is not required, but is encouraged.(
-\
3. Grade Point average
- 2.0
for most majors.
A grade point average of 2.0 is required in all courses taken and in courses which
apply toward the major. Some majors, licensure, and certification require higher
grades in each course or a higher grade point average. (For example, see licensure
in education, music education, music performance, music therapy, nursing, social
work.) See the departmental section for details.
4. Residence
The last year of full-time study or equivalent (minimum of 7 courses for part-time
students) must be at Augsburg. Contact the Registrar if an official interpretation
is needed.
5. Distribution requirements (See below)
Distribution Requirements
Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department-of English. Exemption tests are given during the summer and fall orientation periods.
Liberal Arts
An approved course from each of these seven areas:
Mathematics-Physics
Chemistry-Biology
English-Speech, Communication &
Theater Arts (devoted t o the study of
literature)
Psychology-Sociology
Economics-Political Science
History-Philosophy
Art-Music
A list of approved courses is available from advisers and the Registrar's Office.
Foreign Languages - Two courses (111 and 112) of one foreign language at
Augsburg. Students who test above the 111 level of a foreign language will take
one additional course at placement level in that language or two courses (111
and 112) of another foreign language.
Religious Studies - Three -approved courses in religious studies, of which not
more than one may be an interim course. For transfer students, the number
required is one for each year of study or equivalent at Augsburg,
Urban Concerns, or Women's Studies, or Minority Studies - One course. Courses
approved to meet this requirement are published each term. Information is available at the Registar's Office.
Lifetime Sports - Two lifetime sports or demonstrated proficiency in two lifetime
sports.
Evaluation and Grading
Student achievement in courses is measured primarily by final examinations.
Shorter tests, written papers, oral reports, and other types of evaluation also are
used.
Most courses are offered with grading options - traditional grading on a 4.0 t o
0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better
and N means no credit and a grade of less than 2.0, Students are cautioned t o
use the PIN grade option with care since some graduate and professional schools
do not look favorably on a large number of P-graded courses, or rank each as a
"C". See PIN limitations under Graduation Requirements.
Cemin courses are offered on one grading system only. Sociology 383 and several
interim courses are graded only on the PIN grading system. Some education
courses are graded only on the P/N system or only on the traditional system.
English 111 i s graded P or N, or 2.0-4.0/N. Some other courses are graded only
P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded P/O.O.
In courses where there is a choice, students will be graded on the traditional
system unless they indicate on their registration that they wFsh t o use the P/N
grading option. Any changes in choice or grading system must be made accarding
to dares published each term. A fee i s charged for any changes after the first five
days of classes.
Explanation of Grades
Number grades are used with these definitions:
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point average.
A grade of P represents work at or above the 2.0 level; N represents work at the
1.5 or below level.
An incomplete grade may be given only in the caw of extreme emergency. 60
receive it, a studerrt must file a petition with the Carnrnittee on Student Standing
stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission i s granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the
teacher along with the incomplete.
A grade of X may be given for an independent or directed study course or internship that is to be spread over more than one semester. Such a course must
be completed during the second semester or the grade of X will remain on the
record. If X is given, the course must be registered for as 1X in the following term
in order that credit and a grade may be assigned.
A course in which a grade of 0, 0.5, 1.0, 1.5, N, I, or X has been received may be
repeated for credit. Courses in which higher grades have been earned may not
be repeated for credit, but may be audited. All courses taken remain on the
academic record. Only the credits and grades earned the second time are counted
toward graduation and in the grade point average.
A course is given a grade of W when it is dropped after the deadline for dropping
classes without a notation on the record.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering
for Audit 0.Full-time students may audit a course without charge. The charge
for part-time students is listed under College Costs. Students who audit a course
should confer with the instructor within two weeks of the beginning of the term
t o determine expectations, attendance and any other requirement. If expectations
have been met, the course will be listed on the transcript as having been audited.
If expectations have not been met, the course will be listed with a grade of W
(Withdrawn).
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg.
It does not include credit and grade points for work transferred from other colleges. Courses taken on the PIN grading option are recorded, but not computed
in the GPA.
Classification
Sophomores - 7 courses completed with at least 14 grade points.
Juniors - 16 courses completed with at least 32 grade points.
Seniors - 25 courses completed with at least 50 grade points.
Advanced Placement
Advanced placement in courses beyond the beginning level is granted to students
with scores of 3, 4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should
be addressed t o the Office of the Registrar.
Assessment of Previous Learning (APL Program)
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be appropriate for credit recognition within
the disciplines that compose the academic program of a liberal arts college. The
APL program (Assessment of Previous Learning) at Augsburg provides a means by
which a student's previous learning, other than that which is transferred from
another accredited institution, may be presented for examination for possible
credit toward the completion of a baccalaureate degree.
Not all learning from life experience, however, i s appropriate for credit recognition
at a liberal arts college. Such learning must meet two essential criteria: 1) it is
relevant t o coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may
have their previous learning assessed for credit recognition. The following is a
brief description of each of these means of assessment:
The College Level Examination Program (CLEP) is a series of standardized tests
which have been developed by The College Board and are offered to students
for a small fee at regional testing centers. (The regional testing center for this area
is the University of Minnesota.) Students who score at or above the 65th percentile
on a subject examination may receive academic credit for that subject at Augsburg
College. Additional information about CLEP tests is available from the Office of
the Registrar.
Departmental Comprehensive Exams are available for students t o use in obtaining
credit for previous learning if the following conditions are met:
A. There is a departmental instrument available for subject area in question.
B. There is a faculty member designated by the department t o administer the
exam.
C. The Student Standing Committee approves the student's request t o take the
exam.
Credit for departmental exams is available on a pass/no credit basis only, and
there is a charge per exam.
The Credit Assessment Program (CAP) is a credit assessment alternative in which
a faculty committee completes a credit evaluation of a learning portfolio submitted
by the student. The faculty committee is composed of the Registrar and two faculty
members from fields of study directly related t o the student's previous learning.
Informational meetings and consultation are provided for students who wish t o
prepare a portfolio of previous learning for credit assessment. This may include
a personal meeting with the CAP Committee. In completing the evaluation of a
student's prev?ouslearning, the CAP Committee applies the following criteria:
A. There is documentable evidence of a cognitive component in the previous
learning experience that involved prescribed and/or systematic study of content
material found within liberal arts coursework.
B. The learning has been objectively verified by individuals in addition t o the
presenting student.
C. The learning lends itself to both qualitative and quantitative measurement.
D. The learning relates well to the student's educational goals.
E. The learning and skills involved are current and could be used at the present
time.
Students may apply for the credit assessment process after completing at least
four courses of academic work at Augsburg College with a cumulative Augsburg
GPA of at least 2.5. There is an application deposit (applicable to transcript charge)
to initiate the credit assessment process, and a charge for each semester credit
applied t o the student's transcript.
Transcript credit will be granted on the basis of semester credits, and the total
number of credits granted will be divided by four to determine the number of
courses applied t o graduation. These credits will be recorded with the course
number of CAP 2xx. Application of this credit toward distribution requirements
and academic majors and minors may be subsequently addressed by the departments involved in response t o a formal request by the student.
Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom,
this learning must be placed in the context of formal study in campus-based liberal
arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourth
of a baccalaureate degree) on transcript credit that is obtained through previous
experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment
processes available in the APL program: CLEP exams, departmental exams, and
credit granted through CAP Committee assessment.
Probation and Dismissal
A student will be placed on scholastic probation at the end of the term if his or
her achievement is unsatisfactory. A student who has been on probation two or
more consecutive semesters is subject to dismissal at the end of the term. Dismissal
from the College is not automatic. Each case is reviewed by the Committee on
Student Standing. A student who has a poor academic record may be strongly
advised t o withdraw before the end of the term. A student who has been on
probation for two terms and withdraws from the College voluntarily must have
special permission to re-enroll.
A student will be placed on probation under these conditions:
Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer
than 7 courses.
Sophomore - below 1.7 cumulative GPA or 3 zero courses, having taken 7 but
fewer than 16 courses.
Junior - below 1.9 cumulative GPA having taken 16 but fewer than 25 courses.
Senior - below 2.0 cumulative GPA having taken 25 or more courses.
A student will be removed from probation when the cumulative GPA reaches the
minimum levels above. Students placed on probation as freshmen for earning 2
zero grades will be removed from probation if their classification changes t o
sophomore, they have not earned additional zero grades, and their cumulative
GPA reaches 1.7. Students placed on probation as sophomores for earning 3 zero
grades will be removed from probation if their classification changes to junior
and their cumulative GPA reaches 1.9.
Dean's List
The Dean's List is compiled after each semester, listing students whose grade
point average for a semester is 3.5 or better, based on a minimum of three full
courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Each student on the Dean's List receives a
certificate and, if permission is given, an announcement is sent t o the hometown
newspaper.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude 3.8 t o 4.0 cumulative GPA
Magna cum laude 3.6 up t o but not including 3.8 cumulative GPA
Cum laude 3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have completed
two years (14 traditionally graded courses) of work at Augsburg.
Independent/Directed Study
Many departments offer opportunities for conscientious students who demonstrate sufficient background and preparation in a given field to carry out upper
division level work on an independent basis. Some departments also offer an
opportunity for directed study on a lower division level. A student who registers
for directed or independent study should normally expect to complete it in one
semester but may extend it into the next term by permission of the instructor. In
such cases, a grade of X is given at the end of the first term, and the student will
register again for the course t o receive the final grade.
bruaenrs lnreresrea In reglsrerlng ror alrectea or rnaepenaent stuay must rlrst
secure permission from the faculty who will direct the study. A maximum of two
courses in Independent Study and/or Directed Study may count toward the 35
courses required for the degree.
Students may cross-register for independent studies at another ACTC school only
when the major field in which the independent study is proposed is not available
on th.eir home campus, and will be charged by the host campus for any special
costs attached. Requests for exception to this policy should be made directly to
their own academic dean.
Veterans of Military Service
Augsburg is approved by the State Approving Agency for Veterans Training. Veterans should consult with the Office of the Registrar about completion of the
enrollment certificate and the forwarding of other information to the Veterans
Administration.
Veterans will be referred to the State Approving Agency after any period of two
consecutive terms in which they did not earn at least three courses per term, the
minimum for classification as full-time students. It is the responsibility of each
veteran to report any change in registration and/or academic load to the Office
of the Registrar, as it is for all students.
If less than full-time, veterans will be referred to the State Approving Agency after
any period of two consecutive terms if they did not earn the equivalent of what
they had been certified for.
A non-punitive grade which brings a veteran's academic load for the term below
three courses will be reported to the Veteran's Administration. Veterans will need
to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received.
Students use computers for many courses [Photos by john Louis Anderson]
-
At Augsburg, a business major can take an art class [Photo by john Louis Anderson)
Departments, Course Descriptions
Course descriptions are listed by department or interdisciplinary
program. The descriptions are brief summaries of topics to be considered. For a more precise description and clarification of content
and requirementsfor individual courses, students should consult the
instructors.
Courses and terms listed are subject to change. In general, classes
are offered Fall and/or Spring terms, unless another frequency is
specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and
schedules for courses offered in January Interim, Summer School
and Augsburg Weekend College are published in separate catalogs.
A full course is offered for one credit. A few fractional courses, for
one-half or one-quarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of 4 semester
credits or 6 quarter hours.
Most courses meet for three 60-minute periods or two 90-minute
periods a week, in addition to laboratories.
Numberin
%
Courses num ered below 300 are lower division courses. Courses numbered 300
and above are classified as upper division. In general, courses in the 100s areprimarily
for freshmen, 200s sophomores, 300s juniors, and 400s seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the
course description. A student may enroll in a course when a prerequisite has not
been fulfilled if there is prior approval of a professor teaching the course and of the
academic adviser.
Art (ART)
Philip Thompson (Chairperson), Lynn Bollman, Robert Friederichsen, Norman D.
Holen, Dorothy J . Williamson
Majors in Studio Art, Art History and Teaching Ucensure are taught by a faculty
committed t o teaching, creativity and research in the field. Among the programs
available are departmental honors, art exhibitions, independent study and internships in museum and gallery work, communications, graphic design and cornmunrty cultural arts.
Facilities include large work areas; t w o exhibition galleries, an art history slide
library, a curatorial room and a stained glass studio.
Students are encouraged t o acquire broad experience in general education along
with a wide variety of art studies and one or more selected areas of concentration.
Studio Art Major: 9-1 3 studio courses with Foundations 102,107,225; 3 art history
courses including 240. One course must be in 2-dimensional art (118, 223, 360)
and one in 3-dimensional art (150, 221, 250). Majors are required t o begin their
programs with the Foundations, although advanced placement is possible with
portfolio o n approval by the Art faculty.
Teaching Licensure Major: Foundations 102, 107, 225; Studio 118, 132, 150, 221,
223 and 250 plus a second course in t w o areas; 240 and two other art history
courses. Consult with Department of Education for requirements in education for
teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including one from 102, 107 o r 225 and 118 or 221.
Honors Majam: GPA of 3.5 in the major and 3.0 overall, general growth and
development andlor special projects such as senior exhibition and research. Application should be made t o the department chairperson before the last term of
the senior year.
Studio Art Minor: 4 studio courses including 107; 240.
Art History Minor: 5 art history courses including 240.
Certificate in Art: 8 art courses, including one in art history. U p t o four courses
may b e taken i n one studio area or i n art history.
Foundations in Studio Art Courses
102 Environmental Aesthetics
Fine arts in the urban and world d n g . Concern for the visual content of experience
in the environment leading toward appreciation and criticism. Individual and group
projects exploring d e i g n problems in representation, symbolism and abstraction.
107 Drawing
Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building
interiors and exteriors, and experimental work.
225 Visual Communications I
The theory and practice of visual perception and communication using elements such
as color, line, shape, texture, and pictorial images.
Studio Art Courses
100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativity and expression with attention to black
and white photographic process. Need access to 35 mm. camera. (Spring)
150 jewelry
An introduction to-the casting of jewelry in pewter and silver.
199 Internship
Lower division internship.
221 Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective
media.
223 Print Making I
Principles and methods of print making in a variety of media including etching, silkscreen and woodcut.
242 Film Making
Film making through practical laboratory experience. Discussion and observation of the
expressive and structural elements of film. (On Demand)
247 Life Drawing
See Interim Catalog
250 Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and glazing.
299 Directed Study
Independent study for lower division credit.
330 Visual Communications II
A study of visual communications in magazines, television, film, advertising symbols,
and other mass media. Practice in areas of photography, typography, and illustration.
(Prereq.:225)
351 Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding and a
continuation of glazing. (Prereq.:250)
355 Painting 11
Advanced study of painting. (Prereq.:118)
360 Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent watercolor. (Alternate years)
368 Print Making II
Advanced work with color and composition in various media, including silk-screen,
etching, and woodcut. (Prereq.:223)
399 Internship
Consult chairperson or internship director to determine project.
478 Sculpture II
Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. (Prereq.:221)
499 Independent Study
Advanced study in area of the student's choice, intended for senior art majors.
Art History Courses
240 Art History Survey
A survey of art from prehistoric to modern times. Includes reading, research, viewing
of slides, visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year.
352 Women's Art History
A study of women's image in the visual arts in relationship to women's place within
the cultural, economic, and sociological environment of each period.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modern times. (Spring 1985)
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th Century A.D. (Alternate
years, Spring 1985)
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, 14th to 18th century. (Alternate years, Fall 1984)
388 19th and 20th Century Art
European painting, sculpture, and architecture from Neoclassicism through the present.
(Alternate years, 1985-86)
389 American Art
A study of early colonial art through contemporary American art, with specific emphasis
on 19th and 20th centurv art and its relations hi^ to Eurooean art as well as indieenous
"
movements. (Alternate years, 1985-86)
Biology (BIO)
Neal Thorpe (Chairperson), Robert S. Herforth, Roberta Lammers, Erwin Mickelberg, Ralph Sulerud
The department offers programs to equip students for graduate and professional
study as well as for a variety of career opportunities presently available t o the
biologist. Complementing the course offerings, the department possesses an impressive array of sophisticated laboratory instruments including a gas chromatograph, a scintillation counter, and an electron microscope.
and faculty t o have access t o extensive library and research facilities and seminars
discussing the frontiers of biological research.
Major - Option 1: 7 courses, including 111, 112, 491 and at least one course
from each of three groups: (1) 351, 353, 361, 481; (11) 355, 473, 474; (111) 440, 471,
476; CHM 115,116 (or 105, 106), 351, 352; MAT 124,125; PHY 121,122. Students
intending t o enter graduate school should ordinarily choose this major.
Major - Option 2: 9 courses, including 111, 112, 491 and at least one course
from each of five groups: (1) 351, 353; (11) 355, 474; (111) 361, 481; (IV) 471, 473;
M 440, 476; CHM 115, 116 (or 105, 7061, 351 and 352, Students who plan t o
teach in secondary schaols ohen s e t m this major. Licensure for teaching in Minnesota also requires three courses in earth and life sciences. Students planning
to teach are advised to consult with the Education Department early in their
planning.
Pre-Medical Biology Major: Option I major. In addition, medical schools usually
require CHM 353.
Honors Major: GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the
research report. Application should be made no later than the first term of the
senior year.
Minor: 5 courses, including 111,112 and three upper division courses; CHM 115,
116 (or 105, 106).
101 Human Biology
Basic biological concepts from an anthropocentric point of view. An attempt to answer
such questions as: What makes man just another member of the biotic fold? Does man
have a niche in the ecosystem? What influence does man have on the environment?
What influence does the environment, especially the urban environment, have on man?
(3 hours lecture, 1-112 hours discussion section. A student may not receive credit for
both 101 and 103. Does not apply to the major or minor, Spring)
103 Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. (Fall for nursing and certain other paramedical students, or consent of instructor; Spring for Physical Education, Music Therapy and other interested students.
A student may not receive credit for both 101 and 103. Does not apply to the major
or minor)
105 Biology and Society
What are some of the biologically-based problems with which our wciety must deal?
What threats are posed by poilution, the prospect of war. and by shortages of food,
water and non-renewable resources? What are the implications of genetic research,
scientific racism, sociobiology, and inequities in the delivery of health care? (3 hour
lecture. Does not apply to the major or minor.)
108 Microbiology
Basic microbial features are considered as well as applications of microbiology to the
fields of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student
nurses, health majors, or consent of instructor. Prereq.: CHM 109 and concurrent registration in CHM 110 or consent of instructor. Spring. Does not apply to the major or
minor)
109 Special Topics in Biology
Offered periodically through Aup5burg'~Conservation of Human Resources (CHR) program. Generally conducted aff campus with community pmpfe taking the course together with college students in a ca-fearning mode[. Topics will vary depending upon
needs and interest. Does not apply to the major or minor.
111, 112 General Biology
A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology,
and phylogenetic relationships of organisms. Must be taken in sequence except by
permission of instructor. (3 hours lecture; 4 hours laboratory. 111, Fall; 112, Spring)
199 Internship
Lower division internship.
299 Directed Study
Independent study for lower division credit.
323 Experimental Human Physiology
A laboratory-based course in which the principles of human function are learned by
experimentation and class discussion of the theory and results. Clinical applications will
also be considered. Intended for students in nursing, medical technology, corrective
therapy, health, physical education and related programs as well as biology majors
(primarily Option 11). (3 hours lecture-discussion, 4 hours laboratory. Prereq.: 103 or
112. Alternate years, Fall 1984)
351 Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology, behavior, life
history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.:
112. Alternate years, Spring 1986)
353 Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution,
behavior and population dynamics of the vertebrates. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Spring)
355 Genetics
The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.:
112, Spring)
361 Plant Biology
A survey of the major divisions of the plant kingdom including the study of anatomy,
physiology, life histories, taxonomy and ecology. (3 hours lecture, 4 hours laboratory.
Prereq.: 112. Alternate years, 1985-86)
367 Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates, lipids and
nucleic acids including intermediary metabolism. (3 hours lecture. Prereq.: 112, CHM
352 or consent of instructor. Fall)
399 lnternship
Upper division internship.
440 Plant Physiology
A consideration of the chemical and physical mechanisms involved in photosynthesis,
respiration, growth and development, and water relations in vascular and nonvascular
plants. The relationships of these processes to plant structures. (3 hours class, 4 hours
laboratory. Prereq.: 112. Alternate years, Spring 1985)
471 Cellular Biology
A study correlating cell function with ultrastructure. Laboratory work includes microtechnique, cytological studies, cell physiology and tissue culture. (3 hours class, 4 hours
laboratory. Prereq.: 112, 367 or consent of instructor. Alternate years, Fall 1984)
473 Animal Physiology
A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (3 hours class, 4
hours laboratory. Prereq.: 112; CHM 106 or 116; PHY 103 or 122 orconsent of instructor.
Alternate years, Fall 1985)
474 Developmental Biology
A consideration of the physiological and morphological changes which occur during
the development of organisms with emphasis on the vertebrate animals. Experimental
as well as descriptive studies are included in the laboratory work. In addition to embryonic development, the topics of malignancy, aging, and regeneration are discussed.
(3 hours class, 4 hours lab. Prereq.: 112. Spring)
476 Microbiology
An introduction to the study of microorganisms with emphasis on bacteria and viruses.
Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112. Alternate years, Fall 1985)
481 Ecology
A survey of representative biological communities; the study of reciprocal relationships
between organisms and their environments. (3 hours class. 4 hours laboratory, some
Saturday field trips. Prereq.: 112, 361 or consent of instructor. Alternate years, Fall 1984)
491 Seminar
Oral presentations and written papers relating to recent biological literature and research. (For seniors majoring in biology, Fall)
499 Independent Study
Individual laboratory, field, or library research under the direction of an instructor.
Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous
arrangement with instructor)
Business Administration &
tconomlcs
Amin Kader (Chairperson), Roger Allerson, Walter Anastas, James E. Billings, John
Cerrito, John Cosgrove, Anne Fosse, Satya Gupta, Gary Hovind, Robert Kramarczuk, Roy H. LaFayette, Thomas Morgan, Mohammed Nouri, Edward M. Sabella
The department is committed t o developing within t h e student a blend o f theoretical and practical tools necessary f o r successful entry and advancement i n the
business and academic communities. T o this end, t h e department affords specialization i n a variety of areas including: Accounting, Economics, Finance, International Business, Management, M a n a g e m e n t I n f o r m a t i o n Systems, a n d
Marketing.
Each o f these areas is dependent u p o n a strong foundation i n the liberal arts w i t h
an emphasis o n solid communication and analytical skills. Recognizing t h e occupational realities of t h e business and economic disciplines, t h e department is
equally c o m m i t t e d t o m a i n t a i n i n g a n application o r i e n t e d balance. This is
achieved i n part b y fostering close ties w i t h t h e corporate community, which i n
t u r n provides a wealth of practical expertise and a w i d e variety o f internship
opportunities as well as future j o b prospects.
W e believe w e can best serve b o t h t h e community and t h e student b y providing
training that is ethically based, technically competent and socially aware.
Business Administration (BUS)
Major in Accounting: 9 Business Administration courses (101,102,131,261,262,
263,379,381, and 483 or 484); 4 Economics courses (122,123,251, and one from
258, 391, 392). At least three upper division courses are required. For those planning careers i n accounting, completion of the t w o remaining courses i n the sequence 381, 382, 483, 484 is recommended. Courses in data processing and
computer programming are strongly recommended.
Major i n Finance: 9 Business Administration courses (101,102,131,261, 262,373,
379, 478, and one from 381, 382, 483); 4 Economics courses (122, 123, 251, and
one from 258, 391, 392). At least five upper division courses are required. ECO
392, MAT 114 and courses i n data processing and computer programming are
strongly recommended.
Major i n Management: 10 Business Administration courses (101, 102, 131, 145,
250, 261, 340, 379, 440, and 373 or 478); 5 Economics courses (122, 123, 251,
340,445); PHI 120; PSY 371,373; SOC 241 and 375 or 383; SPC 111 or ENG 223;
SPC 354 or 355. MAT 114 is strongly recommended.
Major i n Management Information Systems (MIS): 8 Business Administration
courses (101, 102, 145, 250, 261, 375, 475,479); 4 Economics courses (122, 123,
340 or 445,379); MAT 174 or CSC 170 (170 would require MAT 124); 4 Computer
Science courses (240, 340, 350, 352).
Major i n Marketing: 9 Business Administration courses (101, 102, 131, 135, 250,
261, 330, 379, 430); 5 Economics courses (122, 123, 251, 258, 445); PHI 120; SPC
351 or 352 and also 353. MAT 114 is strongly recommended.
Major i n lnternational Business: 8 Business Administration courses (101, 102,131,
135,261 and 399 or 499 and t w o from 381,382,484); 3 Economics courses (122,
123, 379); POL 160; 3 language courses (or demonstrated proficiency) from one
of the following: Arabic, Chinese, French, German, Greek, Italian, Japanese, Norwegian, Russian, Spanish; 1 History course (coordinated with the foreign language
courses) from 103, 104, 222, 322, 323, 324, 331, 332, 440, 474; 8 lnternational
Core courses, including internship or independent study. Core courses must be
taken abroad. Exceptions may be permitted with department approval. General
descriptions follow. Students who plan t o major i n lnternational Business should
contact the department's international adviser, Amin Kader, as soon as possible
t o carefully plan their program of study.
lnternational Core Courses
- Required
Comparative Business Law - Advanced discussion of business law including the comparison of U.S. and European laws governing corporations, partnerships and foreign
investment; European business regulations; tax laws; etc.
European Marketing - Factors affecting consumer demand and methods of satisfying
it; structure of the European market; market analysis and sales management; pricing
policies; distribution systems; planning of marketing operations. Emphasis will be placed
on comparison with marketing activities in the U.S.
Import-Export Operations - The practical, technical and procedural aspects of import
and export business operations. The successive steps in the promotional, organizational
and financial development of international sales and purchases, including an analysis
of international trade terms, sales terms, documentation and governmental regulations.
Multinational Corporation - Comparative study of the methods of organizing and
managing the multinational enterprise. Topics include: organization structure; subsidiaries and parent company; organizational behavior; management policy; comparative
industrial relations; comparative tax laws; optimization principles in the international
setting.
lnternational Core Courses - 3 t o be Elected
Economics of the Developing Countries - Source of economic backwardness and obstacles to economic growth. Analysis of specific problems such as population pressure,
land reform, lack of capital, foreign trade imbalance, foreign investment, colonialism.
European Common Market - EEC; political will: objectives, implications; forms of economic integration; freedom of factor movements; agricultural policies; European path
to monetary integration; energy, regional, and social policy; regulation of transport;
industrial policy; current membership negotiations.
lnternational Economic Institutions - Regional economic integration and the relation
of domestic and international policies. lnternational monetary cooperation.
international Economic Policies - The economic factors in diplomacy; tariff techniques
and problems; commercial bargaining; foreign investment problems; economic aspects
of economic development; regional integration techniques and problems; foreign aid
policies; exchange rate policies.
Theory of lnternational Finance - The relevance of international finance; participants
in the international payments xene; balance of international payments; spot market
and forward market for foreign exchange; exchange rate systems; international liquidity;
the impact of international payments nn the domestic price level; employment and the
performance of monetary policy.
Honors Major: GPA of 3.50 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination in the major field of concentration.
Minor i n Business Administration: 6 courses, including 101, 102, and one of 261,
373, 379,478 and one of 262, 379, 381; ECO 122 and 123. Other configurations
for the Business Administration minor may be permitted on consultation with the
department chairperson.
M i n o r i n Management Information Systems (MIS): 8 courses, including 101, 250,
261,375,475; ECO 123; MAT 174 or CSC 170 (170 would require MAT 124; CSC
240).
C.P.A. Certification: Graduates who wish to take the Certified Public Accountants
(C.P.A.) examination prior t o fulfilling the experience requirement must have completed the major in Business Administration-Accounting and taken all accounting
and business law courses offered. Students who have completed the above requirements are qualified under the rules of the Minnesota State Board of Accountancy to sit for the examination immediately after graduation.
Notes: Students who plan t o major in the department are strongly encouraged
to select a department adviser as soon as possible, in order to carefully plan their
program of study.
In addition t o the courses listed below, these have been offered under BUS 295,
495 Topics: Research Methods for Economics and Business, Computer Simulation
for Business, Income Taxes for Individuals, Computer Applications, and Discrete
Event Simulation.
-
101 Principles of Financial Accounting
lntroduction to business activities, basic concepts and fundamentals of accounting, the
accounting cycle and preparation of financial statements.
102 Principles of Managerial Accounting
lntroduction to business activities, basic concepts and fundamentals of managerial accounting. Planning and controlling processes, decision-making and behavioral considerations. (Prereq.: 101)
131 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business
organizations under the Uniform Commercial Code.
135 lntroduction to Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. (Fall)
145 Fundamentals of Management
Development of the theory of management, organization, staffing, planning and control.
The nature of authority, accountability and responsibility, analysis of the role of the
professional manager. (Fall)
199 Internship
Lower division internship.
250 Data Processing, COBOL and FORTRAN
An introduction to COBOL and FORTRAN programming.
261 Fundamentals of Finance
Theory of acquisition, allocation, and management of funds within the firm; sources
and uses of long and short term funds, cost of capital, capital budgeting, leverage,
dividend policy, and related topics. (Prereq.: 102)
262 lntermediate Accounting I
An analysis of accounting theory pertaining to financial statements, income concepts,
current and non-current assets. (Prereq.: 101, Fall)
263 lntermediate Accounting II
A continuation of lntermediate Accounting I.An analysis of accounting theory pertaining
to investments, tangible and intangible assets, liabilities and stockholders' equities. Additional emphasis on income determination considering price level changes. (Prereq.:
262, Spring)
299 Directed Study
Independent study for lower division credit.
330 Marketing Research and Analysis
Research process as an aid to decision making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of research in
marketing. (Prereq.: 135, Spring)
340 Personnel Administration
Personnelfunction in business, acquisition and utilizationof human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: 145 or consent of instructor. On Demand)
373 Financial Management: Theory and Cases
Advanced financial theory: a systems approach to financial structure and policy. Emphasis on decision-making, presentation through literature, readings, lectures and case
material. (Prereq.: 261)
375 lnforrnation Systems in the Organization
Design and implementation of organizational structure and structural change. An informational processing point of view to examine design of communication, decision
making and task systems. (Prereq.: 250)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems
in business and economics. (Prereq.: High School Algebra.)
381 Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: 101,
102, Junior or Senior, or consent of instructor)
382 Tax Accounting
The more common and important provisions of federal income taxes for individuals
and various forms of business enterprises. (Prereq.: 101,102, Junior or Senior, or consent
of instructor. Spring)
399 Internship
. Program
A student may receive course credits through an internship program which is applicable
to graduation, but not to the major. This program will afford the student the opportunity
to spend one full term working with some industrial organization. In addition the student
will write a report on his or her activities. (Prereq.: consent of instructor)
430 Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing, product selling and promotion policies. (Prereq.: 330, Junior or Senior, or consent of instructor. Spring)
440 Operations Management
Concepts and principles related to the management of operating functions. Examples
from service industries, non-profit organizations and manufacturing. Taught from a
managerial point of view. Topics include: an overview of operations, planning operation
processes, productivity measurement, Randards, forecasting, concepts of quality, inventory management, principles of scheduling, and operational control information
systems. (Prereq.: 145, Junior or Senior or consent of instructor)
475 Information Systems Analysis and Design
The process of defining information requirements, construction of a logical &ode1 of
information system and the preparation of a general design. Discussion of the procedures to define program specifications, documentation, and plan implementation.
478 Investments and Financial Institutions
Appraisal of the riskireturn relationships of various types of securities from the viewpoint
of both individual and institutional investors. Extensive coverage of capital markets and
portfolio management. (Prereq.: 261. ECO 392 is strongly recommended. Junior or
Senior or consent of instructor. Fall)
479 lntermedlate quantltatlve Methods tor Economics and Business
Provides the opportunity to become familiar with statis~icalresearch methods through
use of the eledronic computer. This course stresses the understanding of statistical
methods and computer programming techniques. The materials to be presented in the
course are: Computer Programming Techniques; Statistical Methods: General Linear
Models, Analysis of Variance, etc. (Prereq.: 379 or equivalent, Junioror Senior or consent
of instructor. On demand)
483 Auditing
Internal and external auditing procedures. Emphasis on internal checks and controls
for accounting systems. (Prereq.: 263. Junior or Senior or consent of instructor. Fall)
484 Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: 263, Junioror Senior or consent of instructor. Spring)
295, 495 Topics
Lectures, discussions, meetings with me~mbersof the staff or visiting faculty regarding
research methodology and readings in the areas of Accounting, Finance or General
Business. (Prereq.: consent of instructor)
499 Independent Study
The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in
depth. (Prereq.: consent of instructor)
Economics (ECO)
Major in Economics: 8 Economics courses (122, 123, 251, 258, 454 and three
other upper division); BUS 101, 102, 379; MAT 114. MAT 373 may be substituted
for BUS 379. The complete calculus sequence is very strongly recommended for
those planning graduate study i n economics. I n addition, courses i n data processing and computer programming are strongly recommended.
Major i n Applied Economics: 9 Economics courses (122, 123, 251, 258, 454 and
445 or 453 and three other upper division); BUS 101,102,379,479; PHI 130; MAT
124, 125, 215, 224, 314. MAT 211 is strongly recommended. MAT 373 may be
substituted for BUS 379. The student is strongly encouraged t o take other Economics courses in addition t o those listed above.
Combined Major i n Economics - Business Administration: 5 Economics courses
(122, 123, 251, 258 and one upper division); 6 Business Administration courses
(101, 102, 261, 373, 379 and one upper division). Courses i n data processing and
computer programming are highly recommended. The student is very strongly
encouraged t o take additional courses both in business administration and
economics.
Honors Major: GPA of 3.50 i n the major, and 3.0 overall; a senior thesis and
comprehensive oral examination i n the major field of concentration.
Minor i n Economics: 122, 123, 251, 258 and one upper division course. Other
configurations may be permitted o n consultation w i t h t h e department
chairperson.
Notes: In addition t o the courses listed below, these topics have been offered
under 295, 495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics, and Business Advanced Economic Theory and
Decision-Making with Finite Markov Chains.
ECO 120, 122 and 123 will satisfy general education requirements. ECO 120 will
satisfy the urban concerns requirement.
Students who plan to major in the department are strongly encouraged to select
a department adviser: as soon as possible in order t o carefully plan their program
of study.
120 Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment.
Some of the topics to be discussed are: Population ""Crisis", Crime Prevention, Ecology
and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above-mentioned
topics. (This is a basic course designed for those students who do not plan to major in
Economics or Business Administration. It does not apply toward an Economics major
or minor. Students who plan to major in Business Administration and/or Economics
should instead enroll in 122 and 123, which also are open to non-majors.)
122 Principles of Economics (Macro)
An introduction to macroeconomics; national income analysis, monetary and fiscal
policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of 123 or 120. 122
and 123 may be taken in either order, or may be taken in the same term for the student
to progress more rapidly to the other courses.
123 Principles of Economics (Micro)
An introduction to microeconomics, the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy.
May be taken independently of 122 or 120.122 and 123 may be taken in either order,
or may be taken in the same term for the student to progress more rapidly to other
courses.
199 Internship
Lower division internship.
251 lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: 123)
258 lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle.
(Prereq.: 122. Fall)
299 Directed Study
Independent study for lower division credit.
340 Managerial Decision Making
Provides a sound conceptual understanding of the modern techniques of management
science to prepare students to make better business and economic decisions. Emphasis
is on applications, which are taken from the areas of transportation, marketing, portfolio
selection, environmental protection, the shortest route, inventory models, information
systems, etc. (Prereq.: 123, BUS 101 and high school algebra or equivalents. Spring)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems
in business and economics. (Prereq.: High School Algebra.)
391 Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal policy
on economic activity; debt policy and its economic implications. (Prereq.: 122,123. Fall)
392 Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the
Federal Reserve System and its role in relation to aggregate economic activity. Emphasis
placed on monetary theory and policy. (Prereq.: 122. Spring)
399 Internship Program
A student may receive course credits through an internship program which is applicable
to graduation but not to the major. This program will afford the student the opportunity
to spend some time working with some organization. In addition, the student will write
a report on his or her activities. (Prereq.: consent of instructor)
442 Labor Economics
Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: 251 or consent
of instructor. On Demand)
445 Managerial Economics
Integrates economic theory and corresponding practices in business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost
functions, price and non-price competition, production and cost considerations, and
an analysis of economic problems of relevance to management. (Prereq.: 251 or equivalent or consent of instructor. Spring)
453 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to
the areas of micro and macro economic theory. (Prereq.: 251, 258 and at least MAT
122 or equivalent or consent of instructor. On Demand)
454 Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative
market structures; social welfare functions; normative concepts of economic theory.
(Prereq.: 251 or consent of instructor. On Demand)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methods through
use of the electronic computer. This course stresses the understanding of statistical
methods and computer programming techniques. The materials to be presented in the
course are: Computer Programming Techniques; Statistical Methods: General Linear
Models, Analysis of Variance, etc. (Prereq.: BUS 379 or equivalent or consent of instructor. On Demand)
295, 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies. (Prereq.: consent of instructor.)
499 Independent Study
The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in
depth. (Prereq.: consent of instructor)
Chemistry (CHM)
Earl R. Alton (Chairperson), Arlin Gyberg, John R. Holum, Sandra Olmsted
The goal of the department is to have our students develop into better scientists.
Therefore, significant changes must occur in what they understand and know in
the field of chemistry, how they think and approach scientific problems, and how
they act in experimental work, in communicating their results, and in interacting
with others.
The department is on the list of approved schools of the American Chemical
Society, which has approved its total program. Students who complete the ACS
major are competitive with their peers of the same ability in graduate school,
chemical positions, or medical school. The approved program also meets the
requirements for the chemistry background required by many related fields.
The department provides opportunity for widening students' intellectual horizons,
for developing insight into a field of science for non-majors, and for learning in
an atmosphere which encourages students to remain lifelong learners.
Graduation Major in Chemistry: 115, 116, (or 105, 106) 351, 352, 353, 361, 363
and one advanced course which may include Biochemistry; participation in seminar; PHY 121,122; MAT 124,125. Since upper division courses have mathematics
and physics prerequisites, students should plan t o take MAT 124, 125 in the
freshman year and PHY 121, 122 in the sophomore year.
American Chemical Society Approved Major: 12 courses including 115, 116 (or
105,106) and all chemistry courses above 350 (except 399,497,499), Chemistry
Seminar participation; MAT 224; PHY 121, 122 (which should be taken during the
sophomore year). Reading ability in German equivalent t o one semester and computer proficiency are also required.
Teaching Major: Physical Science Emphasis - Chemistry Major: Recommendation
for licensure in Physical Science requires general chemistry (115,116 or 105, 106);
3 courses in earth and life sciences; CHM 351, 352, 353, 361, 363, 364, 482, 491
(BIO 367 may be substituted for 364); PHY 245. Students are advised t o consult
with the Education department early in their planning.
Pre-Medical Chemistry Major: The same as the graduation major. In addition,
medical schools expect at least two courses (and usually more) in biology. Students
should consult members of the Chemistry department for assistance in planning
a course program early in their college career.
Honors Major: Full ACS major; average of 3.5 in chemistry, mathematics, and
physics, 3.0 over-all; one summer or course of approved research; participation
in seminar.
Minor: 5 courses which must include 115, 116 (or 105, 106), 353 and two other
chemistry courses above 300 (except 399). BIO 367 may be one of the courses.
Notes: Credit will not be granted for both 105 and 115, or for both 106 and 116.
Most courses in this department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed
with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is
necessary. These requirements also must be met when using the first term of a
two-term course in registering for the second term.
Placement I n 105 o r 115 IS determined by t h e score o n t h e Mathematics Placement
Examination. High school chemistry is a prerequisite for 115.
105, 106 Principles of Chemistry
Somewhat less rigorous than 115, 116; designed especially for students who will not
major in chemistry, although students may go from 106 to 351,353. Concepts and laws
underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3 one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105, Fall; 106, Spring)
109, 110 General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamental principles of general,
organic and biological chemistry for careers in allied health areas such as nursing (including Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical education, and others. Open also to students in the humanities and social sciences.
First term, general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applications to human physiological chemistry. (3 one-hour lectures, 2 hours of laboratory. This course does not
apply toward the major or minor in chemistry. Credit cannot be earned for both 109
and 105 or 115, nor can credit be earned for both 110 and 351. Prereq.: High school
chemistry within the last 3 years. 109, Fall; 110, Spring)
115, 116 General Chemistry
An intensive course for pre-medical students and future chemists. First semester includes
chemical equations and calculations, energetics, and bonding theory with examples
from inorganic chemistry. The second emphasizes equilibrium and solution chemistry
including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory.
Prereq.: High school chemistry, math placement. 115, Fall; 116, Spring)
199 lnternship
Lower division internship.
299 Directed Study
Independent study for lower division credit.
351, 352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and
multi-step synthesis. Descriptive material is correlated by means of modern theories of
chemical bonds, energy-relations, and reactor mechanism; many applications of organic
chemistry to biological, environmental and industrial fields. (3 one-hour lectures, 1fourhour laboratory. Prereq.: 106 or 116; 351, Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives
an introduction to spectrophotometric techniques of analysis. The laboratory involves
quantitative analysis of a variety of samples, and includes trace analysis. (3 hours of
lecture, 1 four-hour laboratory. Prereq.: 106 or 116. Fall)
361, 364 Physical Chemistry
The basic theoretical concepts of chemistry: thermodynamics, kinetics, quantum theory,
and states of matter are studied in the first semester. Applications of these concepts to
areas of molecular structure, equilibria and electrochemistry in the second semester.
(3 one-hour lectures. Prereq.: 106 or 116; PHY 121, 122; MAT 124, 125. 361, Fall; 364,
Spring)
363, 365 Physical Chemistry Laboratory (1/2 course each)
Physical Chemistry Laboratory introduces students to techniques of data collection and
experimental application of concepts presented in9hysical Chemistry lecture. 363 is to
be taken the first half of the spring semester and involves experiments related to 361.
365 i s to be taken the second half of the semester by all persons taking 364.
399 lnternship
Opportunity for off-campus experiences as a chemist.
464 Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the laboratory.
Lecture topics include structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. Infrared, nuclear magnetic resonance, and ultraviolet spectra routinely used. (3
hours of lecture, 6 hours of laboratory. Prereq.: 352, 353, 361 or consent of instructor;
some reading knowledge of German. Fall)
481 Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and molecular
spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (3 hours lecture, 1 four and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor. Spring)
482 Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and molecular
orbital models. Coordination chemistry is discussed in terms of ligand field theory. The
laboratory involves preparations of inorganic compounds using a variety of techniques.
(3 one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or consent of instructor.
Fall)
483 .Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the equation
to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate
solutions are introduced and used to develop molecular orbital theory for molecules.
Includes commutators, electron spin, angular momentum and group theory. (3 onehour lectures. Prereq.: 361 or consent of instructor. Spring)
491 Chemistry Seminar
This seminar, which has no course credit, is a weekly meeting of chemistry majors under
the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to
participate, with seniors presenting papers. Outside visitors are occasionally invited to
participate.
497 Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before graduation. Such experience may be obtained by working on a summer research project in
the department (not counted as a course) or by research participation during the academic year (which may be counted as a course). (Junior standing).
499 Independent Study
Chemistry majors who are interested in non-laboratory research such as theoretical or
historical chemistry may pursue their interest via independent study. Uunior Standing)
East and Southeast Asian Studies
Khin Khin Jensen (Director)
This program offers two options:
1. Major or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepanmental program which provides a foundation lor careers in international business,
government, teaching, global ministries, work with social and recreational agencies, or graduate study.
Two years of Japaneseare taught on one of the five ACTC campuses, or Augsburg
students may take Chinese courses at Harnline University. There also is a contractual arradgement with the University of Minnesota East Asian Studies Department for Chinese and Japaneselanguage courses.
Opportunitim for language study abroad are available in japan, China, Taiwan,
Korea, Hongkong and Singapore. Summer institutes are available in the People's
Republic of China and in the W.5, See the director for information and procedure
to register for any of these courses or travel.
Non-majors in the program are eligible t o take the Chinese or Japanese language
courses, which may be taken for distribution requirement.
Major in East Asian Studies - 10 courses, including 4 courses (2 years) of basic
college Chinese or Japanese, or equivalent competencies; 2 courses in History; 2
courses in cultural specialization or comparative studies; and 2 courses from a
list of approved electives.
Minor in East Asian Studies - 5 courses, including 2 courses (1 year) of basic
college Chinese or Japanese or equivalent competencies; 1 course in history of
East Asia; and 2 upper division courses in cultural specialization from a list of
approved electives.
2. Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. It is designed t o
be useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies - 5 courses, 2 from HIS 322, 323, 324;
one from PHI 355, REL 356, SOC 241; one from HIS 474, POL 351,363,382; and
one from HIS 226, 399, 495, 499. HIS 104 is strongly recommended.
Note: Interim courses related t o the East and Southeast Asian Studies program
may be substituted when appropriate, with the consent of the Director.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
299 Directed Study
(See Director of program)
322 Modern Southeast Asia
(See under Department of History)
323 Modern China
(See under Department of History)
324 Modern japan
(See under Department of History)
351 Communist Political Systems
(See under Department of Political Science, Comparative Politics and Analysis)
363 Communist Foreign Policies
(See under Department of Political Science, International Politics)
382 Marxist Visions: Past, Present, and Future
(See under Department of Political Science, Political Theory and Analysis)
399 Internships
(See Director of program for guidelines to apply for an internship)
474 The World and The West
(See under Department of History)
495 Seminar
(See Director of program)
499 Independent Study
(See Director of program for guidelines)
Economics (ECO)
See Business Administration and Economics
Education
Barry Franklin, Chairperson, Sheldon P. Fardig, Marie McNeff, Lauretta E. Pelton
Augsburg College offers programs leading to licensure in Kindergarten-Elementary
Education and Secondary Education. Students interested in attaining licensure in
any of these areas or in pursuing the study of education as a liberal discipline will
find opportunities in the department, where programs combine the study of educational theory with practice in actual school settings.
Students wishing t o become licensed teachers are advised t o consult with the
Education Department for licensure requirements. For students transferring to
Augsburg College from other institutions of higher education, it is within the
jurisdiction of the Education Department and/or other appropriate departments
to determine essential equivalency of course content taken at other institutions
as applicable t o requirements of the approved teacher licensure programs at
Augsburg College.
Students who wish t o register for student teaching must have been admitted t o
the Education Department. Students are advised to apply for admission in the
spring semester of the sophomore year, during or after the Orientation course.
Students transferring from an education program at another college must be
readmissible to that program.
Elementary Education (EDE)
Marie McNeff (Coordinator)
Kindergarten-Elementary Major and Licensure Requirements: 255, 341, 351, 352,
381, 382, 383, 384, 386, 481, 482, 483; HPE 114, 115; SWK 260; a college level
mathematics course; academic minor (major recommended); GPA of 2.0 overall
and 2.5 in major and academic minor and grades of P in student teaching courses
required for licensure; fulfill requirements of Minnesota Board of Teaching 5
MCAR 3.041 in Human Relations. The professional semester, for juniors, includes
341, 352, 381, 382, 384, 386. (341, 381, 382, 383, 384 are 112 courses)
199 Internship
Lower division internship.
255 Orientation to Education in Urban Setting (Kindergarten-Elementary)
Investigation of various aspects of the teaching profession and opportunity for in-school
work. Open to all students. (Prereq.: sophomore standing or above)
282 Introduction to Special Education
(See Special Education)
295, 495 Topics in Education
Study of selected topics in education that are not treated extensively through current
course offerings. Specific topics will be announced.
299 Directed Study
Lower division independent study.
341 Media Technology (1/2 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective
audio-visual materials for teaching/learning situations. (Spring)
351 Techniques of Teaching Reading
The study and utilization of a variety of techniques and resources in the reading and
the diagnosis and correction of reading difficulties. (Fall)
352 Creating Learning Environments: Kindergarten-Elementary
The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: 255 or EDS 265 or consent
of instructor. Spring)
381 Kindergarten-Elementary Curriculum: Art, Music (1/2 course)
Examination and preparation of materials and resources for art and music taught at the
kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265,
concurrent registration in 352. Spring)
382 Kindergarten-Elementary Curriculum: Mathematics (1/2 course)
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265,
concurrent registration in 352. Spring)
383 Kindergarten-Elementary Curriculum: Physical Education, Health (1/2 course)
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255
or EDS 265. Fall)
384 Kindergarten-Elementary Curriculum: Social Studies, Science (1/2 course)
Examination and preparation of materials and resources for social studies and science
at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS
265, concurrent registration in 352. Spring)
385 Discovery in the World of Kindergarten
A study of the kindergarten program, exploration of materials, and review of teaching
approaches. The course requires laboratory experience. (Prereq.: a teaching license at
the elementary level. Summer I)
386 Kindergarten-Elementary Curriculum: Children's Literature, Language Arts
Examination and preparation of materials and resources for Children's Literature and
Language Arts at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Spring)
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
478 School and Society
(See Secondary Education)
481, 482, 483 Student Teaching I K-6
Observing and facilitating learning at the kindergarten and elementary levels under the
supervision of college and elementary school personnel. (Prereq.: Admission to student
teaching and program approval)
484 Student Teaching II K-6
Additional experience in teaching. (Prereq.: 481, 482, 483)
491 Practicum and Seminar in Special Education
(See Special Education)
498 lndependent Study (1/2 course)
Study of specific areas in education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided
for in the departmental curriculum. A projected program must be outlined and approved
by the kindergarten-elementary education faculty.
Prekindergarten Education (EDE)
This program is under review. Contact the department chairperson.
Licensure Requirements: Elementary Education requirements plus 325, 425, 160
hours of student teaching; PSY 351; SOC 231. For a Prekindergarten license with
other than an education major, consult with the department chairperson.
325 Contemporary Influences in Prekindergarten Education
Focus on the young child as a person and the importance of the early years in relation
to the effects of present day society and culture on the child. Current developments
include innovations, Head Start, implementation of planned variations, and other interventions and compensatory programs. Class sessions and two hours per week of lab
experience in a day care center and/or nursery school. (Spring)
425 Prekindergarten Curriculum
Learning about and demonstrating knowledge and skills of teaching the young child.
The course concentrates on details essential to the organization of a good program for
children: records, reports, physical facilities, equipment, parental involvement, and
working with children who have uniquely different needs. Class sessions and two hours
per week of lab experience in a day care center and/or nursery school. (Fall)
Secondary Education (EDS)
Sheldon Fardig (Coordinator)
It is the responsibility of each student to meet all specific requirements of the
Education Department. Secondary Education students are advised to consult with
Education faculty regarding state requirements for teacher licensure, in addition
t o conferring with the student's major field adviser.
Licensure Requirements o f the State o f Minnesota f o r teaching i n secondary
schools are met through t h e Augsburg College Education Department licensure
program: Baccalaureate degree; academic major i n an approved teaching area;
265, 354, 388, 478, methods course($ i n major area, 481, 482 (and 483 for Art,
Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of
2.0 overall, 2.0 i n education courses, 2.5 i n academic major and P i n student
teaching. Application for and acceptance i n t o t h e Augsburg licensure program
required.
Art, Music and Physical Education Licensure: A person preparing f o r licensure i n
o n e o f these areas follows t h e secondary education program even though h e o r
she plans t o teach at t h e elementary school level. A person w i t h a major i n o n e
o f these special areas will take three courses i n student teaching and d o some
student teaching at b o t h t h e secondary and elementary levels. I n addition t o 354,
the art major will register for 361, 362; the Physical Education major f o r 365; and
the music major for 373.
Art and Physical Education teacher education programs lead t o licensure f o r
grades K-12. Music teacher education programs lead t o licensure i n the following
areas: I - B a n d (K-12) and classroom music (5-12); 2-Orchestra (K-12) and classr o o m music (5-12); 3-Vocal and classroom music (K-9); o r 4-Vocal and classroom
music (5-12).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), achievement o f at least "good" i n t h e listening, speaking, and reading
parts of the M o d e r n Language Association proficiency tests is required. The candidate will take t h e MIA tests before undertaking student teaching. Results will
b e recorded i n t h e candidate's permanent file i n t h e Department o f Education.
The Professional Term: School and Society and Student Teaching are taken jointly
i n one full-time term i n professional education. Attendance at special afternoon
o r evening seminars is also required. A student w h o elects t o take just t w o courses
i n student teaching may take o n e course i n independent study at this time. All
students are expected t o b e involved full-time i n t h e activities of t h e professional
term.
199 Internship
Lower division internship.
265 Orientation to Education in an Urban Setting (Secondary)
Investigates various aspects of the teaching profession, with opportunity for in-school
work. Open to all students. (Prereq.: Sophomore Standing)
282 Introduction to Special Education
(See Special Education)
295, 495 Topics in Education
Study of selected topics in education that are not treated extensively through current
course offerings. Specific topics will be announced.
299 Directed Study
Independent study for lower division credit.
341 Media Technology (1/2 course)
(See Kindergarten-Elementary Education)
351 Techniques of Teaching Reading
(See Kindergarten-Elementary Education)
354 Creating Learning Environments: Secondary
The mastery of theories and their application for teaching in learning settings. Laboratory
experiences. (Prereq.: 265, PSY 105)
355 Music Methods (K-12)
Trends and issues in music education. The development of music skills and teaching
procedures for school music K-12. Workshops and laboratory experience. (Spring)
356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (1/2 course each)
Study and application of instructional methods, materials, and techniques.
361 Art Methods (Elementary and Junior High School)
Procedures, materialsand issues relatingto the teaching of art in the elementary, middle,
and junior high schools. For art teaching majors only. (Fall)
362 Art Methods (Senior High School) (1/2 course)
Procedures, materials and issues relating to the teaching of art in the senior high school.
(Fall)
364 English Methods (1/2 course)
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Teaching in a local high school. (Spring)
365 Physical Education Methods (K-12)
(See Physical Education Department)
366 Foreign Language Methods (1/2 course)
Language learning theory. The theory and practice of language teaching. (Consult with
the Foreign Language Department.)
374 Natural Science Methods (K-12) (1/2 course)
Course structures, goals, and procedures in science education. Consideration of ability
levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall)
375 Social Studies Methods (1/2 course)
Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. (Spring)
376 Speech and Theater Arts Methods (1/2 course)
The teaching of basic speech, interpretative reading, discussion, and theater and the
directing of co-curricular speech and theater activities. (Spring)
377 Mathematics Methods (1/2 course)
Study of the basic techniques and materials for teaching secondary school mathematics,
and the consideration of trends and issues in mathematics education. (Spring)
388 Human Relations (1/2 course)
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnemta for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all.
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
410 Health Methods
(See HPE 410 Administration and Supervision of the School Health Program)
478 School and Society
The emphasis in this course is on the school in relation to society with particular attention to urban education. Introduced by a study of educational philosophy and the
development of American education, current major issues in education will be studied.
(Prereq.: senior standing)
481, 482, 483, 484 Student Teaching
Observing and directing learning at the secondary level under supervision of college
and secondary school personnel. (A minimum of two courses, except three courses
required of Art, Music, Physical Education majors. Prereq.: Admission to student teaching and program approval)
498 lndependent Study (1/2 course)
Study of specific areas in education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided
for in the departmental curriculum. A projected program must be outlined which meets
the approval of education faculty.
Special Education (EDE, EDS)
Barry Franklin (Coordinator)
Minor: Minimum of 6 courses (282, 491; PSY 351, 357; one course chosen from
HPE 354, MUS 110 (Interim) or 395, PSY 362, EDS 385 (Interim), or SWK 304
(CHR); and one course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO
103 is recommended as an additional course.
282 lntroduction to Special Education
Introduction to the field of special education. An examination of the nature, causes,
and educational interventions for such exceptionalities as mental retardation, physical
disability, hearing and vision impairment, learning disabilities, behavior disorders and
giftedness. (Spring)
491 Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus on-campus
seminar. Prereq.: Completion of courses for special education minor or consent of
instructor. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. (Fall)
Library Science (LIB)
This program is under review. Contact the department chairperson.
Minor: Minimum of 4% courses, including 341, 345, 358, 359, 475.
341 Media Technology (1/2 course)
(See under Elementary Education)
345 The Media Center: Organization and Administration
Organization of materials, including acquisition, cataloging, classification, and processing. Services of the media center and methods of evaluation. (Fall)
358 The Elementary School Library: Materials Selection and Guidance
Characteristics and purposes of an elementary school library. Evaluation of materials
related to curriculum support and recreational needs. Study of selection sources and
guidance in use of print and non-print materials. (Fall)
359 Reference Sources and Services
Study of basic English language reference sources. Students learn how to select and
evaluate reference books for home, school and other libraries; how to find information
and use libraries effectively. (Spring)
399 Internship
Open to juniors and seniors. An opportunity to do field work in a variety of library
situations in the metropolitan area.
475 The High School Library: Materials Selection and Guidance
Survey and evaluation of library materials on the secondan/ school level, with attention
to their use in relation to curricula as well as for personal interest and needs of adolescents. (Spring)
499 lndependent Study
lndependent study and research on some topic of interest in the field of library service,
worked out in consultation with a faculty adviser. Open to juniors and seniors, with
department approval.
Engineering
Ken Erickson (Adviser)
Augsburg College has cooperative arrangements with three universities t o allow
the student to earn a Bachelor of Arts degree from Augsburg College and an
engineering degree from either the University of Minnesota lnstitute of Technology, Minneapolis; Washington University School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary.
Applications for these programs require the recommendation of the Augsburg
Engineering Adviser.
University of Minnesota - The lnstitute of Technology and Augsburg cooperative
arrangement provides for two dual degree engineering programs:
1. Bachelor of Arts/Bachelor of Engineering (B.A.1B.E.) which enables students t o
receive a Bachelor of Arts degree from Augsburg College and a Bachelor of
Engineering degree from the University of Minnesota. The program typically
involves three years at Augsburg and two years at the lnstitute of Technology.
Students may apply for the program after completing the sophomore year. At
that time, they will be informed of their status in the program and any further
conditions necessary for final acceptance into the program. Formal application
to the lnstitute of Technology may be completed during the second semester
of the junior year at Augsburg.
2. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) which enables students to
receive a Bachelor of Arts degree from Augsburg College and a Master of
Engineering degree from the University of Minnesota. This program involves
four years at Augsburg and, typically, two years at the lnstitute of Technology.
The curriculum is the same as the B.A.1B.E. curriculum with the addition of
several extra courses that are completed at Augsburg during the senior year
to minimize the number of undergraduate courses, if any, that students must
take at the University before proceeding through the graduate curriculum. The
number of such courses varies by IT department and area of emphasis within
a department.
Application for admission into the B.A.1M.E. program should be initiated during
the second semester of the junior year at Augsburg. Formal application for the
program may be completed during the senior year. Those admitted will receive
special counseling from the lnstitute of Technology staff regarding courses that
should be taken during the senior year at Augsburg. Participants in the B.A.1
M.E. program are not guaranteed admission t o the lnstitute of Technology.
Washington University - Three-Two Plan
Michigan Technological University - Dual Degree Plan
These programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School
of Engineering and Applied Science or Michigan Technological University in a
five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated
university. Students accepted into the program are guaranteed admission to the
engineering school, provided they have met course requirements, have a B average, and are recommended by the ~ n ~ i n e e rAdviser
in~
of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on
these and other graduate programs is available from the Augsburg Engineering
Adviser.
Financial Aid: Students receiving financial aid who are participants in these dual
degree programs will be encouraged t o apply t o the engineering school of their
choice for continuing support. Their applications will be evaluated using need
and academic performance as criteria.
Minimum Course Requirements for Admission to the Dual Degree or Three-Two
Programs: CHM 115,116; CSC 170; ENG 111; MAT 124,125,224,226; PHY 121,
122; additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally MAT 124, 125 and PHY 121, 122 are taken in the
freshman year. Students interested in Chemical Engineering also should take CHM
351, 352.
English (ENG)
Ronald C. Palosaari, (Chairperson), Barbara Andersen, Timothy Blackburn, John
Gidmark, Walter Howerton, John R. Mitchell, Catherine C. Nicholl, Richard B.
Sargent, David Wood
The English department offers courses in literature, writing, and film. Regular
offerings are supplemented by topics courses and interim courses. The department
sponsors the literary magazine, Murphy Square, and holds a weekly program,
Words'worth on Wednesday, devoted to language and literature. Many students
gain practical experience in writing and teaching through internships.
Major: 9 courses above 111, including 225; one course in American literature;
one course in Western literary tradition (271 or 272); and three courses in British
literature, one on literature before 1660 (for example, 331 or 438) and one that
surveys a number of writers (336, 337,423). Majors are encouraged t o take ENG
245 early in their college work and to consult their departmental adviser regularly.
A student with a double major or special program that involves considerable work
in the English department should also work closely with an adviser in the
department.
Major for Secondary Teaching Licensure in English-Language Arts: 10 courses, including those listed for the major and a course in the English language; 2 Speech
courses, one from 111, 351, 352, 354 or 355 and either 360 or 366. Courses in
early American literature, Shakespeare and film are recommended. In addition to
field experience and student teaching required by the Department of Education,
majors will be required t o gain practical experience in teaching writing, t o be
arranged through the department chairperson. Students are encouraged to take
courses toward their major during the freshman and sophomore years, enroll in
Orientation t o Education in the fall term of the sophomore year and apply for
teacher education not later than the fall of their junior year. In addition to planning
their courses with the English department chairperson, students should consult
an adviser in the Department of Education.
Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to department chairperson early in senior year, defend honors thesis before faculty
committee in senior year. Honors thesis may be an independent study program.
Minor: 5 courses above 111, including one in British literature and one writing
course.
Note on Concentration: In addition to meeting requirements for the major, English
majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives
in the major, by the design of an independent study course that applies to the
concentration, and by the selection of some related courses outside the department. English majors should work closely with their advisers in developing a
concentration. Interim courses, special courses, and courses at other ACTC
schools will often fit well into a concentration.
Note on Prerequisites: 111 is strongly recommended but not a prerequisite for a
lower division literature course. Prerequisite for an upper division course is successful completion of a lower division literature course or consent of the
instructor.
101 Developmental Writing
A preparatory course for Effective Writing for students identified by an examination as
needing additional preparation. Instruction and practice in basic writing skills will be
given. Students will write short papers based on their own observation, experience,
and thought. P/N grading only.
111 Effective Writing
The study of composition with emphasis on expository writing. Attention to correct
usage, logical organization, and the research paper. The grading system for this course
is either P/N or 2.0-4.O/N. In order to hold a place in the course the student must either
attend class the first day or personally notify the instructor that s/he cannot be present.
199 Internship
Lower division internship.
223 Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business
and professional careers. The writing of reports, letters, and proposals will be emphasized. Students will be encouragedto use material from their own areas of specialization.
(Prereq.: 111 or equivalent)
225 Advanced Expository Writing
The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis.
Particular attention will be given to stylistic and organizational matters through the
course's workshop format, in which student's papers are read and discussed. (Prereq.:
111)
226 Creative Writing
The purpose of the course is to encourage and guide, by means of appropriate models,
theories, and criticism, writing in narrative and poetic modes of expression. Short stories,
personal narratives, and poems may be selected by students for experimentation and
development, according to the student's preference.
227 Journalism
An introduction to newswriting, with secondary emphasis on the feature and the news
feature. The student is first introduced to the principles of writing the news story, what
constitutes news, copy preparation, and editing practices, then goes on to write real
and imagined obituaries, press releases, speech stories, and community news stories.
A unit on the feature and the news feature concludes the course. Throughout the
semester, attention is paid to ethics, comparisons and contrasts with the electronic
media, and stylistic trends inside and outside the journalism establishment.
241 lntroduction to Cinema Art
An investigation of the artistic qualities and the historical development of the film
medium. The course includes the viewing and discussing of both feature length and
short films. (Spring)
245 Introduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be
devoted to developing critical and analytical skills in reading and writing about literature.
Strongly recommended for English majors and minors.
250 American Literature to 1920
Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's
contribution to the historical development of American literature.
261 Modern Fiction
Significant works of selected prose writers, chiefly European, of the twentieth century.
271 European Literature: Homer to Dante
A study of major works of Greek and Roman literature, for example the epics of Homer
and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies of Aristophanes and Ovid's Metamorphoses. Dante's Inferno will be studied as a work in
which the Christian and the classical traditions are combined. These works will be
studied with reference to their mythological foundations, their cultural background,
their influence on later literature, and their enduring relevance. (Fall)
272 European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the modern
period, including such authors as Moliere, Cervantes, Montaigne, Coethe, Dostoyevsky.
(Spring)
282 Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year will be listed in the class schedule
for that year. Recent offerings have included Scandinavian literature, Twentieth Century
Poetry, and Comedy.
299 Directed Study
Independent study for lower division credit.
331 Chaucer and His Age
While the primary study of the course will be the writings of Geoffrey Chaucer, attention
will be given to the medieval literary milieu out of which Chaucer wrote. Medieval
poetry, romance, and drama may be examined. (Alternate years, 1984-85)
332 Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary
tradition out of which Milton created his works will be examined. (Alternate years,
1985-86)
336 British Literature, from Donne to Blake
Reading, analysis and discussion of works of selected writers from the metaphysical
poets to Blake, with attention to the historical, intellectual, and social influences and
the major literary movements. (Fall)
337 British Literature, the Romantics and the Victorians
A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships
among these writers and their influence on one another will be emphasized as well as
their relationship to their own age and their lasting contribution to the forms of poetry
and prose. (Spring)
351 American Literature Since 1920
A study of some recent and contemporary writers and literary movements. Attention
is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and symbol in modern American
literature.
399 Internship
The department offers on-campus internships in teaching writing and various offcampus internships. Interested students should consult the department chairperson.
423 Studies in the British Novel
A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works
of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot, Hardy, and Butler. Attention will be given to the conditions contributing to
the rise of the novel and its emergence by the twentieth century as the dominant literary
form. (Alternate years, 1984-85)
438 Shakespeare
Study of ten or twelve major plays - comedies, histories, tragedies - with attention
to the development of Shakespeare's dramatic and poetic art. Additional plays assigned
for reading analysis.
498 lndependent Study - Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study which makes use of the resources
of Augsburg's urban location, such as theaters, poetry readings, and writers' groups.
499 lndependent Study
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study in the area of the student's choice.
1 Foreign Languages
!I
7
Mary A. Kingsley (Chairperson), Ruth L. Aaskov, Leif E. Hansen, Mary E. Johnson,
Gunta Roientals, Natalia Sich, Donald Steinmetz
The study of foreign languages breaks down barriers of space and time. It permits
i us to reach beyond the boundaries of the English-speakingworld t o communicate
with other peoples, t o share their experience of being human. In short, our world
becomes larger, richer, and less provincial.
:
b
: The study of linguistics seeks to penetrate the secrets of language, to reveal the
:
operation of the communicating mind. It is in these ways that the study of foreign
languages and linguistics is central to a humanistic education.
.
1
b
Placement Levels: Students with previous foreign language study must register in
courses suited t o their level of preparation. Placement is according t o the number
of semesters one has studied that language: 0-2 = 111; 3-4 = 112; 5-6 = 211;
7-8 = 212; 9 or more = 311. Students in doubt about their placement level
should consult the chairperson.
5
Students should arrange to take the Language Placement Test if they wish to take
a course above the level determined by previous studies in that language.
Students who elect to take a course below the one in which they are placed by
the department may do so, but grading must be P/N only. The language requirement will be satisfied only by completion of the course in which the student was
originally placed. Credit and grading for that course may be traditional.
,
Basic Requirements: Majors must take four of the upper division courses at Augsburg College and four abroad. Minors must take two of the upper division courses
at Augsburg College. 311 is prerequisite t o all upper division courses.
[ Transfer students intending to major or minor must take a minimum of one upper
division credit per year attended. See department faculty for limits on non-Augsburg courses and career information.
Teaching Licensure: Teacher candidates in French, German and Spanish must
consult with the Department of Education for specific information and enrollment
in the program. Methods courses by language are joint ACTC offerings and should
be taken in the fall of the senior year. A 3.0 average in Advanced Conversation
and Composition is a departmental requirement for teaching majors. Licensure
requires successful completion of the Modern Language Association Competency
Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education.
Honors Major: Majors seeking departmental honors must apply early in the senior
year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis
demonstrating ability in independent study for one course credit. Consult department chairperson for details.
Chinese
Chinese language studies are possible through a contractual arrangement with
the ACTC East Asian Studies Program and the University of Minnesota East Asian
Language department. See East and Southeast Asian Studies Director.
French (FRE)
Major: 8 courses above 212, including 311, 312, 331 o r 332, 350 o r 355, 351 o r
353, 450 o r equivalents. Study abroad required.
Minor: 4 courses above 212, including o n e i n conversation-composition, o n e i n
civilization, and o n e i n literature. Interim, summer, o r semester i n France strongly
recommended.
Teaching Licensure Minor: 5 upper division courses beyond 212, including o n e
i n conversation-composition, 350, o n e i n civilization. Study i n France strongly
recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim catalog.
01 1 Directed Study
Conversational French, readings. Once weekly. No credit. (Spring, On Demand)
111 Beginning French
Designed to introduce the French language and culture to the student with one year
or less of high school French study. Aims to develop four skills: understanding, speaking,
reading, and writing. Classroom practice in understanding, speaking, and reading basic
French. Four class meetings a week. Laboratory work is an integral part of the course.
(Fall)
112 Beginning French
For those who have had 111 or equivalent. Through conversations, sentence practice,
and readings, the study of tenses and forms is completed to make possible basic communication, beginning reading skills, and acquaintance with French culture and way of
life. Four class meetings per week. Laboratory work is an integral part of the course.
(Spring)
199 Internship
Lower division internship.
21 1 lntermediate French
20th Century selected articles and a grammar review are the basis for practice in communication, vocabulary building and developing greater ease in reading and writing.
For those who have studied most of the basic structures. Laboratory work is an integral
part of the course. (Fall)
212 lntermediate French
Through articles, interviews and literary readings this course works toward the goals
of oral fluency, communication of ideas, and the acquisition of sufficient skills to pursue
general reading in French. Completes a review of basic structures. Laboratory work.
(Spring)
243 French Literature in Translation
Major representativeworks of French literature are read in English translation. Through
individualized background reading and class discussion, students become acquainted
with artistic qualities and cultural-historical significance of these works. Sophomore
standing. Fulfills only literature distribution requirement. Does not count toward a
French major or minor. (On demand)
299 Directed Study
Independent study for lower division credit.
311 Conversation-Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression. Emphasis on vocabulary enrichment, grammatical
refinements, effective organization of ideas. Laboratory assignments. Post-intermediate
level. A prerequisite to other upper division courses. (Fall)
312 French Expression
A two-pronged approach to coherent and correct expression in speaking and writing.
Attention to grammatical structures, French turns of phrase and elementary stylistics
for business and personal use. French phonology and speech group practice, study of
written models. (Prereq.: 311 or consent of instructor. Spring, On demand)
331 French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the
modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual
materials. In French. (Prereq.: 311 or consent of instructor. Alternate years)
332 French Civilization Today
Topics in twentieth-century problems, idhas. Cultural manifestationsthat promote understanding of French-speaking people and their contribution to the contemporary
scene. Readings, reports, extensive use of audio-visual materials and periodicals. In
French. (Prereq.: 311 or consent of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing, and discussing selected works of French literature. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On
demand)
351, 353 Survey of French Literature
The study of major French authors and literary movements in France, through the
reading of whole literary works where possible. Lectures, discussion, oral and written
reports in French. (Prereq.: 311 or consent of instructor. Alternate years)
355 Twentieth Century Literature
A survey of the major French literary movements since World War I, including the
novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports,
and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years)
399 Internship
Upper division internship.
41 1 Advanced Conversation-Composition
By means of reading, speaking and writing on topics of intellectual, social, or political
interest, the student acquires extensive training in the four skills at an advanced level.
Attention to accuracy and effectiveness, characteristic levels of expression, refinements
in style and organization as individual needs indicate. Provides for self-improvement
and self-evaluation. Laboratory assignments. Required for all majors. (Prereq.: 311 or
consent of instructor. On demand)
450 French Seminar: Novel, Drama, Poetry, Short Story
Study in depth of a topic or genre in French literature. Student presentations in French.
For advanced students. (See also Interim offerings. Prereq.: 311 or consent of instructor.
On demand)
499 lndependent Study
Individual pursuit of a topic, movement, or genre at an advanced level. Designed to
complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultationswith French teachers
required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early
with study adviser.)
German (GER)
Major: 8 upper division courses, including 311 and 411. Semester in Germany
required.
Minor: 4 upper division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended.
Teaching Licensure Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be
upper division courses. Study in Germany strongly recommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
111, 112 Beginning German
Course 111 is for students with no previous background; 112 is for students who have
had 111 or equivalent or less than two years of high school German. Aims at developing
basic skills. Classroom practice in speaking, understanding and reading basic German.
Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available.
199 Internship
Lower division internship.
211, 212 Intermediate German
For students with two terms (or two years high school) of previous German. Aims at
developing basic skills into working knowledge of German. Review of basic structures
with emphasis on extending range of vocabulary and idiomatic expression through
reading and discussion of materials representing contemporary German life and literature. (211, Fall; 212, Spring)
244 German Literature in Translation
Principal works of Gerrnan literature representing various periods and movements are
read and discussed in English. The readings are considered not only in the particular
context of Gerrnan cultural history, but also discussed in terms of their relevance to
perennial human problems. Credit for this course does not apply to a German major
or minor. (Sophomore standing. On demand)
299 lndependent Study
lndependent study for lower division credit.
301 German Business Communication
German trade correspondence. (Prereq.: 212 or consent of instructor. On demand)
311 German Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic
expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
331 German Civilization and Culture I
The Early Background. Follows the cultural and social development of the Germanspeaking peoples from the prehistoric Indo-European origins (ca. 3,000 B.C.) to the
Thirty Years War (1643), with emphasis on the impact of Roman civilization, the reemergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals of the Reformation. In German. (Prereq.: 311 or consent
of instructor. Alternate years)
332 German Civilization and Culture II
Survey of significant currents of development which have shaped present-day Germany,
Austria and Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual, geopolitical, artistic and scientific
history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing and discussing selected works of German literature. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On
demand)
351 German Literature through the 18th Century
Brief survey of heroic, courtly, Reformation, Baroque, Aufklarung and Sturm und Drang
literature. Extensive readings and discussions in Classic and Romantic periods. Readings
in German, supplemented by lectures on the history of German literature in its cultural
and geopolitical context. Class discussions help to improve students' ability to express
ideas in German. (Prereq.: 311 or consent of instructor. On demand)
352 German Literature: The 19th Century
Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance
of the individual and the rise of materialism, technology and mass man. Readings in
German. Class discussions help to improve students' ability to deal with concepts and
express themselves in German. (Prereq.: 311 or consent of instructor. On demand)
353 German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international
stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' self-expression in German. (Prereq.: 311 or consent of instructor. On demand)
399 lndependent Study
lndependent study for upper division credit.
411 Advanced German Composition and Conversation
Aims at developing and refining the student's use of German as a vehicle for expressing
his or her own ideas and opinions. Emphasis on written composition including control
of style. Oral practice through use of German as classroom language. (Prereq.: 311 or
consent of instructor. Fall)
451 German Prose
Reading and discussion of German prose masterpieces from Goethe to the present.
Lectures treat the development of the epic genre as a mirror of cultural and geopolitical
history. (Prereq.: 311 or consent of instructor. On demand)
452 German Drama
Representative dramatic works from late 18th century to the present are discussed and
read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of indtructor. On demand)
499 lndependent Study
lndependent study for upper division credit.
Japanese (JPN)
Japanese language studies are possible through a contractual arrangement with
the ACTC East Asian Studies Program and the University of Minnesota East Asian
Language department. See East and Southeast Asian Studies Director for more
information.
Linguistics (LI N)
199 lnternship
lnternship for lower division credit.
217 ESL Workshop: Building Better English Skills
This course will assist international students in their initial linguistic and academic adjustment to college-level study in the U.S. The course is offered in five modules to meet
the differing needs of students with different kinds of backgrounds. Students register
for the modules corresponding to their needs as indicated by testing. The modules are:
Orientation, Pronunciation, Reading, and Writing.
218 Advanced ESL
The purpose of this course is to prepare international students for college-level studies
in the United States on an equal or near-equal linguistic footing with their American
fellow students. The course is offered in three modules to meet the different ESL needs
of different students: Pronunciation, Reading, and Writing.
289 Introduction to Linguistics
An introduction to linguistic analvis and general linguistic principles, with focus on
linguistic universals (organizational principles and featurn cornman to all languages)
and p.jychalinguistics (inquiry in to themechanics of language learning and the structure
of the mind as revealed in language). TheorericaE questions wilt be approached by
studying samples of various languages. No prerequ~site.Recommendedfor all language
majors and minors. (Fall)
299 Directed Study
lndependent study for lower division credit.
311 Theories of Grammar
Comparative analysis of various views of language represented in current linguistic
research with the aim of illuminating underlying phiiorophical assumptions, investigational criteria, and explanatory goals which distinguish them. The theories will be
contrasfed with those of adjacent disciplines such as anthropology, psychology, logic,
and communication theory to explore ways in which each theory seeks to overcome
the inadequacies of traditional grammar. (On demand)
399 lnternship
lnternship for upper division credit.
499 lndependent Study
lndependent study for upper division credit.
Norwegian (NOR)
I:
I
Major: 8 courses above 211, including 311, 312 o r 331, 353,411. Study i n Norway
required.
Minor: 4 courses above 211, including o n e i n conversation-composition, o n e i n
civilization, and o n e i n literature. Study i n Norway encouraged.
Recommended Supporting Preparation: A second foreign language, linguistics, European history.
111, 112 Beginning Norwegian
lntroduction of the four basic language skills: speaking, listening, reading and writing.
Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall;
112, Spring)
199 lnternship
lnternship for lower division credit.
21 1 Intermediate Norwegian
Continued conversation and composition to improve comprehension and facility of
expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or
equivalent.)
299 Directed Study
Independent study for lower division credit.
311 Norwegian Conversation and Composition
Intensive practice in spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given to regional variations in spoken Norwegian and to
differences between the two official languages of Norway. Some laboratory work and
field experience required. (Prereq.: 211 or equivalent.)
I
312 Old Norse
An introduction to the structure of Old West Norse through the study of selections
from Old Norse literature. Some attention given to Old East Norse and aspects of the
history of four modern Nordic languages. Knowledge of one of the latter is desired but
not required. Norwegian language majors/minors will have special assignments. (On
demand)
331 Norwegian Civilization and Culture
This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible),
the domestic and foreign influences at work in the comparatively homogeneous population of Norway will be examined. Written and oral reports in the Norwegian language
will be required along with some field work. (Prereq.: 311 or consent of instructor. On
demand)
350 lntroduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing, and discussing selected works of Norwegian literature. Recommended for
majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor.
On demand)
353 Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a base for the study
of original works from earlier periods extending back to Old Norse literature. All genres
are examined, and considerable attention is given to writings in the Nynorsk language,
particularly poetry. Lectures, readings, oral and written reports are in Norwegian.
(Prereq.: 311 or equivalent. Alternate years)
399 lnternship
lnternship for upper division credit.
41 1 Advanced Norwegian Conversation and Composition
Further intensive practice in spoken and written Norwegian. Attention given to the
other Scandinavian languages and to the historical development of the Norwegian
language. Laboratory work and field experience required. (Prereq.: 311 or consent of
instructor. On demand)
499 lndependent Study
lndependent study for upper division credit.
Russian (RUS)
One year of elementary Russian is offered at Augsburg. Russian language studies
may be continued in the ACTC Russian Area Studies Program, which requires
two years of language for the major. See Russian Area Studies Campus
Coordinator.
11 1, 112 Elementary Russian
Aimed to develop reading, writing, understanding, and conversational skills through
oral classroom practice, developing ease in reading, short compositions, and acquaintance with Russian culture. Extensive use of the language lab.
Spanish (SPA)
Major: 8 courses above 212, including 311, 411, 456 or 457, two of 352, 353,
354. Study in Spain or Latin America is required.
Minor: 4 courses above 212, including one in conversation-composition, one in
civilization, and one in literature. Interim or summer study abroad strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in Spain or Latin America recommended.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult department for other supporting courses in
humanities.
1 1 1, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of Spanish-speakingworld. Laboratorywork
is an integral part of the course
199 lnternship
lnternship for lower division credit.
21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which stimulate
intellectual growth and promote cultural understanding, students review all of the basic
structures of Spanish, and build conversationalskills through class discussions. Designed
for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring)
'1
>
216, 316 Intensive Individualized Spanish
(See under Program in Global Community)
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literature representing various periods and
movements are read in English translation. rhrough background reading and class discussion in English the w d e n t isacquainted with the salient artistic qualities and culturalhistorical significance of the readings. Credit in this course do- not count toward a
major or minor in Spanish. Sophomore standing preferred. (On demand)
261 Spanish Language
(See under Metro-Urban Studies, SAUS and LISLA)
299 Directed Study
Independent study for lower division credit.
311 Spanish Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and
facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all
upper division courses. (Prereq.: 212 or equivalent. Fall)
312 Spanish Expression
Intended for students who have a basic command of writing and speaking skills in
Spanish a n d wish to expand them. Intensive practice to improve oraF and written expression with emphasis on conversational facility, stressing idiomatic u a g e and the finer
points of grammar. Readings to stimulate discussion and broaden cultural background
from contemporary literary texts and magazine articles. Conducted in Spanish. ( O n
demand)
331 Spanish Civilization and Culture
Study of the Spanish character and of Spanish contribution to world civilization through
historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: 311 or
consent of instructor. Alternate years.)
332 Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent
of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of fiierary dudies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the praaical component, students apply the theory through reading, analyzing, and
discussing selected w a r h of literature in Spanish. Recommended for majors and minors.
Open to all qualifed students. (Prereq.: 311 or consent of instructor. On demand)
352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on
the literary movements and development of Spanish literature. Lectures, discussion,
written and oral reports in the language. (Prereq.: 311 or consent of instructor. On
demand)
354 Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions, written and oral
reports in the language. (Prereq.: 311 or consent of instructor. On demand)
399 lnternship
lnternship for upper division credit.
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, and written compositions and grammatical
exercises. (Prereq.: 311 or consent of instructor. Alternate years)
456 Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written reports in
the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: One survey
course. Alternate years)
457 Spanish Novel
Study of the outstanding novelists of the nineteenth and twentieth century in Spain.
Oral and written reports in the language. (Prereq.: One survey course. Alternate years)
499 lndependent Study
lndependent study for upper division credit.
General Studies (GST)
John A. Hill (Registrar), Garry W. Hesser, Joel Mugge, Donald Warren
Some courses help t o integrate learning around topics in ways which are different
from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating
faculty, and offerings of the Center for Global Service and Education.
005 Freshman or Transfer Seminar
An introduction to college academic life required of all new students at Augsburg. The
seminar meets regularly through the first half of the fall term. No course credit.
107 Integrative Pro-Seminar
The seminar focuses on selected issues, utilizing the insights, theories and approaches
of three disciplines for a more adequate understanding of a particular issue. Community
resource persons, simulations and discussions are used to integrate the disciplines focused on the same topic. No course credit.
140, 141 Introduction to the Liberal Arts (1/2 course each)
An introduction to the philosophy of the liberal arts curriculum and to the philosophy
and student services available at Augsburg College. The course also f o c u w on irnproving those skills so impartant to academ~csuccess: reading rate and comprehension.
note taking and textbook reading, time management, vocabulary, spelling, test taking.
concentration and memodzar~on,conflict management, assertiveness training, career
planning, and making decisions. (140, Fall; 141, Spring)
230 Cultural Issues Seminar
(See under Program in Global Community)
Health and Physical Education
Richard A. Borstad (Chairperson), David Boots, Paul H. Grauer, Alvin L. Kloppen,
Douglas Nelson, Marilyn Pearson, JoycePfaff, Edwin J. Saugestad, Bethany Shifflett
The department prepares students for service in two majors, offers a specialization
in Corrective Therapy, and provides certification for coaching in Minnesota
schools. Students interested in DevelopmentaljAdapted Physical Education
should consult with the department chairperson.
xuaents are aavlsea to consult w ~ t han adviser in the department tor planning
purposes and with the Education faculty regarding state requirements for teacher
licensure.
Men and women students interested in participating in intercollegiate sports or
intramurals may inquire with departmental personnel in Melby Hall.
Health Education (HPE)
Major: 110, 114, 115, 320, 354, 410; BIO 103, 108, 111; CHM 105 or 109; PSY
105; SOC 231, 241.
Teaching Major: Same as health education major plus 355. Students wishing to
become licensed teachers should consult with the Education Department for
requirements.
Minor: 110, 114, 115, 320; BIO 103; SOC 231.
110 Personal and Community Health
Modern concepts and practices of health and healthful living applied to the individual
and the community. (Fall)
199 lnternship
lnternship for lower division credit.
114 Health and Safety Education (1/2 course)
Principl~sand practices of safety education in school and community life. Includes
information about school health programs and prevalent health needs and problems
of school age children, and American Red Cross First Aid course.
'
115 Health and Chemical Dependency Education (1/2 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information
about school health programs and prevalent health needs and problems of school age
children.
299 Directed Study
Independent study for lower division credit.
320 School Health Curriculum
Techniques ior developing a course of study based upon growth and development for
grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the
major sequence numbered in the 100 and 200 series and consent of instructor.)
354 Teaching the Exceptional Child (1/2 course)
Education of the exceptional child with special reference to the analysis of functional
and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring)
355 Tests and Measurement (1/2 course)
Survey of basic statistical procedures and evaluation of tests in health and physical
education. (Spring)
399 lnternship
lnternship for upper division credit.
410 Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with
laboratory experience in classroom and community. (Prereq.: 320. Odd number years,
Fall, Interim)
485 Applied Adapted Activities
Explores recreation as applied to a corrective therapy program, application of corrective
exercise to the atypical, self care and ambulation, prosthetics and orthotics. Equal attention is given to physical and mental habilitation, physical education for the handicapped and recreation in rehabilitation. (Prereq.: 350, 351, 354. Summer school only)
488 Neurology (1/2 course)
A study of the nervous system and the diseases associated with it. (Summer School
only)
489 Pathology (1/2 course)
The nature and cause of disease involving changes in structures and functions. (Summer
School only)
491 Therapeutic Exercise
Exercise techniques as applied to various disbilities, testing muscle strength and range
of joint motion and association of muscle actions as applied to various human movements. Equal attention is given to human movement, kinesiotherapy and evaluation
and research applied to C.T. and A.P.E. programs (Prereq.: 350, 351, 354. Summer
School only)
493 Organization and Administration of Corrective Therapy
A study of organization, administration, history, philosophy and professional ethics as
applied to C.T. intertherapy relations in a rehabilitation setting. Basic supervisory and
personnel management descisions and practices. Most of the course deals with organization and administration of C.T.; about one-sixth of the course deals with intertherapy
relations. (Summer School only)
495, 496, 497 Professional Affiliation
Includes actual hospital experience in four areas of corrective therapy: (1) Psychiatry,
(2) Orthopedics, (3) Neurology, and (4) Rehabilitation. Course 497 is study of Neurology
and Pathology (Prereq.: 485, 491 and approval of department.)
499 lndependent Study
lndependent study for upper division credit.
Physical Education (HPE)
Major: 114, 115, 354, 355; 223, 231, 232, 243, 350, 351, 471, 472, 474, 475; BIO
103.
Teaching Licensure Major: 114, 11 5, 354, 355; 223, 231, 232, 243, 350, 351, 365,
471, 472, 474; BIO 103. Students wishing t o become licensed teachers should
consult w i t h t h e Education Department f o r requirements.
Major with Specialization in Corrective Therapy: 114, 115, 354, 355, 485, 488,
489,491, 493, Professional Affiliation Block 495-496-497-499; 223, 231, 232, 243,
350, 351, 365, 471, 472, 474, 475, BIO 103; PSY 105, 355, 362. A l l C.T. specialists
must b e accepted by t h e Education Department f o r teaching and student teaching
in an adapted situation. Approval must b e secured by t h e corrective therapy
coordinator.
Major with Specialization in Adapted Physical Education: Consult department
chairperson for individual program planning.
Minor: 114, 115; 223, 231, 232 or 472, 243.
Coaching Endorsement: 243,351,475, one of 476-483, and practicum in coaching
(499 is an optional method for meeting the practicum requirement).
Notes: Physical education major plus coaching practicum meets the coaching
requirement. Coaches entering their first headcoaching assignment in Minnesota
high schools are required to have at least a coaching endorsement in the field of
physical education and athletics.
002, 003 Lifetime Sports
Three hours per week. Two lifetime sports meet the general education requirement.
(Part-time students should consult with department chairperson) No course credit.
199 Internship
lnterrnship for lower division credit.
223 Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
231 Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall)
232 Recreational Activities and Rhythms (1/2 course)
Theory and practice in performing American heritage and international folk dances.
Exposure to New Games concepts and activities. Practice in teaching and performing
selected social dances. (Interim and Spring)
234 Outdoor Education (1/2 course)
This course will look at a wide variety of outdoor activities that can be taught in a
school setting. The following activities will be emphasized: Canoeing, back-packing,
cycling, outdoor cooking, camping and water safety. Students must be prepared to
spend some weekends participating in these activities. (Even number years, Spring)
243 History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
299 Directed Study
Independent study for lower division credit.
350 Kinesiology
Mechanics of movement with special emphasis upon the muscular system and analysis
of movement. (Prereq.: BIO 103; Fall)
351 Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles
applied to exercise programs and motor training. (Prereq.: BIO 103. Spring)
354 Teaching the Exceptional Child
(See Health Education)
355 Tests and Measurement
(See Health Education)
365 Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the elementary and
secondary levels. (Fall)
373 Modern Dance (1/2 course)
An introductory course in modern dance technique, composition, improvisation, and
problem solving. No previous dance experience necessary. (Interim)
399 Internship
Consult department chairperson.
471 Physical Education Programming
Procedures and techniques of management, leadership and decision making for physical
education and interscholastic athletic programs. Curriculum analysis and preparation.
(Prereq.: 243. Fall)
472 Gymnastics (1/2 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and perform in
all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall)
474 Swimming and Aquatics
Theory and practice in teaching swimming, lifesaving, and water safety. Open only to
junior and senior Physical Education majors and minors. (Prereq.: Swimming competence as determined by pre-test. Fall)
475 Prevention and Care of Athletic Injuries (1/2 course)
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures. (Prereq.: 350. Fall, 1st half of term)
476 Coaching of Football (1/2 course)
Theory, technique and administrative aspects of coaching football. (Odd number years,
Fall, 1st half of term.)
477 Coaching of Basketball (1/2 course)
Theory, technique and administrative aspects of coaching basketball. (Odd number
years, Interim)
478 Coaching of Hockey (1/2 course)
Theory, technique and administrative aspects of coaching hockey. (Odd number years,
Interim)
479 Coaching of Track and Field (1/2 course)
Theory, technique and administrative aspects of coaching track and field. (Odd number
years, Spring, second half of term)
480 Coaching of Baseball/Softball (1/2 course)
Theory, technique and administrative aspects of coaching baseball and softball. (Odd
number years, Spring, 2nd half of term)
483 Coaching of Volleyball (1/2 course)
Theory, technique and administrative aspects of coaching volleyball. (Odd number
years, Fall)
499 Independent Study
Directed intensive study in an area of physical education. Open only to junior or senior
majors.
> History (HIS)
Orloue Gisselquist (Chairperson), Carl Chrislock, Don Gustafson, Khin Khin Jensen, Richard Nelson
History study at Augsburg College has led, for a considerable number of graduates,
t o careers in teaching on both the secondary and college levels. Fully as important,
in the minds of the department faculty, is the value of this discipline as one of
the major components of the liberal arts. History, well studied, trains the mind
in a manner that contributes significantly t o any career preparation, t o service in
community and church, and t o life enrichment.
Major: 8 courses plus 1 seminar. At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from
each of the four areas. Ancient and Medieval; Modern Europe; U.S.; and nonWestern.
Major for Teaching Licensure: Students interested in secondary education may
take a history major in combination with specified social science courses and the
required educational courses, in compliance with the state requirements. For more
information, see the department chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least three of which must be upper division.
Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances,
application before the end of the first term of the junior year; two years of a
foreign language at the college level (or its equivalent); an honors thesis (equal
t o one course credit) t o be defended before a faculty committee.
Notes: Freshmen should enroll in one or more of the 101-104 courses. 221-222
are normally reserved for sophomore or upper division students. Lower division
students are asked to take at least one lower division course before registering
for an upper level course.
There are 17 upper division courses (numbered 300 and up) in this department.
Five or six are offered each term, or I1 per year. Offerings depend upon faculty
schedules and student registration.
101 The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece
and Rome, and the middle ages of Europe into the 13th century.
102 The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the middle ages
through the remodeling of Europe by Napoleon.
103 The Modern World
A study of the main currents in western civilization from the time of Napoleon to the
present.
104 The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of
the last 200 years.
199 Internship
Lower division internship.
221 U.S. History to 1877
A survey of Americans from Jamestownthrough the efforts to reconstruct a nation torn
apart by The Civil War. (Fall)
222 U.S. History Since 1877
An assessment of the century which precedes our modern day. (Spring)
226 Asian and Asian-American Women in Public Life in the 20fh Century
An exploration of the experiences and contributions of selected women in China, Japan,
India, Korea, Philippines, and the state of Hawaii. Includes cross-cultural perspective,
responses to impact of modernization and Western education.
299 Directed Study
An opportunity for a student to do readings or study on topics not covered in the
scheduled courses. The proposed study must be approved by the directing faculty
member and the chairman of the department before registration. A maximum of one
course in directed study may be applied to the major.
322 Modern Southeast Asia
A study of the major historical events, personalities and political developments in this
area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam.
323 Modern China
A selective treatment of Chinese history since the Opium War of 1839. The erosion of
China's isolationism and collapse of the imperial system. The Nationalist and Communist
revolutions of the 20th century.
324 Modern Japan
An examination of the emergence of lapan as a major world power in the 20th century.
Components of the course wilt include a study of the distinctive features of the PreMeiji era, modern~zationfactors since 1868, interaction and encounter with China,
urban development, ecological problems, role of women and Japan's trade in Asia and
Africa.
331 Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excluding foreign policy; see
History 332). The specific topics to be offered will be announced prior to registration.
332 History of American Foreign Policy
The relationship of foreign policy to general American development is stressed.
345 Scandinavian-American Experience
(See under Scandinavian Area Studies)
347 Mexico: A Historical Perspective
(See under Program in Global Community)
353 Select Topics in Minnesota History
A survey of topics relating to the emergence of modern Minnesota: Indian-white relations; immigration and ethnic adjustments; rise of the Twin Cities; economic and
political development. Primary emphasis will be on the late 19th and early 20th
centuries.
360 The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times through its extension
and elaboration by the Greeks. Emphasis is placed on the development of writing,
achievement in the arts and sciences and political institutions.
~ b HellenlStlC
1
breece
and Kome to 3 3 A.U.
~
A study of the development of Alexander's Empire, the Hellenistic kingdoms and the
rise of Rome as the world's greatest power. Emphasis is placed on personalities, the
arts and sciences and Rome's contributions in law and the political process.
370 The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state through the
changes forced on these institutions during the Italian Renaissance and the early years
of the Reformation.
399 Internship in History
A limited number of internships may be available for qualified upper division students
majoring in history. See department chairperson.
412 England in the Tudor and Stuart Periods
A study of English history from a 15th century background through 1714. The emergence
of modern constitutionalism is the major theme of the course. Emphasis is also placed
on 16th and 17th century aspects of England's subsequent role in the world economy
and on the English literary renaissance of Elizabethan and early Stuart periods.
416 Europe in the Seventeenth Century
The study of this century as the most critical period in the rise of the modern state.
Emphasis is also placed on the emergence of modern science and its effect on intellectual history. The chronological boundaries may be listed as 1560-1714.
431 European Urban History
A history of the dynamics of urban growth, the distinctive institutions, and the culture
of cities in Europe from the Late Medieval to the 20th century, with focus on specific
historic cities as examples. The course is designed for history students, urban study
majors, and those who desire a background to enrich future travel.
440 Twentieth Century Topics in World History
This course emphasizes such topics as Hitler's fascism, the collapse of colonial empires
and the rise of the third world. The emphasis will be on Western Asia, Europe, and
Africa in the last fifty years.
450 Nineteenth Century Scandinavia
Emphasis is on the far-reaching changes in the political, economic, cultural and social
life of Denmark, Finland, Iceland, Norway and Sweden during the nineteenth and early
twentieth centuries. Attention is given to overseas emigration.
474 The World and The West
This course begins with Europe's discovery of the rest of the world, considers cultural
interaction and conflict, and the building of European empires in Asia and the Americas,
and concludes with the breakdown of these imperial systems at the end of the 18th
Century.
495 Seminar
Selected topics. Admission by permission of the instructor.
499 Independent Study
Majors with an average of 3.5 or above in history courses are encouraged to apply for
directed independent study. A maximum of one course in independent study may be
applied toward the major.
Humanities (HUM)
Bruce Reichenbach (Chairperson), John Benson
The Humanities major provides the opportunity t o reflect across departmental
lines, t o experience the ways in which different academic disciplines approach
similar questions and issues, and t o participate in interdisciplinary learning experiences. You can, in effect, create your own major by choosing a theme or
topic you wish to study, and then by taking courses in various departments relating
t o that theme.
The major was created especially t o encourage students not majoring in the humanities but in such areas as science, business, or social science to broaden their
insights and perspectives by taking a broadly-based second major.
Major: 9 courses, including 275. Six of the courses must be upper division.
Courses must be selected from at least four of these seven departments - Art,
English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theater Arts. No more than three courses from any one department can be used t o satisfy the requirement.
Each student taking a humanities major will focus on some particular theme or
perspective which will constitute the core of the major program. Six of the nine
courses must be taken in this core. The core adopted and the courses chosen to
meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme
or perspective of the core can be chosen from those listed in the Humanities
Handbook or can be created by the student in consultation with an adviser in
the humanities. Further information concerning the core can be found in the
Humanities Handbook.
A student may not list a double major in humanities and in one of the component
disciplines unless the distribution of courses selected in the humanities major is
significantly different from the other major.
275 Perspectives on the Humanities
An introductionto the humanities which focuses on different themes, depending upon
the instructor. The course correlates ideas, principles and values from the perspectives
of several of the humanities disciplines.
Interdisciplinary Studies (INS)
(See under Metro-Urban Studies, Program in Global Community, and Women's
and Minority Studies)
International Relations
Norma C. Noonan (Director)
lnternational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus on a discipline or geographic area of
the world. The program consists of a core of seven courses and seven electives
chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged t o consider foreign study for Interim or a semester. Competency in one language is required, but many students study two languages.
The goal of the program is t o give students a broad exposure t o international
studies with considerable freedom t o choose options for specialization. Students
In the recent past have focused their studies o n Latin America, the Middle East,
Western Europe, the USSR, the Far East, Southeast Asia, and others.
*
U
Recent students have had double majors in History, Political Science, or a foreign
language. Numerous combinations of majors and minors are possible with the
International Relations major.
Major: 14 courses. (1) 7 required courses: ECO 122 or 123; HIS 103 or 104, 332;
POL 158 or 160, 363, 461; the fourth term of college work in a modern foreign
language. (2) 7 of the following electives (not more than 4 from any one discipline
may be counted toward the major): HIS 322, 323, 324, 440, 474; POL 350, 351,
381, 382; SOC 241; PHI 355; REL 356; Comparative Economic Systems (ACTC
course); an Economics (Topics) course on International Trade; seminar, independent study, or interim course o n a relevant topic offered in the discipline of
economics, history and/or political science; the fourth term of college work in a
second modern language.
L
Note: Only the fourth or higher term of languages counts toward the major;
prerequisite courses or competencies cannot be credited toward the 14 required
courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major, for example, a concentration
in an area of the world or in one af the major disciplines in the program.
5
1 Mathematics/Computer Science
Beverly Durkee (Chairperson), Lawrence Copes, Henry Follingstad, Paul Hulse,
Leo Lake, Noel Petit
I
The Department of Mathematics provides a diverse program for students majoring
in mathematics or computer science and for students needing mathematics or
computer science background for other disciplines. Within the mathematics major
a diversity also exists t o provide programs for those interested in pure or applied
mathematics.
The computer science program has been developed to emphasize relationships
to other disciplines in a IiberaE arts curriculum. This program uses a PDP 11/60
computer for most of its curricuIum. Also available are several microcomputers
such as Apple II, Osborne, PLAT0 and Tektronix far use by students throughout
the college.
Mathematics Major: 9 courses including 124, 125, 215, 224, 314, 324. Also required: CSC 170 or 270. The following courses d o not count towards this major:
104, 114, 121, 122, 131. For teaching licensure, courses 351, 373, 441 must be
included. Students wishing t o become licensed teachers are advised t o consult
with the Education Department for requirements.
Mathematics Major with Computer Science Concentration: 10 courses: 124, 125,
215, 224, 314, 355; CSC 170, 240, 345, 350. Also recommended, 226.
Computer Science Major: 9 courses including 240,345, 350,445,450; 270 or BUS
250; 3 electives from 340, 352, 395, 495, 497, MAT 355, PHY 261, and BUS 479
or SOC 363. Also required: 170 and MAT 124, 125, 224 or MAT 174, 175; MAT
215; BUS 379 or MAT 373 or SOC 362.
Honors Major: GPA of 3.5 i n mathematics and computer science, 3.1 overall.
Independent study at an advanced level w i t h participation i n a department
seminar.
Mathematics Minor: '5 courses, including 124, 125, 224. The following courses d o
n o t count towards t h e minor: 104, 114, 121,122, 131. For a teaching minor, t h e
t w o additional courses must b e selected f r o m 21 5, 314, 351, 373, 441.
Computer Science Minor: 5 courses, including 170 (or M A T 175), 240, 345, 350,
and o n e course f r o m BUS 379, any CSC course over 260, M A T 355, PHY 261, o r
SOC 363.
Prerequisites/Placement Test - Before enrolling i n any course i n this department
t h e student must have satisfied certain course and/or placement test prerequisites.
A course must b e completed w i t h a grade o f 2.0 o r higher t o count as a
prerequisite.
The Placement Test is given during college orientation sessions and at other announced times during t h e year. Score requirements o n the test for entry t o courses
are: II f o r course 104; 111 for courses 114, 121, 122, 131; IV f o r courses 124, 174.
Students whose score is V, o r w h o have taken t h e College Board Advanced Placement Exam, should consult w i t h t h e department about appropriate courses.
Any exceptions t o course o r placement test score prerequisites must be approved
b y t h e instructor.
Mathematics Courses (MAT)
104 Basic Mathematics II
A review of basic arithmetic concepts and a study of algebraic expressions including
exponents, radicals, and rational expressions; algebraic processes including factoring;
solving equations and inequalities in one variable, including linear and quadratic; and
graphs of linear and quadratic equations and linear inequalities in two variables. Does
not satisfy the general education requirement in mathematics. (Spring)
114 College Algebra and Trigonometry
A study of functions: algebraic, exponential, logarithmic, and trigonometric. Students
who have completed 124 may register for credit only with consent of instructor.
121 Finite Mathematics
Topics of linearity and probability with applicationsto the social and behavioral sciences.
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applications to the social and
behavioral sciences. Students who have completed 124 may not register for credit.
(Spring)
124, 125, 224 Calculus I, 11, 111
Topics of the elements of plane and solid analytic geometry integrated with differential
and integral calculus including calculus of several variables and series with applications
primarily from the physical sciences. Primarily for students in the natural sciences.
(Prereq.: 124 for 125; 125 for 224. 124, 224, Fall; 125, Spring)
131 Mathematics for the Arts
An introduction to the structure of mathematical systems and mathematical models
which have had a primary historical impact on the other liberal arts. Primarily for students not intending further study of mathematics. (Fall)
174, 175 Mathematical Algorithms for Computer Science I, II
A study of discrete and continuous mathematicswith applications to computer science,
integrated with learning a higher level programming language. (Prereq.: 174 for 175.
174, Fall; 175, Spring)
21 1 Number Theory
A transitional course from computational to abstract mathematics. A study of the integers and their properties. (Prereq.: consent of the instructor)
215 Elementary Linear Algebra
A study of linear equations, determinants, vector spaces, linear transformations, and
matrices. (Prereq.: 224. Spring)
226 Differential Equations
Solutions of ordinary differential equations with applications; solutions by special integral transforms; systems of differential equations with matrix algebra techniques; series
solutions. (Prereq.: 224. Spring)
314 Abstract Algebra
A rigorous investigation of the basic structures of algebra including groups, rings, integral domains and fields. (Prereq.: 215. Fall)
324 Advanced Calculus I
A study of the fundamental concepts of calculus for functions of several variables including the topology of Euclidean spaces, transformations, sequences and series of
functions, improper integrals, differential forms and manifolds, and vector analysis.
(Prereq.: 224. Spring)
351 Modern Geometry
A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, vector
and transformation methods. (Prereq.: 122 or 125. Alternate years, Spring 1986)
355 Numerical Analysis
A study of methods used to solve problems on computers. Analysis of computational
problems and development of algorithms for their solutions, applications of a procedure-oriented programming language in numerical analysis. Topics include the general
concept of iterative formulae, solution of equations, Newton's method, linear systems,
interpolation, numerical differentiation and integration. (Prereq.: 224, CSC 170 or 270)
373 Probability and Statistics
An analytic study of probability and statistics, including probability distributions and
densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224. Fall)
399 lnternship
Consult Chairperson or lnternship Director to determine project.
441 Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems. (Prereq.:
314, 324, concurrent registration, or consent of instructor. Alternate years, Spring 1985)
481 Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314, 324, or consent of
instructor. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Computer Science Courses (CSC)
145 Introduction to Computers
An introduction to computers and computer applications. Programming in a general
higher level language. Primarily for students in non-science areas. Does not count
toward either a computer science major or minor.
170 Introduction to Structured Programming
An introduction to computer languages and algorithms, including applications from
mathematics, science, business, and other areas, programming in a higher level language
such as Pascal. (Prereq.: 145, MAT 124, or BUS 250. Spring)
174 Mathematical Algorithms for Computer Science I
(See MAT 174)
175 Mathematical Algorithms for Computer Science 11
(See MAT 175)
240 Elementary Computer Science
An introduction to computer organization and structure, assembly and machine languages, computer logic design, number and character representations, and functions
of components of computer systems. Continued development of structured programming concepts. (Prereq.: MAT 175 or BOTH 170 and MAT 124. Fall)
261 Electronics
(See under Department of Physics)
270 FORTRAN
Study of the FORTRAN programming language. (Prereq.: 145, 170, 175, or BUS 250.
Interim)
340 Digital Communications and Computer Networks
Principles and methods of data communications, distributed processing systems, network protocols and security, and general computer interfacing. (Prereq. 240. Fall)
345 Computer Systems and Assembly Language
Survey of computers, languages, systems, and applications. Development of competence in assembly language programming. Elements of computer operation, including
input-output, interrupts, and an introduction to operating systems. (Prereq.: 240. Fall)
350 Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems. Applications
to data management systems, file organization, information retrieval, list processing,
programming languages, and storage devices. (Prereq.: 240)
352 Database Management and Design
Structure of database management systems, query facilities, file organization and security, including the development of an elementary database system. (Prereq.: 240.
Spring)
395 Topics
Study of intermediate topics, from such areas as computer graphics, artificial intelligence, computability, and automata.
399 Internship
Consult Chairperson or lnternship Director to determine project.
445 Operating Systems and Computer Architecture
Elements of operating systems, mernon/ and process management, interactions between
major components oi computer swems, and a detailed studv of the effects of computer
architecture on operating systems will he emphasized throughout the course. (Prereq.:
345, MAT 215. Spring)
450 Theory of Programming Languages and Compilers
Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and
parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall)
495 Topics
Study of advanced topics, often more extensive pursuit of an area from one of the other
courses.
497 Research Project
An extensive group or individual project selected in consultation with a faculty member
in the areas of software-hardware interfacing. If directly supervised by a faculty member
the course may be laken for credit, (Prereq.: 345, 350. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Medical Technology
Neal 0. Thorpe (Adviser); John 0. Swanson, Director, and Dorothy K. Karlen,
Education Coordinator, Metropolitan Medical Center; Nikola D. Kostich, Medical
Director, and Kathleen M. Shields, Program Director, Abbott Northwestern
Hospital.
This major involves the completion of three years of academic work at Augsburg
College and twelve months of internship at Metropolitan Medical Center or Abbott Northwestern Hospital.
Specific recommended courses vary to some extent depending on the hospital
with which the student plans to affiliate. It is important to work closeEy with the
Medical Technology adviser. Augsburg College does not guarantee that all students will be accepted by the hospitals for the 72-month internship. Students
must negotiate directly with the hospitals involved.
Students transferring to Augsburg College with an Associate of Arts degree or its
equivalent should expect to spend two years at Augsburg before participating in
the internship year. The Medical Technology major is not designed for persons
who already have the baccalaureate degree from another institution.
Required Science Courses: 1) BIO 111, 112 and two additional upper division
(usually 367 and 476); 2 ) CHM 105, 106 (or 115, 116), 351, 352, 353; 3) PHY 103
(or 121, 122); one mathematics course; one course in immunology.
Hospital Internship Courses: During the internship, courses are taken in clinical
chemistry, clinical hematology, clinical immunology, clinical immunohematology,
clinical microbiology, and clinical microscopy for a combined value of nine courses
that are applied to the degree at Augsburg.
Metro-Urban Studies (INS)
Garry W. Hesser (Director), Robert Clyde, Norman Ferguson, Orloue Gisselquist,
Satya Gupta, Myles Stenshoel
Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in
sociology, social work, history, political science, economics, psychology, business
administration and education.
This faculty approves Urban Concerns courses t o meet the distribution requirement, provides leadership for the College's urban mission, and assists all departments and programs in using the remarkable metropolitan resources.
Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 14 college and universities. The
director is sewing a second term as HECUA president. Through HECUA, Augsburg
students have access t o five interdisciplinary field learning programs of exceptional
quality, located in Scandinavia, South America, Central America, San Francisco
and the Twin Cities.
Major: 15 courses, including 10 core requirements: ECO 123, 379 or SOC 362;
HIS 431; POL 122, 384 or SOC 363; SOC 111, 381; a minimum of one course of
internship or independent study; two non-social science courses with an urban
emphasis, at least one of which must be in the humanities (current options include
ART 102, BIO 105, ENG 351, INS 233, 260, PHI 362, PHY 111, SPC 342). PSY 356
is highly recommended.
To complete the major, the student has a choice among three emphases or tracks:
GenerallLiberal Arts, Planning or Public Administration. These five elective
courses must include a minimum of three disciplines. Options include a wide
variety of courses, interims, internships, independent studies, and urban courses
at other ACTC colleges, as well as those offered through the Higher Education
Consortium for Urban Affairs (HECUA).
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses
are required for the concentration: ECO 120 or 123; POL 122; SOC 111, 381; an
approved Social Science Research course; an approved internship and/or independent study. Other combinations are possible and may be approved by the
director.
199 lnternship
Lower Division internship. Consult Program Director to determine project. (Fall, Interim,
Spring and Summer)
299 Directed Study
lndependent study for lower division students (Prereq.: consent of instructor and SOC
111 or 121. Fall, Spring, Summer)
399 lnternship
Consult the Program Director for details. (Prereq.: consent of instructor. Fall, Interim,
Spring)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course
is designed in consultation with and evaluated by a department faculty member.
(Prereq.: SOC 111 or 121 and consent of instructor. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: SOC 111 or
121 and consent of instructor. Fall, Interim, Spring)
Urban Studies Options Through HECUA
A. Metro-Urban Studies Term (MUST)
This program focuses u p o n t h e Twin Cities metropolitan area.
358 Readings Seminar: Urban Issues
Reading materials are assigned to complement morning field seminar topics. Included
are government and institution publications, journal articles and books.
359 Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with specialists in
various fields, and investigate current issues in the Twin Cities area. Topics include:
geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social services.
399 Internship
Students are placed in a variety of public and private agencies for work experience. A
learning contract is developed with MUST faculty approval. Students may choose an
internship of one or two courses.
B. Scandinavian Urban Studies Term (SUST)
This interdisciplinary field learning program is at t h e University of Oslo and examines cities and urban life i n Scandinavia.
272 Norwegian Life and Culture
Language instruction emphasizes conversational vocabulary to support student course
work and daily living in Oslo. An orientation to current issues in Norwegian life and
society is coordinated with the language instruction.
372 Norwegian Language and Culture
Students are placed in intermediate or advanced study depending on proficiency. An
orientation to current issues in Norwegian life and society i s coordinated with the
language instruction.
373 Growth and Development of Scandinavian Cities
Themes on the growth, function, distribution, and social organization of Scandinavian
cities are approached through a combination of lectures, guest speakers, and field work.
Emphasisis placed on Norwegian urban development with comparative analysis of other
Scandinavian countries.
396 Urban Planning in Scandinavia
Theory and practice of Scandinavian approaches to urban development are viewed
through a series of topical lectures, field trips, and guest speakers. Course focus is on
the Norwegian planning system with comparative analysis of other Scandinavian
countries.
499 lndependent Study
In consultation with SUST faculty, student selects a specific topic for library and field
research related to subjects of seminar and/or major academic interests.
C. South American Urban Semester (SAUS)
This "semester i n t h e city" program is located i n Bogota, Columbia. It focuses
u p o n urbanization and development i n t h e Third World.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
361 lntrodudion to Columbia
Overview of Columbia and economic development.
362 Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff
and visiting Columbian urbanists.
363 Field Seminar: Wealth, Poverty, and Community Development in the Latin American City
Structured field course focusing on plight and prospects of the urban poor in Bogota,
with field trips to other Colombian and foreign cities for comparison. Visits to various
types of barrios and to public and private agencies dealing with urban problems.
499 lndependent Study
In consultation with SAUS faculty, student elects a specific topic for library and/or field
research related to subjects of seminar and/or major academic interests.
D. San Francisco Summer Term (SFST)
A nine-week program integrating a field seminar, an internship, and independent
study.
383 Field Seminar: San Francisco
(See MUST 359)
399 Internship
(See MUST 399)
499 lndependent Study
(See SUST 499)
E. Literature, Ideology and Society in Latin America (LISLA)
This n e w Spring semester program is an interdisciplinary field study that provides
extensive study-travel i n Colombia, Nicaragua, Puerto Rico and Grenada. Immersion i n Spanish language and Colurnbian culture are stressed.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
360 Latin American Literature: Perspectives on Social Change
Selected works of literature and theater that express writers' and artists' perspectives
on Latin American society and social change. Emphasis on contemporary period with
considerable field study, including interviews with community arts and "street" theater
groups, writers, literary critics, composers, performers and film-makers; small-group
field assignments on current arts activities; site visits to museum and gallery exhibits,
movies, plays, concerts and a variety of community arts events.
1
?
Z
!
364 Latin American Arts and Society
Introduces theoretical frameworks for examining the relationships among arts, ideology
and society. Provides historical background through survey of Latin American thought
in major artistic periods: Colonial, Republican, Romantic, Positivist, Modernist, "lndigenismo," Realist and Contemporary. Readings and seminar lecture-discussions.
; 367 Ideologies of Social Change in Latin America
!
I
!>
Introduction to the study of ideology and historical overview of Latin American ideologies, especially in relation to issues of development and social change. Comparative
study of current ideological debates and their impact, with special attention to diffusionism, "dependencia," Marxism and liberation theology. Field study emphasizes local
resources, including interview-discussions with proponents of competing ideologies;
interviews with government, business, church and community people; site visits to projects reflecting ideology-in-practice.
1
,:
?
499 Independent Study
By special permission from LlSM faculty, students with advanced Spanish proficiency
can be exempted from Spanish and conduct independent study research instead.
I Music
L. L. Fleming (Chairperson), Robert Adney, Michael Brand, Laine Bryce, Stephen
Gabrielsen, Thomas Gilkey, Cynthia Goetz, James D. Johnson, Robert Karlkn,
Merilee Klemp, Angela Wyatt Kretschmar, Nicholas Lenz, David Livingston, Paul
Lohman, Steven Lund, Roberta Kagin Metzler, Elizabeth Proctor Murphy, Celeste
O'Brien, Marlene J. Pauley, Pauline Sateren, Dana Skoglund, Emma Small, George
Stahl, Daniel Sturm, David Tubergen, Mary Wilson
The Department of Music serves the general education needs of students and
offers professional training in music. A vital component of liberal arts education
is provided for students from all disciplines by participation in the various ensembles, private lessons and other course study.
Distribution requirements: The following music courses satisfy the college requirements for:
Art-Music: 4 consecutive quarter courses in a major ensemble, 130, 230, 231,
232, 330, 341-342, 432.
Religion: 432
Minority Studies: 330
Music Minor: 6 course credits: 101, 102, 111, 112; 231 or 232; 341; 342 or 344;
4 consecutive quarter courses in a major ensemble concurrent with 4 quarter
courses in performance studies.
Music Majors: Students wishing t o make music their life work may choose a course
of study from among 5 majors in 3 degree programs. Bachelor of Arts-Music Major:
this major offers the broadest education in liberal arts and prepares students for
the greatest range of graduate, business and professional opportunities. Bachelor
of Music-Performance Major: this major requires advanced competence and
achievement as preparation for professional performance, private teaching or advanced study. Music Education Major: this program, available in both the B.A.
and B.M. degrees, provides the requirements necessary for licensure and other
music education possibilities. Bachelor of Science-Music Therapy Major: completion of this major prepares students for the professional certification examination and a wide variety of career opportunities. Consult Music Department
Guides and program advisersfor additional information, requirements and course
sequence outlines.
Honors Major: Candidates tor the honors program are nominated each sprlng
from among those iuniors who have attained a GPA of at least 3.0 in music courses.
A faculty cGmmittee must approve the candidate's honors project proposal and
certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate
quality; composition of a work for vocal and/or instrumental ensemble of 15
minutes duration; conducting an ensemble concert; or comtjinations of the above.
Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program.
Those wishing to become Bachelor of Music candidates must perform (Level II
repertoire) in their major performance medium for a faculty panel. They must
then apply, by petition, t o the department before the end of their second semester
of study. Candidate approval is necessary to register for B.M. level performance
studies. Transfer students may enter the B.M. program on probation, subject to
departmental approval of performance hearing and petition during their first semester in residence. Music Education majors, both B.A. and B.M. programs, must
apply, by petition, t o the department during the sixth term of study. Department
approval and a cumulative GPA of 2.5 in all music courses is necessary for the
education licensure program. All transfer students must take the theory placement
examination at the first class meeting of 101 or 102. Freshmen who wish t o be
considered for a Freshman Performance Scholarship must perform in their major
performance medium for a faculty panel. Auditions are scheduled, following application, during the senior year of high school, summer orientation sessions or
at another time preceding initial registration.
Degree and Major Requirements
Bachelor of Arts
Music Major: 13 course credits: Core curriculum plus 1 course credit of music
elective; Performance studies - 6 quarter courses and 2 half courses in the major
instrument or voice, 2 quarter courses in the minor instrument or voice and a
half senior recital 458.
Music Education Major: 13 course credits: Core curriculum plus one half course
credit of music elective; Performance studies - 6 quarter courses and 2 half
courses in the major instrument or voice, 2 quarter courses in the minor instrument
or voice and a half senior recital 458; Keyboard proficiency and a cumulative GPA
of 2.5 in all music courses;
Vocal emphasis - 251 and one of 252, 253, 254
Instrumental emphasis - 151, 155
Other requirements: 10 112 course credits: PSY 105; HPE 114, 115; EDS 265, 354,
355, 356, 357 or 358, 388, 478, 481, 483. Consult the Education Department,
Music Department Guides and program adviser.
Bachelor of Music
Music Education Major: 17 course credits: Core curriculum plus 202, 212; Performance studies - 4 half courses, 2 full courses, and 2 quarter courses in the
major instrument or voice; 2 quarter courses in the minor instrument or voice; a
half junior recital 358 and a full senior recital 459; Keyboard proficiency and a
cumulative GPA of 2.5 in all music courses and in the major performance medium;
Vocal emphasis - 251, 252, 253, 254, 435
Instrumental emphasis - 151, 155 and 1 course credit of music elective
Other requirements: 10 112 course credits: PSY 105, HPE 114, 115, ED5 265, 354,
355,356,357 or 358,388,478,481,482,483. Consult the Education Department,
Music Department Guides and program adviser.
Music Performance Major: 20 course credits: Core curriculum plus 202, 212; Performance studies - 6 full courses and 2 quarter courses in the major instrument
or voice; 2 quarter courses in the minor instrument or voice; full junior and senior
recitals 358, 459; Keyboard proficiency and a cumulative GPA of 2.5 in the major
performance medium;
Voice - 251, 252, 253, 254, 435, one course of music elective, 2 courses of
French or German above the B.A. requirements
Piano or Organ - 301, 302, 436, 456, one half course credit of music elective
Instrument - 301, 302, one and one-half course credits of music electives
Bachelor of Science
Music Therapy Major: 18 course credits: Core curriculum plus one course credit
of music therapy or music elective; two of 151, 155, 156; 271, 274 or 275, 372,
373, 472, 473, 474, 475, 479; Performance studies - 6 quarter courses in the
major instrument or voice, 2 quarter courses in the minor instrument or voice
and a half senior recital 458; Keyboard proficiency and a minimum grade of 2.0
in each .music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY
105,362; BIO 103; SOC 362 or PSY 264. Graduates are eligible to take the National
Association for Music Therapy certification examination.
Core Curriculum and Applied Music
Core Curriculum (Required of all Majors): 101, 102, 111, 112, 201, 211, 231, 232,
311, 312, 341, 342 or 344; 8 quarter courses in a major ensemble; Performance
studies and recital requirements as given under each specific degree and major.
French or German study as stated in general education requirements.
Ensembles: One quarter course credit per semester is granted t o members of
major ensembles (MUE 111, 112, 121, 141). Other ensembles carry no credit.
Traditional grading is required for music majors and minors in ensemble courses.
The general student may register for credit with either traditional or PIN grading,
or may choose no credit status with audit (V) designation. A maximum of 2 course
credits in ensemble may be counted toward graduation requirements.
Performance Studies: All students enrolled in Performance studies for credit are
required to satisfy each of the three synergistic elements: lessons, performances,
and listening. The general (non-music major or minor) student must take private
lessons for no credit (PIN grading only) and is not required t o fulfill the additional
performance and listening requirements.
Lessons: Private instruction in voice, piano, organ and any instrument is available
for all students in the following categories:
No credit - one half-hour lesson and three hours of practice per week.
One quarter course credit - one half-hour lesson and 4 hours of practice per
week.
One half course credit - two half-hour lessons and 8 hours of practice per
week.
One course credit (B.M. only) - two half-hour lessons and 12 hours of practice
per week.
Performances: All students registered in performance studies for credit must perform at the end of each semester for a faculty panel, each year in a general student
recital, and as additionally required by the instructor.
Listening: All students registered in performance studies for credit are required
to attend 10 designated music events during the academic year. Failure t o attend
the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade
received in performance studies.
faculty members will deterriline the final grade for all recitals and will conduct a
prerecital hearing for senior B.M. recitals. Concurrent registration in performance
studies in the major performance medium is required for recital performance.
B.A. and B.S. Candidates - one half senior recital 458 at repertoire level Ill.
B.M. Music Education Major - one half junior recital 358 at repertoire level
Ill and full senior recital 459 at repertoire level IV.
B.M. Performance Major - full junior (level IV) and senior (level V) recitals
358, 459.
Keyboard Proficiency: B.M., B.S., and B.A.-Music Education candidates must dem-
onstrate elementary keyboard familiarity by attaining a minimum grade of 2.5 in
155 or in each of two semesters of piano or organ performance studies.
Music Courses (MUS)
Theory
101 Materials of Music 1 (1/2 course)
Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall)
102 Materials of Music 11 (1/2 course)
Diatonic harmony, secondary dominants and simple modulations. (Spring)
111 Aural Skills 1 (1/2 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent registration in or completion of 101. Fall)
112 Aural Skills 11 (1/2 course)
Development of listening and reading skills to parallel progress in 102. (Prereq.: 111
and concurrent registration in or completion of 102. Spring)
201 Materials of Music 111 (1/2 course)
Continuation of 102 with chromatic harmony and modulation. (Prereq.: 102. Fall)
202 Form and Analysis (1/2 course)
Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201. Spring)
211 Aural Skills 111 (1/2 course)
Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112
and concurrent registration in or completion of 201. Fall)
212 Aural Skills IV (1/2 course)
Further development of listening skills to parallel progress in 202. (Prereq.: 211 and
concurrent registration in or completion of 202. Spring)
301 Counterpoint 1 (1/2 course)
16th through 18th Century contrapuntal techniques including double counterpoint,
passacaglia, fugue and canon. (Prereq.: 201, 211. Fall)
302 Counterpoint 11 (1/2 course)
Study of contemporary counterpoint including works of Schoenberg, Bartok,, Hindemith, Stravinsky and Carter. (Prereq.: 301. Spring)
311 Composition 1 (1/2 course)
Study of notational systems, score layout, calligraphy, physical basis of sound, ranges
of and arranging music for voices and instruments. (Fall)
312 Composition 11 (1/2 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and types.
(Spring)
341 Basic Conducting (1/2 course)
Study of fundamental conducting patterns and baton technique. Score analysis and
preparation. Rehearsal techniques. Basic nomenclature. (Fall)
342 Choral Conducting (1/2 course)
Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Spring)
344 Instrumental Conducting (1/2 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring)
The following courses will not be offered until the specific B.M. major in theory-composition
is accredited by the National Association of Schools of Music.
401 Counterpoint 111 (1/2 course)
Advanced contrapuntal writing. (Prereq.: 302. Fall)
402 Counterpoint IV (1/2 course)
Continuation of advanced contrapuntal writing. (Prereq.: 401. Spring)
411 Composition 111 (1/2 course)
Individual and class instruction in all styles. (Prereq.: 312. Fall)
412 Composition IV (1/2 course)
Advanced compositional techniques. (Prereq.: 411. Spring)
History and Literature
130 Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors.
230 Electronics in Music
Exploration and creation of sounds heard in 20th Century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors.
231 History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: 102, 112. Fall)
232 History and Literature of Music II
Continuation of 231 from 1750 to the present. (Prereq.: 102, 112. Spring)
330 Ethnic Music
Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For
the general as well as the music student. (Interim)
The following four half courses are extensive studies of special eras in the history of music.
(Prereq.: 231, 232.)
331 Music of the Baroque Era (1/2 course)
(Alternate years, Fall 1985)
332 Music of the Classical Period (1/2 course)
(Alternate years, Spring 1986)
333 Music of the Romantic Period (1/2 course)
(Alternate years, Fall 1986)
334 Music of the 20th Century (1/2 course)
(Alternate years, Spring 1987)
432 Church Music and Worship
Development and inflence of church music as evidenced in contemporary worship
practices. Designed for the general as well as the music and theology student. (Spring)
435 Voice Repertoire (1/2 course)
Interpretation, style and programming of the song literature from the 16th Century to
the present. (Prereq.: 231, 232. Alternate years, Fall 1984)
436 Piano Repertoire (1/2 course)
Study of the piano literature from the 17th Century to the present by listening, analyzing
and performing. (Prereq.: 231, 232. Alternate years, Spring 1985)
498,499 Independent Study (1/2 course each)
Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty.
Technique
151 Voice Class Methods (1/4 course)
Fundamentals of tone production and singing.
155 Piano Class Methods (1/4 course)
Basic keyboard familiarity, simple accompaniment and music reading skills necessary
to meet specific degree requirements.
156 Guitar Class Methods (1/4 course)
Beginning techniques of classic guitar.
251 English Diction (1/4 course)
Fundamentalcourse in correct standard English diction for singing. Familiarization with
the International Phonetic Alphabet. Open t o all students registered for vocal
instruction.
The following three courses are continuations of 251 with application for the Italian, 'German
and French languages.
252 Italian Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1985)
253 German Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1986)
254 French Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1986)
358 junior Recital
B.M. candidates only. Half recital at repertoire Level Ill for Music Education Majors or
full recital at Level IV for Music Performance majors. No course credit.
456 Piano Pedagogy (1/2 course)
Principles, methods, materials and techniques for teaching piano. Survey of various
pedagogical schools of thought. (Prereq.: Consent of instructor. Alternate years, Spring
1986)
)
I
!
1
i
T
/
458 Senior Recital
Half recital by B.A. or 8.5. candidates at repertoire Level Ill. No course credit.
459 Senior Recital (1/2 course credit)
B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Levels IV for Music Education majors and V for Music Performance
majors.
Therapy
170 Music Therapy: A Clinical Overview
A survey of the music therapy programs in the surrounding area, with field trips to
various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad background in the ways in
which music is used as a therapy. (Interim)
271 Music Therapy Techniques and Materials (1/2 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music
activities to clinical settings.
274, 275 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
1
1
1
1
372 Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on acoustics
and sociopsychologicalaspects of music. An understanding of the research process and
development of an experimental research project. Practicum experience required as
part of course work.
373 Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musicar talent, and
performance. Practicum experience required as part of course work.
472 Influence of Music on Behavior
A study of human behavior as it relates to music, with emphasis on psychological,
cultural, and biological aspects of musical behavior. Understanding of the theory of
music therapy.
473 Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings including
discussion of professional ethics. A holistic approach to therapy with music.
474,475 Music Therapy Practicums (1/4 course each)
Senior year, volunteer work under the supervision of a registered music therapist, two
hours per week.
479 Music Therapy Clinical Internship (1/2 course)
Full-time placement in an NAMT internship setting for six months. Application for internship sites must be made nine months in advance. Sites in Minnesota are limited.
(Prereq.: Completion of all other graduation requirements)
Ensembles (MUE) & Performance Studies (MUP)
Ensembles: These musical organizations exist not only for the benefit of the music
student, but for any student who wishes to participate. Membership is determined
by audition during the first week of fall semester. (Special circumstances may
permit entering at other times.) Assignment to an ensemble is then made at the
discretion of the appropriate faculty. Membership is for the entire academic year
which, on occasion, includes interims.
While the department strongly encourages both formal and informal ensemble
experience, only membership in Band, Orchestra, Choir or Chorale will satisfy
the major, minor or distribution requirements. Instruments are available for rent.
111 Augsburg Choir (1/4 course)
112 Chorale (1/4 course)
113 Chamber Choir (0)
114 Festival Choir (0)
121 Orchestra ( l / 4 course)
122 String Ensemble (0)
131 Woodwind Ensemble (0)
141 Concert Band (1/4 course)
142 Brass Ensemble ( 0 )
143 Jazz Ensemble (0)
Performance Studies: Private instruction for credit is graded traditionally. All areas
of study are available to the non-music major or minor on a no credit - P/N basis
only. (Group lessons, at a reduced fee, are available in some areas on the same
basis.) All lessons are adapted t o the individual needs of the student and those
bearing credit are supplemented by accompanying, ensemble participation and
other performances. Representative programs of study in private instruction are
outlined in Music Department Guides. These repertoire lists are graded I-V t o
indicate levels of achievement and the following expectations: No-credit study
has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain Ill; B.M.-Education Major - enter II and attain IV; B.M. Performance Major - enter I1 and attain V.
Il x Voice
12x Strings: Violin, Viola, Cello, Bass
13x Woodwinds: Oboe, Bassoon, Clarinet,
Saxophone, Flute, Recorder, Horn
14x Brass: Trumpet, Trombone, Baritone, Tuba
15x Piano
16x Guitar
17x Percussion
18x Organ
Note carefully the following provisions:
1. Instrument rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office.
2. Senior music majors who have attained a cumulative GPA average of 3.0 in
their major instrument or voice will be awarded a Senior Performance Scholarship
which provides for free lessons in that major medium during the two semesters
preceding graduation. Similar scholarships are available t o entering freshmen.
3. A semester of study i s 14 weeks of lessons. Any lessons during the interim or
summer are arranged privately with the teacher.
4. A student who cannot come for a scheduled lesson is required to notify the
teacher at least 24 hours in advance; otherwise, except for illness immediately
prior to a lesson, the student will forfeit the right to a make-up lesson.
5. The music faculty reserves the right t o limit or even prohibit performance
outside the department if it interferes with musical growth for the student. The
department recommends, and on occasion assigns, the teacher to the student
and permission is required for subsequent change. Credit is granted only for study
with faculty members of the Augsburg College Music Department.
.
.
Natural Science
Kenneth N. Erickson (Coordinator)
The Natural Science Licensure Program for teachers is designed t o provide strong
preparation for science teaching and t o satisfy Minnesota licensure requirements.
In addition t o the broad basic background in science, the program is designed
t o allow for specialization in a major and for study in the liberal arts.
Licensure Program for Teachers: The Minnesota Board of Teaching has approved
the licensure program for science teachers and authorized Augsburg t o recommend candidates in Life Science, grades 7-12; Life Science (minor), grades 7-12;
Physical Science, Chemistry major or Physics major, grades 7-12; Chemistry (minor), grades 7-12; Physics (minor), grades 7-12; and Science (Grades 5-9).
Students planning t o teach Natural Science must complete the Broad Base courses
and in addition meet the requirements for a Life Science, Physical Science or
Middle School Emphasis.
The program of courses is designed t o provide a broad, basic background in
science and allow for specialization in an area. The following programs assume
that the student will meet the general education requirements of the college and,
in the physical science, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is recommended.
Broad Base Courses: 7 courses, 1 in earth science (PHY 101 or 106); 2 in life
science (BIO 111, 112); 4 in physical science (PHY 121, 122 and CHM 115, 116
or 105, 106). To make the program slightly more flexible, it is recommended that
students with emphasis in life science have both courses in earth science and
substitute PHY 103 for 121, 122.
Life Science Emphasis: Broad Base plus 8 courses, 1 cognate; 7 BIO courses, including 491 and at least one from each of the following groups: (1) 351 or 353;
(11) 355 or 474; (111) 361 or 481; (IV) 471 or 473; (V) 440 or 476.
Physical Science Emphasis - Chemistry Major: Broad Base plus 7 courses and
chemistry seminar, C H M 351, 352, 353, 361 and 364 (or BIO 367), 482, PHY 245.
Physical Science Emphasis - Physics Major: Broad Base plus 7 courses, PHY 245,
351, 362, 395 and three additional t o be selected from 261, 270, 352, 363, 481,
486, 488.
Note: Candidates may be recommended for licensure in Physical Science upon
completion of either Physical Science Emphasis-Chemistry major or Physical Science Emphasis - Physics major. The student licensed in Physical Science may
teach chemistry and/or physics in grades 7-12.
Science (Grades 5-9): Broad Base plus 7 courses, 2 in earth science (PHY 101 or
106, the alternative course not taken in the Broad Base section); 2 in life science
(and two biology courses above 112); 3 in physical science (CHM 353; PHY 245).
Licensure with Minor: For life science, Broad Base plus 7 courses in Biology; for
chemistry, Broad Base plus 351, 352, 353, 361 and 364 or 482; for physics, Broad
Base plus any four courses above 122.
Nursing (NUR)
Beverly Nilsson (Chairperson), Nancy B. Dillon, Carol Hoffman, Alice Stark, Pamela
Weiss-Farnan, Helen Woelfel
Augsburg offers an upper division major in nursing leading to a Bachelor of Science
degree. The program is accredited by the National League for Nursing. Graduates
of the program are eligible to apply for Public Health Nurse Certification in
Minnesota.
Requirements for admission to the major are: completion of an associate degree
or diploma program in nursing with a minimum overall grade point average of
2.5; a current license to practice as an R.N. in the state of Minnesota; and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and
physiology, microbfology, English composition, introductory sociology and introductory psychology. Students must take these courses at Augsburg or another
accredited college or university prior to admission to the nursing major. The
prerequisite courses in sociology, psychology, English, chemistry and biology
listed above may apply toward distribution requirements as well as toward admission to the major.
In addition, each applicant must successfully complete theoretical and simulated
clinical performance testing prior to acceptance to the major. These tests are
given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may
include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course or an acceptable equivalent.
Major: 11 courses (10 course credits) in nursing including 303,304, 310, 311, 325,
330, 350, 403, 404, 423, 427; PSY 355 or an approved upper division biology
course. A minimum grade of 2.0 in each nursing course and a cumulative GPA
of 2.5 at the completion of the courses of study are required. Courses in interpersonal communications and ethics are supportive t o the major.
Courses in the nursing major are designed so that they may be completed within
two academic years. However, more than two years may be required t o complete
the total course of study, depending on the number of credits transferred from
other colleges or universities. Students in nursing may pursue part-time study.
Students interested in pursuing day, summer, or weekend part-time study should
consult with an adviser from the nursing department for program planning.
Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the
department chairperson by November 7 of the senior year; recommendation by
nursing faculty; honors thesis to be defended before a faculty committee by April
15. Candidates register for 499 to comple!e the thesis.
303 Contemporary Nursing 1 (1/2 course)
This course is one of the transitional courses that introduce the student to components
of the professional role and begin the professional socialization process. The communication process is emphasized as one means by which the nurse-client relationship
is established and maintained. Interactive and group communication theories are explored for their applicability to changing roles and professional practice.
304 Contemporary Nursing 11 (1/2 course)
This course introduces theories and conceptual thinking in the process of professional
development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are examined.
310 Community Health Nursing I
This course focuses on systems theory, change, and concepts of health as they apply
to current community health issues and the practice of nursing. Clinical application of
course content will involve making a health assessment and exploring a community
health issue.
311 Community Health Nursing I1
This course provides a knowledge base for understanding community characteristics
and cultural diversity related to health care. The nurse's role as a generalist and as a
member of the health team is explored. This course is primarily a clinical course. The
student will demonstrate knowledge of community health concepts in providing care
to a selected caseload of clients. (Prereq.: 303, 310, 325, PSY 355)
325 Nursing Process
In this course the student learns approaches to assessment and the use of assessment
tools in the nursing process. The student uses communication skills to obtain a health
history and negotiate health goals. Clinical experiences provide the student with an
opportunity to make a holistic health assessment within a developmental framework.
(Fall-junior year.)
330 Trends and lssues in Nursing
This course is designed to investigate the current responsibilities of the professional
nurse. Contemporary social and professional trends and issues are explored in light of
their implications for nursing practice.
350 Introduction to Nursing Research
The research process and methods appropriate to nursing are the focus of this course.
Issues of ethics in nursing research are explored. Students critique nursing research for
its applicability to nursing practice.
403 Contemporary Nursing Ill
This course provides a theoretical basis for family nursing care. Content includes family
as a group, family and group dynamics in light of situational and developmental events.
Consideration is given to the emerging role of the nurse in family health care. (FallSenior year. Prereq.: 304, 311, 325, 330, 350. To be taken prior t o or concurrently with
423)
404 Contemporary Nursing IV
This course relates leadership and management theories and emerging professional
nurse roles to primary nursing. Concepts of change, conflict, communication and system
dynamics are explored. Ethics, accountability and advocacy provide the basis for role
development and professionalism. (Spring-Senior year. Prereq.: 403. To be taken prior
to or concurrently with 427)
423 Practicum in Nursing I
This course is a clinical practicum offering the student an opportunity to apply content
from 403 in providing complex nursing care to families in a selected practice setting.
(Fall-Senior year. Prereq.: To be taken concurrently with or following 403')
427 Pradicum in Nursing I1
This course is a synthesis course utilizing knowledge and skills from 404. Opportunity
is provided to apply leadership and management theory in a selected hospital setting.
(Spring-Senior year. Prereq.: 403,423. To be taken concurrently with or following 404')
499 Independent Study
This learning experience provides the opportunity for the student to study a selected
topic or issue in depth. Students consult with faculty and submit written study proposals,
objectives, and methods of evaluation prior to registration.
'If the practicums in nursing are not taken concurrently with their respective theory courses,
students are required to consult with faculty prior to registration regarding review of the
theoretical content.
Philosophy (PHI)
M a r k Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach
The department offers a full major i n philosophical studies as well as a minor and
supporting courses such as philosophy of science and political philosophy, de'signed t o give students a philosophical perspective o n other disciplines.
Four courses i n t h e history o f philosophy, spanning a period f r o m classical antiquity t o contemporary throught, give students a unique perspective o n t h e discipline through close study o f philosophical texts i n their historical contexts.
The department strives t o teach t h e principles of philosophy i n their o w n right
and stimulate their application i n other areas of learning.
Major: 9 courses, including 130, 241, 242, 343, 344, and o n e course i n t h e 400's
(other than 499). Five of t h e courses must b e upper division.
Honors Maior: Admission t o t h e Philosophy H o n o r s program is by recornmendation of the philosophy faculty. Such recommendations w i l l be made at the end
of the junior year. The program will consist of an honors thesis on an approved
topic of the student's choice, involving research above the'course level, and a
defense o f this thesis before the faculty of the department.
Minor: 5 courses, including t w o f r o m 241, 242, 343, and 344.
Note: 110, 120, and 130 are recommended for fulfilling t h e general education
requirement.
110 lntrodudion to Philosophy: Ideas and Method
Though each person has his or her own set of ideas and beliefs, rarely have they been
critically analyzed or evaluated for their consistency, adequacy or truth. One reason
for this is that individuats jack the needed skills. Another is that they may have had
little opportunity to examine critically some of the ideas basic to wedern culture. The
purposes of this course are to provide the student with some experience in examining
ideas, and thereby to sharpen the critical and analytical skills required to evaluate and
construct a system of ideas and beliefs.
120 Ethics
Sometimes you say that a certain action is right or condemn it a5 wrong. Why do you
think it is right? Because p u like it? Are there better reasons for thinking something
right or wrong? This course takes a long, hard look at possible grounds for making
moral decisions, and at the moral judgments about personal and social issues resulting
from them.
130 Logic
Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must you? When does a conclusion validly follow from premises? Here we
examine the rules which govern valid arguments and work to develop your ability to
recognize and construct sound arguments.
199 lnternship
Internship for lower division credit.
241 History of Philosophy I: Plato and Aristotle
How did philosophy begin? Who were Socrates, Plato, Aristotle and the Stoics; what
did they believe?Why did Plato think that the physical world was not overly important,
and what did he value? How did Aristotle, the scientist, respond to this? The answers
to these and other questions will be considered so as to reveal what these great philosophers can contribute to our contemporary problems and ideas. (Fall)
2
242 History of Philosophy II: Medieval and Renaissance Philosophy
The Middle Ages are often regarded as a period of darkness, whereas the Renaissance
was a time of rediscovery and enlightenment. How dark were the Middle Ages; how
enlightened the Renaissance?We shall attempt to discover the grandeur of the Medieval
philosophers, learn how the Christian tradition was carried forward in the Age of Faith,
explore the worship of the world and the individual in the Renaissance, and the new
methodology of the 7 7th Century rationalists. (Spring. Suggested prlor course, 241.)
299 Directed Study
Independent study for lower division credit.
343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy
Where does knowledge begin?In innate ideas or with experience? What can we really
d
have on philosophy? This course
know about the world? What impact d ~ Romanticism
studi- the major empiricists of the '18th century (Locke, Berkeley, Hurne]. Kant's synthesis of philosophy, l W h century ideatism, and the reaction to idea'fism by men such
a5 Mam, Kierkegaard and Nieksche. (Fall. Suggested prior c~ucse,241 or 242.)
344 History of Philosophy IV: Contemporary Philosophy
What lies behind 20th century philosophy's love affair with language?Is truth that which
works? Can we remake philosophy as a rigorous science? These and other iss~resare
dealt with in a study of the major representatives of linguistic analysis, pragmatism,
existentialism, and phenomenology. (Spring. Suggested prior course, 247, 242, or 343.)
350 Philosophy of Religion
What is the relation between faith and reason? Does Cod exist, and what can be said
about him if he does? Can we reconcile the goodness of Cod with human and animal
suffering?Is man really immortal?Are miracles possible?We will conduct a systematic
inquiry into these questions which form the basis of religious beliefs. (Suggested: one
prior course in philosophy.)
355 Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism, Buddhism,
Confucianism and Taoism. (Suggested: one prior course in philosophy.)
362 Political Philosophy
As residents of an urban college we are citizens of the city. What is the retation between
the citizen and the city? In a larger context, what is the origin of the State andfhe basis
for its laws? What relation holds between law and morality, and between God, the
Church and the State? This course studies the key concepts of politics iound in the
tradition of western political thought.
365 Philosophy of Science
The scientist's knowledge of the world is purported t o be profoundly different and
better than that of the non-scientist. Is this true?What conRitrrles xierrtific knowledge?
Are there certain real questions which science cannot answer? How certain are the
methods used by the scientist to recover knowledge? In addition to dealing with these
questions, students will work in researching and developing philosophical problems in
the special sciences. (Suggested prior course, 130 or one course in natural science.)
370 Existentialism
Studies in the writings - both philosophical and literary - of prominent Existentialist
authors. We will examine what it means to be a being-in-the-world, and explore such
themes as absurdity, freedom, guilt, despair and paradox. (Suggested: One prior course
in philosophy)
380 Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care and
delivery, human experimentation, human engineering, abortion, care for the dying and
euthanasia.
399 lnternship
lnternship for upper division credit.
410 Topics in Philosophy
Advanced studies covering a specific area of philosophy, such as studies in the thought
of individual philosophers, philosophical movements, the history of an idea or specific
problem, or interdisciplinary problems. Seminar format. May be taken more than once
for credit. (Suggestedprior courses, any from 241,242,343,344 or consent of instructor.)
430 Studies in Individual Philosophers
Advanced studies in the philosophy of particular philosophers, e.g., Plato, Descartes,
Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggestied prior courses:
241, 242, 343, or consent of instructor.)
499 Independent Study
Individual study and research on some philosophical topic of interest to the student,
worked out in consultation with the faculty adviser.
Physics (PHY)
Kermit E. Paulson (Chairperson), Cynthia Blaha, Mark J. Engebretson, Kenneth N.
Erickson
The physics department offers a traditional, rigorous major providing in-depth,
undergraduate preparation for successful graduate work and scientific careers.
Approximately two-thirds of our graduates have completed or are currently working toward graduate degrees at a fine selection of universities.
The department supervises the pre-engineering program at Augsburg with degree
programs available at cooperating universities at both the bachelor's and the
master's level.
Faculty members are all active i n high quality basic research or consulting activities
related t o their specialties. This continues t o provide outstanding undergraduate
research experience for our upperclass physics majors.
Major: 9 courses, including 121, 122, 245, 351, 362 and 395 plus three courses
above 122. I n planning their courses of study, students are encouraged t o work
closely with members of the physics faculty. Normally, students should have MAT
124,125, and PHY 121,122 the freshman year, and MAT 224 and 226 the sophomore year.
Teaching Licensure Major: The same as the major. Students are advised t o refer
t o the Education Department section of the catalog and consult with the Education
Department early in their planning.
Honors Major: A GPA of 3.6 i n physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report.
Application for the honors major should be made n o later than the first term of
the senior year.
Minor: 5 courses, including 121, 122, and three courses above 122.
Society of Physics Students: The Augsburg chapter of Society of Physics Students
provides students the opportunities of membership in a national physics society
and of participating i n the physics community o n a professional basis. Membership
in SPS is open t o all students interested i n physics.
Jlgrna rl Blgrna: MemDersnlp I n r n e nugsDurg cnaprer or rnls narlonal pnyslcs
honor society is open t o those students w h o have completed t h e equivalent o f
a minor i n physics, have a GPA o f 3.0 i n physics and overall, and rank i n t h e upper
third o f their class.
101 Astronomy
A descriptive course requiring elementary algebra. Our solar system, stars and galaxies.
The necessary optical instruments are explained and use is made of a 12-inch reflecting
telescope, an eight-inch Celestron, and a 3-inch Questar. Occasional night viewing. (3
one-hour lectures.)
103 Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is designed to serve students in biology,
psychology, physical education (therapy programs), medical technology and other
health science programs. The course is also a very suitable elective or distribution
requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.:
Elementary algebra. Fall)
106 Introductory Meteorology
A study of the science and wonders of the atmosphere. The course is designed to
provide a working knowledge of the basic science principles required for understanding
weather and climate. Attention will be given to the overall weather patterns of the
earth and to the many varied aspects of weather, some of which include: Clouds and
precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky. The course is designed to be an elective or to satisfy the distribution
requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science. Attention
will be given to the interaction of physics and its associatedtechnology with philosophy,
religion, and culture. Study of mechanics, electricity, and digital electronics will lead
up to discussion of the meaning of twentieth century physics and of the role of electronics and computers in modern society. Microcomputers will be used extensively in
the laboratory. (3 one-hour lectures, 2-hour laboratory. Fall)
121, 122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism, and optics. Designed for physics majors, pre-engineering
students and other specified majors. Must be taken in sequence. (3 one-hour lectures,
3-hour laboratory. Prereq.: MAT 124 or concurrent registration. 121, Fall; 122 Spring)
199 lnternship
Internship for lower division credit.
245 Modern Physics
An introduction to modern physics from a historical and experimental basis. Relativity,
quantum effects, atomic and molecular physics, nuclear and solid state physics. This
course indicates the need for, and develops the experimental basis of quantum mechanics. (3 one-hour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronics comprises the first half
of the semester. The second half includes study of digital electronics culminating in
analysis and use of microprocessors and microcomputer systems. (Prereq.: 103,111 or
122; and MAT 122 or 125)
270 Optical Physics
The emphasis is on physical optics, making frequent use of the complex expression for
a wave: interference, diffraction, polarization, and an introduction to the electromagnetic theory. (3 one-hour lectures. Prereq.: 122,On demand)
299 Directed Study
lndependent study for lower division credit.
351, 352 Mechanics I, 11
A careful study of clasical mechanics in terms of Newton's laws of motion and the
hagrangian and Hamiltonian formalisms. Topics include consewation principles, single
particle motion, systems of part~cles,osciltatory systems, cent ral-force motion, dynam~cs
o i r i ~ bodies,
d
gravitation, kinematics of two-particle systems and noninertial reference
frames. (3 one-hour lectures. Prereq.: 122, MAT 226. 351, Fall; 352 Spring)
362, 363 Electromagnetic Fields I, II
The daaical electromagnetic field theory is developed using the vector calculus
throughout. Electrostatics, magnctostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic
radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226. 362,
Fall; 363, Spring)
395 Comprehensive Laboratory
An emphasis on independent laboratory investigations, including participation in phys
ics seminars. Experiments in the area of mechanics, therrnodynamie, vacuum physics,
electronics, electricity, magnetism, optics, and modern physics. (2 three-hour laboratory
and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor.)
399 lnternship
lnternship for upper division credit.
481 Thermal Physics
The study of properties of systems and processes for which temperature is an important
variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical,
microscopic statistical mechanics. (3 one-hour lectures. Prereq.: 351. Spring)
486 Quantum Physics I
A development from first principles, including de Broglie's postulates. the Schrwdinger
equation, operators, wavefunaionr, expectation values, angular momentum, and approximation methods. Specific problems studied indude potential wells and patential
barriers, the hamanic oscillator, and the hydrogen atom. (3 one-hour lectures. Prereq.:
245, 351. Fall)
488 Quantum Physics II
The application of quantum mechanics to specific topics chosen from the areas of solid
state physics, atomic and molecular physics, nuclear physics, and particle physics. (3
onehour leaures. Prereq.:486. Spring)
499 lndependent Study
An opportunity for students to explore systematically a problem in experimental or
theoretical physics, worked out in consultation with a faculty adviser. Open to juniors
and seniors with departmental approval.
1
r
Political Science (POL)
Milda Hedblom (Chairperson), Mary Ellen Lundsten, Norma Noonan, Myles
Stenshoel
Firmly grounded in the liberal arts, the department has roots in philosophy and
history and relationship t o the sciences and mathematics through its use of statistical analysis.
Strengths include the balanced expertise of the faculty, with special strengths in
politics and the communications media, politics of communist systems, and the
political interpretation of public law.
The major guarantees a breadth of understanding of the field and one or two
sub-fields, providing a firm foundation for graudate work in political science,
public administration, law and other professions.
Theoretical skills of analysis are supplemented and applied through a highly successful internship program.
Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 122 or 160
or 170; 158; 384; and at least 5 other upper division courses in 4 out of 5 Political
Science Areas. A seminar in one of the five areas may be counted for that area.
Honors Major: The Honors Major in Political Science includes the requirements
listed above, plus the following: The student's grade-point werage mud be 3.5
in the major and 3.0 overall. The student must take an Honors Independent Study
and a seminar, and must submit, not later than March 1 of the senior year, an
Honors Thesis to be defended before a faculty committee. Students may work
with any member of the department on their Honors Thesis, For specific requirements, consult the departmental chairperson. Students should apply for the Honors Major no Iater than the first term of the junior year.
Minor: 5 courses,,including: 121 or 122 or 170; 158; and at least 3 upper division
courses in 3 out of 5 Political Science Areas.
Political Science Areas: (I) American Government and Politics (11) Comparative
Politics and Analysis (Ill) International Politics (IV) Public Law (V) Political Theory
and Analysis. Any course listed in more than one area may be counted in only
one area toward major or minor requirements,
Note: Students interested in secondary education may take a political science
major in combination with specified social science courses, in compliance with
state requirements. For more information, see the department chairperson.
See the class schedule for precise listing of terms in which courses are offered.
I. American Government and Politics
121 American Government and Politics
The politics of American government including the forms of political ideas; the pattern
of participation; the dynamics of congressional, presidential and bureaucratic policymaking; and current issues in American society.
122 Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modern urban complex. Discussion-lecture, simulation, and
meetings with political experts and activists.
325 Public Administration
The politics of public administration and bureaucratic policy-making in the United
States; governmental regulation, promotion and management, emphasizing political
and economic interaction. (Prereq.: 1course in Political Science or consent of instructor)
326 Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and political parties
in the electoral process. Field work with political parties and interest groups and media
in presidential elections (optional in non-presidential election years). (Prereq.: 1 course
in Political Science or consent of instructor. Fall term of election years)
342 Mass Communications in Society
Effects of mass communications on individual behavior; the uses and control of mass
media for political and social purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
370 Constitutional Law I
(See Section IV for description. Alternate years)
371 Constitutional Law II
(See Section IV for description. Alternate years)
421 Topics in American Politics
Selected themes, including legislative, executive or judicial proces;, and policy process
in American politics; national, urban or state focus; topic to be included in subtitle.
(Prereq.: Two courses in Political Science or consent of instructor. On demand)
II. Comparative Politics and Analysis
158 Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process with
some comparison of major political systems and discussion of contemporary issues.
350 Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing on political
behavior, institutions, and processes. (Prereq.: One course in Political Science or consent
of instructor)
351 Communist Political Systems
A comparative analysis of the Soviet Union and other communist states in terms of
political behavior, institutions, processes and politics. (Prereq.: One course in Political
Science or consent of instructor)
381 Democratic Theory and Practice
(See Section V for description)
459 Topics in Elite and Mass Behavior
In-depth study of the elite and/or mass participation in the political system. (Prereq.:
One course in Political Science or consent of instructor. On demand.)
Ill. International Politics
160 World Politics
Introduction to the processes and issues of international politics, including the dynamics
of the international system, theories of international relations, and a focus on recent
problems.
363 Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: One course
in Political Science or consent of instructor)
461 Topics in International Politics
Selected themes including interpretations of international politics, foreign policy
decision-making, simulations of international problems. Topic to be included in subtitle.
(Prereq.: One course in Political Science or consent of instructor. Alternate years)
IV. Public Law
170 Law in the United States
A survey of American law and legal process. Theories of law; law and society; roles of
courts, police, lawyers, and juries; the United States Constitution as "supreme" law;
law as politics; historic and contemporary legal issues.
370 Constitutional Law I
The legal-political-philosophical role of the Supreme Court in the American political
system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor. Alternate
years)
371 Constitutional Law II
Constitutional limitations of the Bill of Rights and of the Fourteenth Amendment as
applied by the Supreme Court to the protection of human rights and civil liberties of
individuals. (Prereq.: 170 or consent of instructor. Alternate years)
V. Political Theory and Analysis
158 Political Patterns and Processes
(See Section II for description)
380 Western Political Thought
A study of influential political philosophers, emphasizing the values, goals, and assumptions which continue to inform and to rationalize human governance. (Prereq.:
One course in Political Science or consent of instructor.)
381 Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the emergence
of political democracy, capitalism and the welfare state in comparative perspective.
(Prereq.: One course in Political Science or consent of instructor.)
382 Marxist Visions: Past, Present, and Future
Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the preferred futures envisaged in the
doctrine. (Prereq.: 158 or consent of instructor.)
384 Political Analysis
An analysis of different approaches and theories in the study of politics including an
examinafion of the requirements of science as a model for political study; major research
requ~red.(Prereq.: Stat~sticalAnalysis; 158 and two upper division courses, or consent
of rnstructor.)
Seminars, Independent Study and Internships
199 lnternship
Lower division internship. Consult lnternship Supervisor in the department to determine
project. (PIN grading only unless lnternship Supervisor grants exception. Fall, Interim,
Spring)
295 Lower Division Seminar
Special topics. Consult department chairperson concerning terms and subject matter.
(On demand)
299 Directed Study
lndependent study for lower division students. (Prereq.: consent of instructor. Fall,
Interim, Spring)
399 internship
Consult Chairperson or Internship Director to determine project. (Prereq.: consent of
instructor. PIN grading only unless Internship Supervisor grants exception. Fall, Interim,
Spring)
495 Seminar
Selected topics. Consult department chairperson concerning terms and subject matter.
(Prereq.: consent of instructor.)
498 lndependent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: consent of instructor. Fall, Interim, Spring)
499 lndependent Study
Topics defined through consultation between instructor and student. (Prereq.: consent
of instructor. Fall, Interim, Spring)
Program in Global Community
Joel Mugge (Director)
The Center for Global Service and Education offers a Program in Global Community in Cuernavaca, Mexico. It is the setting for a spring semester academic
program which brings together undergraduate students from various colleges in
a living/learning community. Its primary focus i s the study of issues related to
global justice and human liberation in light of the Christian proclamation. Courses
are offered for credit in the disciplines as listed.
SPA 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for three hours a day for six weeks of the semester.
Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by program director)
INS 311 The Development Process
This seminar focuses on specific global and interpersonal developmental processes.
Particular theories of development and educational approaches are critically examined.
As an integrative seminar, the course attempts to pull together the many aspects of the
overall program. The seminar provides students the opportunity to reflect critically on
their own educational process as well. Applications from Brain-Mind Confluent Education are utilized to help integrate the scope and diversity of experiences. (Required
course)
CST 230 Cultural issues Seminar
This seminar consists of a series of eight mini-courses offered in a number of relevant
topic areas related to the theme of the program. Each mini-course consists of 12 hours.
Any four mini-courses fulfill the requirements of the seminar. (Either this course or HIS
347 required)
HIS 347 Mexico: A Historical Perspective
Four specific mini-courses together provide a rather comprehensive view of Mexico's
historical development from pre-Columbian times to the present day. (Either this course
or CST 230 required)
IN>
ulreaea >way
499 Independent Study
This preferably is in a student's major or minor discipline, developed ahead of time in
consultation with a departmental adviser on the home campus and the program director. The topic a student chooses should be relevant both to the discipline and the
theme of global community. (Optional fourth course)
LYY
RE1 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression
and social injustice in Latin America. Central to the course is an examination of the
emerging "Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects
in Cuernavaca. (Prereq.: one course in religion or theology. Optional fourth course)
Psychology (PSY)
Richard Marken, (Chairperson), Lyla Mae Anderegg, Grace B. Dyrud, Norman B.
Ferguson, Duane Johnson
The department emphasizes a scientific approach t o understanding human nature.
Faculty expertise is diverse with interests ranging from biological bases of behavior
to psychotherapy.
Psychology majors must have a firm grounding in research methods and statistics.
The major program is planned in consultation with an adviser in the department
and is approved by the chairperson. The overall plan is directed toward a basic
understanding of the discipline of psychology and the particular educational,
vocational and professional goals of the individual student. A written plan for the
major should be completed and approved by the beginning of the junior year.
Practical experience is available through the department's internship program.
Facilities include laboratory areas, specialized classrooms and computer facilities.
Major: 10 courses including 105, 264, 265, 381 or 399, and 493, with a minimum
of 5 courses at Augsburg; PHY 103. Not more than two courses from among 299,
399 and 499 may be counted toward requirements for a major. It is recommended
that psvcholoav maiors take additional course work from other areas that will
complehent avn'd st;engthen their particular interests in psychology; for example,
developing a minor in business administration, biology, or communication.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminating the major program. Application for honors
consideration must be made during the junior year. Please consult the department
chairperson for more detailed requirements.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not
more than one course from 299,399, and 499 may be counted toward the minor.
Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399,450;
SOC 362, 363. These courses are designed to provide background and skills to
perform as a research assistant for agencies or firms which do program evaluation
or self-assessment programs. See department chairperson ior further details.
105 General Psychology
An introduction to the methods and approaches used in psychology for the purpose
of understanding behavior. The structure of the field of psychology, including its major
sub-areas, is emphasized.
199 lnternship
lnternship on lower division level.
251 Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems. Emphasis on the
processing of environmental information and how this relates to adaptive behavior and
subjective experience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years)
264, 265 Research Methods: Design, Procedure, and Analysis I, II
A two-term sequence including experimentation in human and animal learning, problem
solving, social psychology, and sensation-perception. Emphasis will be placed on both
statistical and experimental design methodology. Research Methods I may be taken for
credit without continuing in Research Methods II. Majors in psychology must take both
terms of the two-term sequence; 264 must precede 265; 265 should be taken in the
term immediately following 264. (Prereq.: 105)
299 Directed Study
Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration.
351 Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of theoretical
systems used for viewing the developmental sequence and process. Active inquiry into
practical implications and applications of data and theory in respect to the development
of children. (Prereq.: 105)
352 Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data and theory
related to development during the adolescent and adult periods of life. (Prereq.: 105)
353 Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data and theory
related to development during the middle adult and older adult periods of life. Includes
perspectives on death and dying. (Prereq.: 105)
355 Brain & Behavior
A survey of the functions of the nervous system which are responsible for behavior in
animals and human beings. Major topics include: sleep & wakefulness, motivation &
emotion, learning & memory, and mental disorders. (Prereq.: 105)
356 Environment and Behavior
A study of the influence which the environment, both natural and man-made, has on
behavior. Major topics include: overcrowding and environmental stress, territoriality,
defensible space & crime, and built environments such as rooms, buildings & cities.
(Prereq.: 105)
357 Learning
Learning concepts, behavior change principles and psychology of instruction. Behavior
change and individualized instruction projects. (Prereq.: 105)
359 Mental Testing
Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105)
361 Personality
An introduction to the field of personality study with special attention directed toward
personality theories and contemporary application of those theories. (Prereq.: 105. Fall)
362 Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105.)
371 Psychology of the Individual: Female and Male
A study involving knowledge of materials bearing on the development of sex differences
and roles, the effect of society upon values and goals, differential legal status of each
sex and psychophysiological data bearing upon these differences. (Prereq.: 105 or consent of instructor)
373 Organizational Psychology
Theoretical conceptualizations of organizational behavior. Factors and practices such
as management styles, evaluation and maintenance of work effectiveness, and social
influences. An organizational field experience. (Prereq.: 105)
375 Social Psychology
(See under Department of Sociology)
381 Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.:
two psychology courses. Alternate years)
399 Internship
Interested students should consult with the departmental internship coordinator regarding requirements and permission to register.
450 Program Evaluation
The application of scientific research techniques and statistical analysis to programs for
social improvement. Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency. The
political and organizational context of program monitoring and evaluation. The role of
evaluation research for social policy and program improvement. (Prereq.: 264 or SOC
362; SOC 363)
485 Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Consideration
given to goals and ethical guidelines for a counseling relationship. (Prereq.: 5 courses)
490 Current Topics in Psychology
Study of selected areas and topics in psychologythat are not treated extensively through
current course offerings. Specific topics will be published prior to registration. (Prereq.:
105 and consent of instructor. Alternate years)
493 Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues.
(Prereq.: 5 courses)
7
499 Independent Study
Limited registration by special permissionfor advanced students in psychology. Students
must present a written plan prior to registration including carefully considered rationale
and purpose for the proposed study.
Religion (REL)
Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Stephen H. Pinsky,
Eugene M. Skibbe
The primary orientation of the department is t o provide a series of courses which
will enable students t o become better acquainted w i t h t h e content and character
o f t h e Christian faith and enable t h e m t o reflect theologically o n their o w n religious commitment.
Additionally, the department offers some courses which provide the possibility
for the student to be introduced t o other religious traditions, and some "bridge
courses" which point to the relationships between religion and other disciplines.
Major: 8 courses, including 111, 221, 356, 481 and 495, the seminar especially
for majors, taken in the junior or senior year. Before taking seminar, each major
must have written one formal research paper and placed it on file with the department chairperson. Only one interim course may be applied t o the major. One
upper division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111, 221, 356, 358, 360 or 483,
362, 399, 471 or 473, 481. These together with specified courses in other departments can lead t o Augsburg certification.
Program for Christian Day School Teachers: Students pursue one of the regular
teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, fie
courses in religion are required: 111, 221, 362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required in
both a public school sett~ngand in a Christian Day School.
This program prepares students who are interested in teaching in Christian Day
Schools, particularly those of the American Lutheran Church, although participation is not limited to such schools.
Honors Major: GPA of 3.3 in the major and 3.0 over-all; research project approved
by the department and colloquium with the department.
Minor: 5 courses. Not more than one interim course may be counted for the
minor.
Certificate in Church Staff Work: 9 Religion courses (111, 221, 356, 358, 360 or
483, 362, 399, 471 or 473, 481); HPE 232; PSY 105, 351, 352 or 371, 485; SOC
111 or PSY 373, SOC 231; SPC 354 or 355. This program meets or exceeds the
educational requirements of The American Lutheran Church, but certification by
the church is a separate function. By adding two or three courses from appropriate
departments, the student can develop special emphases in parish education, business management or diaconal work.
Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for
Religion Department and/or general education course credit.
All majors are urged to consult with the department chairperson.
111 Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world which concerns Christian doctrine.
199 lnternship
lnternship on lower division level.
221 Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task of
biblical interpretation. The history of Israel and the emergence of the church.
299 Directed Study
Independent study on lower division level.
s>u rnllosopny or tcellglon
(See under Department of Philosophy)
353 Denominations and Sects in America
A study of the beliefs and worship practices of the major denominations and sects.
Some contemporary cultic movements will also be considered. (Spring)
356 History of Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some
discussion of primary documents from these religious communities. (Fall)
357 Survey of Church History
A survey of Christian history in the early, medieval, Refamtation, and modern periods.
Some attention to primary sources, in addition to interpretations of the periods in
question. The expansion of the church, its inner life, its relation to the state, and the
development of its doctrine will be major elements of the study. (Not offered 1984-85)
358 Life and Work of the Church
Congregational life in its varied character with attention directed to Christian education
and curriculum, youth work and parish work.
360 Religion
and Society
An examination of the interaction of religion and society in terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
in American society. (Spring)
361 Church Fathers
A study of the early Christian Church in the context of the Roman Empire, including
such topics as persecution and martyrdom, the development of the creeds, Christianity
in conflict with Gnosticism and mystery religions, monasticism and mysticism, early
Christian worship; also including the theology of several early Christian leaders and a
special unit on the life and thought of Augustine. (Spring 1985)
362 Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the sixteenth
century. Special attention to the writings of Martin Luther and other representative
figures. (Fall)
363 Religion in America
A study of the development of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall)
364 Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavian immigration to this
country. (Offered as funding permits)
366 The Church and Social Change in Latin America
(See under Program in Global Community)
399 Internship
Limited to students who have completed at least four academic courses, have at least
first semester Junior standing, and satisfy department guidelines.
432 Church Music and Worship
(See under Department of Music)
471 Jesusand His Interpreters
Consideration of the New Testament documents, particuSarly the Gospels, dealing with
their context, literary structure and relationships. AtZention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." (Fall)
472 Theology
-. of Paul
A study of the Apostle Paul including his historical background, his relationship to the
early church, and some of the themes to be found in his writings. (Alternate years,
Spring, 1986)
473 The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew thought
with emphasis on the message of the prophets. (Alternate years, Spring 1985)
475 Judaism
A survey of the history of Judaismfrom the end of the Old Testament period to modern
times, with emphasis placed upon the religious development. A special interest in such
modern Jewishthinkers as Buber and Heschel. The JewishChatauqua Society annually
makes a grant to Augsburg College in partial support of this course in Judaism offered
in the religion department. (Fall)
481 Contemporary Theology
An introduction to some representative trends in Christian theological thought today,
as seen from the systematic perspective, in the light of the continuing theological task
of the Christian Church. (Spring)
483 Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspectivefor critical reflection upon
moral action. (Fall)
486 Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in the
field by Freud, Jung, and William James, and to those Christian theologians who have
been influenced by them. (Alternate years, Spring)
495 Seminar
Selected topics. Required of majors in the junior or senior year. Others by permission
of instructor. (Fall)
499 Independent Study
Limited to students who are religion majors and satisfy departmental guidelines.
Russian Area Studies
Norma C. Noonan (Campus Coordinator), Natalia Sich
Russian Area Studies is an ACTC joint major which seeks to give the student the
broadest possible exposure t o Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on
Russia both past and present. A minimum of two years of the Russian language
is offered.
This major i s a good foundation for students preparing for careers in government,
teaching, international business, or law, especially when combined with a second
major in a field such as business, economics, history, language, political science
or theology. It also is a good foundation for graduate study in history, political
science, language and literature or international relations.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies); 2 courses in Russian history; 1 course in Marxist theory; 1 course
in Russian literature; 1 course in Soviet politics; 2 other courses from approved
electives.
a
Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent competencies); 1 course in Russian history; 1 course in Soviet politics; 1 course in
Marxist theory; 1 other course from the approved list of electives.
.
Each student's major program must be approved by the coordinator.
!
Scandinavian Area Studies (SCA)
!
b
;iII
I'
:
j
:
Foreign Language Department Chairperson
Major: 8 upper division courses.
Minor: 4 upper division courses.
Note: Major programs must contain 4 courses listed in the Augsburg Catalog or
transferred t o Augsburg as upper division Scandinavian Area Studies courses, i.e.,
courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students
graduating with a major or minor must also present the equivalent of intermediate
level competence in a Scandinavian language. See Norwegian courses under Department of Foreign Languages.
Recommended Supporting Preparation: Study in Scandinavia, elective courses
which may lead toward a second major such as English, history, urban studies,
business administration.
272 Norwegian Life and Culture
(See under Metro-Urban Studies, SUST)
312 Old Norse
(See under Department of Foreign Languages - Norwegian)
330 Contemporary Scandinavia
A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of Scandinavian language desirable
but not required. (On Demand)
345 Scandinavian - American Experience
The Old World Background and rise of "America Fever," adaptation to the New Land,
aspects of Scandinavian - American culture. (On Demand)
351 The Modern Scandinavian Novel
Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned
reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Par Lagerkvist,
Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language
desirable. Language majors and minors will be required to do assigned readings and
written work in a Scandinavian language. (On Demand)
352 The Modern Scandinavian Drama
Readings include dramatic works by Ibsen, Bjornson, Strindberg, Lagerkvist, Munk and
other twentieth century dramatists. Lectures provide a survey of Scandinavian drama
with emphasis on lbsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in a Scandinavian language. (On Demand)
364 Scandinavian Immigrant Church History
(See under Department of Religion)
372 Norwegian Language and Culture
(See under Metro-Urban Studies, SUST)
373 Growth and Development of Scandinavian Cities
(See under Metro-Urban Studies, SUST)
382 Scandinavian Arts
(See under Department of Art)
396 Urban Planning in Scandinavia
(See under Metro-Urban Studies, SUST)
450 Nineteenth Century Scandinavia
(See under Department of History)
495 Seminar: Ethnic/lmmigration Experience
(Offered periodically under Department of History 495 Seminar)
499 Independent Study
In consultation with a faculty member, student selects a specific topic for study.
Social Science
Khin Khin Jensen
A student may not list a double major in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is
significantly different from the other major.
Non-Western Major: 14 courses: HIS 104; 1 social science methodology course
(ECO 379, PSY 264, SOC 362 or 365); and 12 courses, in at least 4 disciplines,
from the following: ECO 122, 258; HIS 103, 322, 323, 324, 440, 474; POL 351,
363, 382,461; PHI 355; RE1 356; SOC 241; seminars, independent study or interim
courses on relevant topics in History and/or Political Science. The student planning t o fulfill this social science major should consult the chairperson of the
Department of History in choosing a major adviser.
Social Studies
Myles C. Stenshoel (Coordinator)
Students preparing to teach social studies on the high school level must complete,
in addition to the professional requirements to be met within the Department of
Education, a competency-based program designed to provide a broad foundation
in the social sciences.
Social Studies Teaching Licensure: 7 courses (ECO 122 or 123, HIS 222, POL 158,
PSY 105, SOC 121 and 241) plus a major in one of five fields - Economics, History,
Political Science, Psychology or Sociology.
Students considering a career in social studies education should consult, as soon
as possible, the Augsburg Department of Education and the Social Studies
Coordinator.
51 Social Work
(SWK)
Douglas Perry (Chairperson), Maria Brown, Rosalie Clark, Edwina L. Hertzberg
"Education for Service" has long been a motto at Augsburg College and it exemplifies the philosophy of the Social Work department.
The major program prepares graduates for entry-level professional practice in the
field of human services. The program is accredited by the Council o n Social Work
Education, and leads t o a Bachelor of Science degree. The program is based o n
a generalist model of practice, enabling graduates t o work with individuals, families, groups and communities.
The Social Welfare minor and electives i n the department allow students t o support another major with knowledge about human needs and growth, human
services, and the methods of effective citizenship.
Excellent field work opportunities exist within the Twin Cities metro area, which
supports a system of human services considered among the best i n the nation.
Major: 9 Core Program courses: 361, 363, 364, 461, 462, 463, 465, 466, 467, 469;
and 9 Supporting Program courses: 257, 260; BIO 101; PSY 105; SOC 12.1, 231,
365, 375, 383. (The Sociology sequence constitutes a minor i n that discipline.) A
minimum grade of 2.0 is required for each course i n the Core Program and the
Supporting Program.
Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all Core
and Supporting Program courses below the 400 level is necessary for candidacy
review (Exception: SOC 365 may be taken i n the senior year if necessary.)
Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,
463; 260 or SOC 375; SOC 383; and one of 465, POL 121, 158, 325.
School Social Work Certification: State Department of Education-required Human
Relations Certification for school social work is available through successful completion of EDS 388.
Elective courses open to all students:
257 Exploring Human Services
With faculty approval, student selects a placement for 30 hours per week as a volunteer
in a social agency or institution. Opportunity to know human service professionals,
social service delivery systems, and career aspects of the helping vocations. Independent
study with a term paper report and weekly review conferences. Especially recommended
for freshmen and sophomores.
260 Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle, and of the interplay of sociocultural, biological, and psychological
factors which influencethe growth of individualsand families in contemporary American
society. Emphasized is the role of the "nurturing environment" in relation to human
growth, the impact of "sustaining environment" factors, and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic
and/or life-style diversity is also a focus. Students will gain self-understanding through
use of their own experiences.
299 Directed Study
An opportunity for students to do readings and study on topics of interest. Proposed
study must be approved in advance of registration. (Prereq.: 257 and consent of
instructor)
340 Policies, Program and Skills for the Aging
This course will include the study of the impact of social policy on the older population,
older population impact on social policy, services planned to address needs of older
population and skills needed to work with this population. Class conducted in Senior
Citizen Residence. (Prereq.: Sophomore or consent of instructor)
361 Social Responses to Human Needs
This course describes the historical and contemporary systems of human service. The
major assumptions and social movements which have contributed to the charitable and
governmental responses to human needs will be emphasized. Guest speakers and
agency visits highlight the course. (Prereq.: Sophomore or consent of instructor. Fall)
399 Internship
Providesfield learning experience for the non-major and supplements the required field
work of majors (Prereq.: consent of department chairperson)
463 Community Development and Organization
Locality development and social change through community organization, social planning, and social action. Emphasis on: 1) survey of historical forms of social change, 2)
understanding the basic issues and strategies relevant to social protest and change, 3)
examination of the role of staff, and of the functions and interrelationships of community
organizations, and 4) knowledge of and actual practice in the essential principles and
techniques of organizing. (Prereq.: senior or consent of instructor. Fall)
465 Social Policy: Analysis and Development
Includes the study of theories of Social Policy formulation and methods of analysis
associated with needs and services, and analysis of the impact of policy on social work
practice. Development and implementation will be viewed first hand through work with
an elected public policy maker. One class period per week, readings, analytical paper
integrating class concepts with practical experience. (Prereq.: 361, 463, and senior or
consent of instructor. Spring)
468 Special Topics (1/2 to 1 course)
Current issues in social work theory or practice. To be announced. (Prereq.: consent
of instructor. Offered periodically in Interim)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: 257 and consent of instructor)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: 257 and
consent of instructor)
Courses reserved for Social Work majors only:
363 Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principles and techniques
of social work interventive methods, and practical experience necessary for social work
practice with individuals and small groups; development of the student's repertoire of
relationship building skills. Lecture-discussion sessions and/or laboratory exercises each
week. (Prereq.: 361, Junior. Spring)
364 Field Work I
Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small
group supportive/discussion seminar per week. (Prereq.: 361, Junior, concurrent with
363. Spring)
461 Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills through lecture, classroom exercise and
regular class work. Enlargement of social group work skills, emphasis on development
of generalist practice skills and eclectic approaches. Lectures and/or laboratory exercises
each week. (Prereq.: 2.0 in 363 and in 364, candidacy status. Concurrent with 462. Fall)
462 Field Work 11:
Progressively responsiblesupervised professionalsocial work experience including work
with individuals, families, groups andlor communities in a social service agency. Ten
hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy
status; concurrent with 461; Fall)
466 Field Work 111 (1/2 or 1 course)
Continuation of 462 conducted during Interim. (Prereq.: Candidacy status, 2.0 in 461,
462, 463)
467 The Social Worker as Professional
Ethical practice, bureaucratic survival, professional job attainment, personnel policies
and practices, organizational theory, and resource development will be studied in the
course. The field work practice becomes the laboratory for class exercises. (Prereq.:
Candidacy status, 2.0 in 461, 463.)
469 Field Work IV (formerly 464)
Continuation of 466 during the spring term. (Prereq.: Candidacy status, 2.0 in 466,
concurrent with 467)
Sociology (SOC)
Gordon L. Nelson (Chairperson), Jerry Gerasimo, Garry Hesser, Anita Kolman,
Diane Pike, Joel Torstenson
Sociology seeks to describe and explain the many patterns which form a society
or social structure, to understand the great variety of institutions within a society,
and to evaluate social institutions and programs.
Sociology can be preparation for a career in law, social work, the ministry, urban
planning, government or business. A sociology minor provides a better understanding of the social processes for majors in psychology, social work, and
education.
The department urges students to use Augsburg's unique urban setting as a "laboratory" for learning.
Major: 10 courses including 121, 362, 363, 375, 485. Highly recommended: a
Conservation of Human Resources (CHR) course, internship, independent study
or upper division interim course in sociology. This recommendation is made in
the hope that the student will take advantage of the variety of learning models
offered through the department. Consult department chairperson concerning
areas of concentration.
bf
3.0 overall.' Application f o r honors i n sociology candidacy shall consist
submission o f thesis proposal t o Department Chairperson before April 1 o f t h e junior
year. Candidacy is contingent u p o n departmental approval o f proposal b y April
30 o f junior year. After acceptance as a candidate, t h e student will register f o r
499 t o complete w o r k o n thesis. Honors i n sociology will b e granted t o a candidate
w h o successfully defends t h e thesis before M a r c h 31 o f t h e senior year and maintains t h e CPA through graduation.
Minor: 5 courses including 1 2 1 and t w o upper division courses (i.e.,
above.)
300 and
Certificate i n Program Evaluation: 5 courses including 362 (or PSY 264), 363,450;
PSY 399. These courses are designed t o provide t h e cognitive background and
skill development t o perform well as a research assistant f o r agencies o r firms
which d o program evaluations o r an employee w h o can develop and maintain
ongoing self-assessment programs f o r an employer agency. See department chairperson f o r further details.
111 Human Community and the Modern Metropolis
The cultural and structural dynamics of the modern world viewed from the perspective
of the metropolitan situation, with a focus on the possibilities of human community in
the context of urban institutions and processes.
121 Principles of Sociology
Sociology is a unique way of understanding the world. As an academic discipline and
a profession, sociology provides insights into culture, roles, groups, interaction, inequality, and social structure. An essential tool for discovering the world and one's place
in it.
199 lnternship
Lower division internship. Consult lnternship Supervisor in the department to determine
project. (Fall, Interim, Spring, and Summer)
231 Sociology of the Family
An examination of the family as a social institution. The process of dating, mate selection,
marital adjustment and divorce. The relationship of the family to its institutional and
cultural context.
241 Introduction to Cultural Anthropology
The concept of culture examined in anthropology and in the way we see and live in
the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relation to culture. An analysis of selected aspects
of Western culture.
299 Directed Study
Independent study for lower division students (Prereq.: 121 and consent of instructor.
Fall, Spring, Summer)
300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests which are not
satisfied by regular course offerings. May be offered on campus in addition to regular
course offerings or off campus in conjunction with Augsburg's Conservation of Human
Resources (CHR) Program. (Prereq.: consent of instructor)
360 Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
and institutions in American society.
362 Statistical Analysis
The first course in a two-course sequence introduces quantitative analysis. The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others needing
a background for social science. (Prereq.: working knowledge of high school algebra
and consent of the instructor. Fall)
363 Research Methods
This second course exposes students to the skills involved in research design and measurement techniques. The practice of social research is learned through class activities
and individual projects. Focus on learning usable skills. To be taken immediately after
362. (Prereq.: 362 or consent of instructor. Spring)
365 Quantitative Analysis and Program Evaluation
Consumer overview of methods of organizing, comparing and interpreting quantitative
information. Use of data-processing equipment for statistical analysis. Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Designed for social work majors. (Prereq.: high school algebra. Spring)
373 Crime and Corrections
An examination of the criminal and juvenile justice systems and the various theoretical
components of criminology and corrections. Major attention is focused on the causation
and prevention of crime and delinquency, and the various modes of treatment. (Prereq.:
121)
375 Social Psychology
An examination of the idea of "group," its relationship to individual behavior and
society. An analysis of the ideas of "self" and "identity" and what part they play in
understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday life
- a look at the trivial, the ordinary and the taken-for-granted. "Symbolic interaction,"
an important orientation in social psychology, will be used as a way of dealing with the
major issues in the course. (Prereq.: 121 and PSY 105)
381 The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confronting the present and
future metropolis. Particularemphasis will center on alternative theories and approaches
to shaping the future metropolis. Current developments in the Twin Cities region will
be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films, and outside speakers
in a seminar format. (Prereq.: 111 or 121 or consent of instructor. Spring)
383 Racial and Minority Croup Relations
The dimensions of racial and minority group relations. Major attention is focused upon
prejudice, racism, and the role of self-understanding. (PIN grading only)
399 Internship
Consult the Department Chairperson or Internship Director for details. (Prereq.: consent
of instructor. Fall, Interim, Spring)
485 Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing the course
of their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses in
sociology including 121 or consent of instructor. Fall)
498 Independent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: 111 or 121 and consent of instructor. Fall, Spring, Summer)
499 Independent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: 121 and
consent of instructor. Fall, Interim, Spring)
Speech, Communication
and Theater Arts (SPC)
Raymond Anderson (Chairperson), Deborah Bart, Julie Bolton, Ailene Cole, Howard Liszt, Gary Parker
The communication major is a flexible interdisciplinary program which allows for
different emphases - journalism, advertising and public relations, radio-television-film, human relations, and supervisory management. Program guidesfor each
area are available from the Department Chairperson or the Office of Admissions.
Theater study i s more than putting on plays. It is a serious study that combines
the fine arts with many other fields. Minneapolis is an ideal place to study theater,
because the Twin Cities have so many active theaters. In our program, we use
the local theater scene as a learning laboratory. Also, professional theater people
are regularly involved in our program as instructors and as guest directors.
Augsburg offers accredited programs leading toward certification of secondary
school teachers in speech, theater arts, and a combined speech-theater major.
Honors Major: GPA of 3.25 in the major, 3.0 overall, two independent study
projects of honors quality, distinguished performance in at least one of the communication arts, comprehensive examination in field of concentration. Application
to be made early in the senior year.
Communication Arts
Prospective majors should contact the department as early as possible t o work
out a plan for the major and a personal career action plan. Freshmen should take
111, PSY 105, SOC 121 or 241.
Communication Major: 10 courses, including 342, 351 or 352, 354, 399 and ENG
225 or 226 or 227, and satisfactory performance on competency tests in writing
and typing. Supporting courses required but not counting toward the major: 111;
PHI 130; PSY 105; SOC 121 or 241, 375.
Communication Minor: 5 courses approved by the department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343, 350,
351, 352, 354, 360; Participation in forensics, and a minor in English. Recommended: 366, courses in theater, participation in drama.
Speech Minor For Teaching Licensure: 111 and six of the following: 241 or 343,
350, 351, 352, 354, 360 and participation in forensics.
Note: Students preparing to teach speech in secondary schools may specialize
in any of three majors: speech, theater arts, and speech-theater arts. Any of these
must be combined with at leas an EngIish minor, preferably a major. The communication major o r miner does not qualify one for teaching speech. Consult
with the Department of Education far requirements in Education. 716 is strongly
recommended for students i n elementary education,
111 Beginning Speech
Basic problems of effective speaking and critical listening.
132 Photography
(See under Department of Art)
199 Internship
Internship for lower division credit.
227 Advanced Writing: Journalism
(See under Department of English)
225, 330 Visual Communications I, II
(See under Department of Art)
241 Introduction to Cinema Art
(See under Department of English)
242 Film-Making
(See under Department of Art)
299 Directed Study
Independent study for lower division credit.
342 Mass Communications in Society
(See under Department of Political Science)
343 Radio-Television Production
An introduction to radio and television with an emphasis on the director's role; emphasis
on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10.
Fall)
350 Voice and Diction
A study of vocal skills including tone production, breathing, resonating, articulating,
and listening; introduction to speech sounds and vocal mechanism. (Alternate years.
Fall)
351 Argumentation
Application of logic in public speaking, discussion, and debates. (Fall)
352 Persuasion
Theory of persuasion and propaganda, practical work in speech and promotional projects. (Spring)
353 Advertising
An introduction to print and broadcast advertising and promotion as important elements
in modern marketing and communications. (Prereq.: Junior, Senior. Communication
major or consent of instructor. Spring)
354 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships and help to overcome communication
barriers.
373 Organizational Psychology
(See under Department of Psychology)
399 lnternship
(Consult the Department Chairperson for details.)
495 Independent Study in Communication
Selected topics in speech and communication, with emphasis on the use of primary
sources and methodology of research.
499 lnternship
lnternship for upper division credit.
Theater Arts
Majors should take part in dramatic productions every year. Freshmen planning
t o major in theater arts should begin with courses 111, 116, and 228. 111 is not
part of the major.
Theater Arts Major: 10 courses, plus 111. This major should be supported by
several courses in literature including Shakespeare and Modern Drama or Scandinavian Drama.
A. Acting Emphasis: 116,228, 232, 343,350,360, 361,366,432, and the children's
theater interim. Strongly recommended: courses in movement, dance, cinema art,
and dramatic literature. Performance requirements for the acting emphasis include
6 units of acting, 4 of crew work, and 1 internship.
B. Directing Emphasis: 116, 228, 229, 232, 350, 360, 361, 366, 367, plus the children's theater interim. Courses strongly recommended: courses in movement,
cinema art, and dramatic literature. Performance requirements for the directing
emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 in stage
management, and 1 internship.
C. Design Emphasis: 228, 229, 361, 366, 428, 429, plus 2 courses in Art. Strongly
recommended: courses in cinema art and dramat~cliterature. Performance requirements for the design emphasis include 5 units in crew work, 2 in technical
supervision, 1 in acting, 1 in assistant design, 1 in design, and 1 internship.
Theater Arts Minor: 5 courses including 228, 232, 360, 361, 366.
Theater Arts Major For Teaching Licensure: 10 courses, including 111, 116, 228,
229, 232, 241 or 343, 350, 360, 361, 366, the experience requirement specified
for theater arts majors, and a minor in English.
Theater Arts Minor For Teaching Licensure: courses 111, 228, 232, 361, 366; one
of the following: 241, 343, 350; and participation in dramatic productions.
Speech-Theater Arts Major For Teaching Licensure: 12 courses, 111,228,229,232,
241, 350, 351, 352, 354, 360, 361, 366; participation in two activities (forensics,
interpretation, theater, broadcasting); and a minor in English.
116 Creative Dramatics
A study of creative improvisationusing stories, poetry, nature, concepts, the self, human
relations, etc. Uses of creative dramatics in theater, school, church, recreation, therapy,
and other settings. (Fall)
lnternship for lower division credit.
228 Technical Production I
An introduction to the backstage world of the theater: its organization, crafts, magic,
and art. Practical craft projects,theater tours, and production experience. Open to all
students. Should be taken in freshman or sophomore years. (Lab fee. Fall)
229 Stage Design I
lntroduction to scenery and lighting design; basic tools of the designer (drafting, drawing, painting, theory); practical studio projects. (Open to all students. Should be taken
in freshmen and sophomore years. Spring)
232 Acting
An introduction to the art of acting. Practical work in pantomime and improvisation;
participation in dramatic presentations. (Spring)
299 Directed Study
lndependent study for lower division credit.
360 Interpretative Reading
Basic principles of oral interpretation of literature. Practice in reading prose, poetry,
and drama. (Fall)
361 Theater History and Criticism
Overview of theater history; examination of plays from various periods. Attendance at
local theater productions. lntroduction to theories of drama, dramatic production, and
dramatic criticism. (Alternate years, Spring)
366 Stage Direction I
Basic directorial process: choice of plays, casting, organizing rehearsals and technical
production; application of play analysis, blocking, and characterization to a specific play
chosen by the class. Term project: direct a one-act play. Upper division students only.
(Spring)
367 Stage Direction II
In-depth analysis and practice in directing types of plays: serious, comic, experimental,
musical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or
consent of instructor. Spring)
399 Internship
(Consult faculty in area of emphasis.)
428 Technical Production II
Advanced construction and problem-solving techniques in costume, scenery, and/or
lighting. (Prereq.: 228 or consent of instructor. Lab fee. Fall)
429 Stage Design I1
Advanced design projects based on Stage Design I course material. lntroduction to
costume design. (Prereq.: 229 or consent of instructor. Spring)
499 lndependent Study in Drama
Individual projects in oral interpretation and theater.
Transdisciplinary Major
Students wishing t o develop their own major by combining appropriate portions
of two majors may consider the Transdisciplinary Major. The Transdisciplinary
Major enables students to respond to a particular career interest. While such an
individually developed major may satisfy the particular interests of a student,
broad majors may not be suitable for those wishing to pursue graduate study or
preprofessional programs in some academic fields.
Students wishing t o develop a Transdisciplinary Major are to observe the
following:
A. The major program should include at least two-thirds of the courses required
in the normal major programs of two major fields offered at the college;
B. The student should design and sign a contract for such a major prior to the
end of his or her sophomore year (contract forms are available in the Office of
the Registrar).
C. The contract must be approved by the student's adviser and by the Faculty
Committee on Student Standing.
Women's and Minority Studies (INS)
Winston Minor (Director), Priscilla Buffalohead, W. Roger Buffalohead, Linda Buck
Myers, Bonnie Wallace
The Women's and Minority Studies Program consists of several interdisciplinary
courses which fill the Urban Concerns, or Women's Studies, or Minority Studies
requirement. There are courses in several other departments which also focus on
women and which also fulfill that requirement. Although no major or minor is
offered, there i s a certificate program in women's studies.
Certificate in Women's Studies: Individually planned program with a minimum of
6 courses oriented towards women's perspectives: 3 courses from the social sciences (including history); 1-2 courses from humanities (literature, religion, art,
music, philosophy); 1-2 other courses such as biology, trans- or inter-disciplinary
courses, independent study, directed study, etc. Courses may be taken from the
ACTC colleges as well as Augsburg. See Winston Minor or Bonnie Wallace for
further details.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
231 Religion in African-American History
An examination of selected topics related to the black experience, e.g. African backgrounds, religion under slavery, evangelicalism. Course content subject to change from
year to year. Meets one religion requirement or the Urban Concerns, Women's and
Minority Studies requirement.
232 Blacks in America: An Introduction to African-American Studies
An interdisciplinary mum providing an overview of the major issues related to the
Black experience in terms of the family, education, religion, art, economio and politics.
It is designed to heighten the student's consciousnws regarding the African retentions
in Black culture, the evolution oi Black cuhute and the impact of Black culture on
American society.
t
.
1
-,
E
E
E
This course will examine a variety 13issues concerning the biolqical, evolutionary and
historical origins of women's roles and status in human society. Emphasis will be placed
on the comparative roles af women in different cultures. This comparison will include
such North American models as the Navajo, Ojibwe, and Iroquois, African models such
as the Pygmies and other tribal groups, and the peasant societies of eastern Europe,
Mexico, and the middle East and rural China. Offered periodically through CHR and
the American Indian Program office.
260 Contemporary American Indians
The situation of lndians in the United States since the Indian Reorganization Act (19343
with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education. Examples of the persistence of religious/cultural traditionsarnong selected lndian
tribes today.
265 Women in American Culture
Through a discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the
class will collectively assess the position of black and white women in American culture
from the founding of the colonies to the present. Contributions by lndian women,
Chicanas and other "invisible" women minorities will be included.
Living on campus provides many options, including apartments in Mortensen Tower
[Photo by john Louis Anderson]
u
9
Augsburg College
Board of Regents
The year in parentheses after each name indicates the expiration of current term.
Charles W. Arnason (1988).Executive Director, Minnesota Technology Corridor, Minneapolis, Minnesota
Paul B. Batalden, M.D. (1984).St. Louis Park Medical Center, St. Louis Park, Minnesota
Nancy Bottemiller (1986).Homemaker, Wadena, Minnesota
Rodney P. Burwell (1988).Chairman and Chief Executive Officer, Proform, Inc., Minneapolis,
Minnesota
Darrell j. Egertson (1988).Executive Vice President of Corporate Development, Apache
Corporation, Minneapolis, Minnesota
Donald R. Grangaard (1984).First Bank System, Inc. (Retired), Minneapolis, Minnesota
Lawrence 0. Hauge (1986).Chairman, Suburban National Bank, Eden Prairie, Minnesota
Harris W. Lee (1988).Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis,
Minnesota
Gary H. Lohn (1988).Vice President - Employment Preparation Services, Control Data
Corporation, Minneapolis, Minnesota
Arthur Naftalin (1984).Professor, Public Affairs, University of Minnesota, Minneapolis,
Minnesota
Roselyn j. Nordaune (1988). Partner, Nodland, Conn, Judd, Nordaune, St. Louis Park,
Minnesota
Howard E. Olson (1984).St. Paul Park, Minnesota
Donald G. Oren (1988).President, Dart Transit Company, St. Paul, Minnesota
Donald G. Padilla (1986).Chairman of the Board, Padilla and Speer, Inc., Minneapolis,
Minnesota
Carl N. Platou (1984).President, Fairview Community Hospitals, Minneapolis, Minnesota
Martin 0. Sabo (1984).Member of Congress, Fifth District - Minnesota, Washington, D.C.
Inez M. Schwarzkopf (1988).Staff Writer - The American Lutheran Church, Minneapolis,
Minnesota
N. Stanley Stake (1986).Honeywell, Inc. (Retired), Minneapolis, Minnesota
Merton P. Strommen (1986).President, Search Institute, Minneapolis, Minnesota
Stanley W. Thiele (1986).Senior Vice President, Administrative Services, 3M, St. Paul,
Minnesota
Mary Lou Williams (1984).Senior Social Worker, Hennepin County Community Services,
Minneapolis, Minnesota
Officers
Donald R. Grangaard, Chairman
Harris W. Lee, Vice Chairman
Charles W. Arnason, Secretary
Darrell J.Egertson, Treasurer
Board for College and University Services
The American Lutheran Church
Robert Borgwardt, Madison, Wisconsin
Sylvia Bosse, Warren, Ohio
Faith Burgess, Philadelphia, Pennsylvania
Erwin H. Goldenstein, Lincoln, Nebraska
Marilyn Hemstad, Olympia, Washington
Doris Holman, Los Angeles, California
Gustav Kopka, jr., East Lansing, Michigan
Hamlet Peterson, Rochester, Minnesota
Administration
Office of the President
President .............................................................................................. Charles S. Anderson
Executive Secretary t o the President ...................................................Carolyn Magnuson
David T. Wold
College Pastor ....................................................................................................
Alton C. 0. Halvorson
Director of Church Relations ...............................................................
Academic Affairs
Vice President for Academic Affairs and Dean of the College....................... Richard Green
Lois M. Nielsen
Secretary t o the Academic Dean
Associate Dean of the College and Director of Special Programs....... Patricia Anne Parker
Secretary t o the Associate Dean ............................................................Ruth L. Maertens
Richard J. Thoni
Director of Weekend College .........................................................................
Director of Admissions & Public Relations, Weekend College ..................... Sharon A. Stein
John A. Hill
Registrar ...................................................................................................................
Carol Stack
Assistant Registrar ...................................................................................................
Ralph W, Bailey
Recorder
Margaret Anderson
Head Librarian
Brian P. Hackney
Director of Audio-Visual Center
Thomas Reynolds
Music Administrator - Arts Coordinator
Winston Minor
Minority Coordinator (Btack Student Affairs)
Bonnie Wallace
Minority Coordinator (American Indian Program)
Donald R. Custafson
Interim Director
International Studies Program Director........................................................Mary A. Kingsley
International Student Adviser ......................................................................Bradley P. Holt
Director of Faculty Development ...............................................................Norma C. Noonan
.................................................................
..........................................................................................................
..........................................................................................
..................................................................
................................................
................................................
..........................................
......................................................................................
Student Affairs and Admissions
Vice President of Student Affairs and Dean of Students ........................Marianne 8. Sander
Dorothy Gauger
Secretary t o the Vice President ..................................................................
James B. Grubs
Associate Dean of Students .............................................................................
Nancy Medcraft, Joan Slater
Counselors....................................................................................
Director, Academic Enrichment ...............................................................Donald M. Warren
Director of Career Planning and Placement ............................................
Coordinator, Student Employment ...........................................................
Director of Student Life (Housing) .................................................Linda K. Schrempp-Alberg
Director of Student Activities ....................................................................
Coordinator, Urness Tower .......................................................................
Coordinator, Mortensen Tower and Annex Houses ...............................
Director of Admissions ..............................................................................
Catherine A. Thomsen
Secretary, Admissions .........................................................................
Assistant Director of Admissions .................................................................Eric L. Anderson
Assistant Director of Admissions ......................................................Jeannette M. Wittmer
Senior Admissions Counselor ...........................................................................Brian Arvold
Coordinator of Admissions On-Campus/Volunteer Programs .......................... Sally Daniels
Peter J. lmsdahl
Admissions Counselor .....................................................................................
Scott C. Stensrud
Admissions Counselor ...................................................................................
Development and Public Relations
Vice President for Development and Public Relations ................................. Gerald D. Bjelde
Secretary t o the Vice President .......................................................................Nancy Martin
Thomas I.Benson
Director of Planned Giving ..........................................................................
Jeroy C. Carlson
Assistant to the Vice Preident for Development
Ass~cialeDirector of Develapment-Corporatrons/Foundations ...... Adelgund M. Fransen
Assistant Director of Development-Annual Fund ............................................. Mark Zachary
Director of Alumni/Parent Relatzons
Janice A. Rykken
Directat o i Public Relations
Lois G. Wollan
Kay Cady
Director of News Bureau ...........................................................................................
JillRaschein
Manager, Central Services .....................................................................................
Hugh Pruitt
Director of Research...............................................................................................
.........................................
...........................................................
..............................................................................
Finance and Management
Vice President for Finance and Management .......................................... Wayne D. Pederson
Secretary to the Vice President ......................................................................... Cynthia Lein
Assistant Vice President for Student Financial Services
Herald A. Johnson
Virene M. Luthi
Associate Director, Financial Aid
Director of Personnel................................................................................... Bonnie-Jean Mork
Michael D. Ranum
Chief Accountant
Manager, Administrative Computer Center ........................................... Daniel R. Cruikshank
Manager, College Center ...........................................................................Mildred A. Nelson
Manager, Purchasing/Book Storepending ................................................... Robert P. Gores
Food Service Director ...................................................................................... Steve Boulka
Director of Plant Services ............................................................................James Strategier
Supervisor, Maintenance .................................................................................. Robin A. Curtis
Manager, Ice Arena ...........................................................................................ames J. Carey
............................
..............................................................
....................
.
.................................................................
Emeriti
Oscar A. Anderson. (1963-1980).President Emeritus. B.A., St. Olaf College; B.D., Luther
Theological Seminary; L.L.D., Concordia College, Moorhead.
Bernhard M. Christensen. (1938-1963).President Emeritus. Ph.D., The Hartford Seminary
Foundation.
Courtland Agre. Professor Emeritus of Chemistry. Ph.D., University of Minnesota.
Ernest W. Anderson. (1947-83).Professor Emeritus of Health and Physical Education.
Valeria Baltina. Assistant Professor Emerita of Foreign Languages. Magister der Philosophia,
University of Latvia.
1. Gracia Christensen. Assistant Professor Emerita of English.
K. Berner Dahlen. Associate Professor Emeritus of English. M.A., University of Minnesota.
Edgar E. Eklof. Emeritus of Music. M.M. Manhattan Music School.
Theodore J. Hanwick. Professor Emeritus of Physics. Ph.D., New York University
Katherine Hennig. Artist in Residence Emerita. M.A., University of Minnesota.
Einar 0. Johnson. Professor Emeritus of Education. Ph.D., University of Washington.
Bernhardt J. Kleven. Professor Emeritus of History. Ph.D., University of Minnesota.
Lorraine K. Livingston. Associate Professor Emerita of English. M.A., University of Minnesota.
Martha M. Mattson. Associate Professor Emerita of Education. M.A., University of Minnesota.
Edor C. Nelson. Associate Professor Emeritus of Physical Education. M.Ed., University of
Minnesota.
Anne Pederson. Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson. Associate Professor Emerita of Health and Physical Education. M.Ed.,
University of Minnesota.
Martin Quanbeck. Professor Emeritus of Education. Ph.D., University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College, D. Mus., Lakeland
College.
Paul T. Steen. Professor Emeritus of Sociology, Ph.D., University of Minnesota.
Joel S. Torstenson. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Faculty car ot September, 1983)
(beginning year of service on faculty)
'part-time
Ruth 1. Aaskov (1960).Associate Professor of Foreign Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Robert W. Adney* (1979).Studio Artist/Percussion. B.A., University of Minnesota.
Roger E. Allerson* (1981).Lecturer, Business Administration and Economics. B.S.B., University of Minnesota.
Earl R. Alton (1960).Professor and Department Chairperson of Chemistry. B.A., St. Olaf
College; MS., Ph.D., University of Michigan.
Lyla Mae Anderegg (1959).Associate Professor of Psychology. B.A., University of Minnesota;
M.A., Northwestern University.
Barbara Andersen (1969).Associate Professor of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University of Wisconsin;
B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York.
Margaret J. Anderson (1967).Associate Professor, Head Librarian. B.S., M.A., University of
Minnesota.
,
Raymond E. Anderson* (1949). Professor and Department Chairperson of Speech, Communication and Theater Arts. B.S., M.A., Ph.D., University of Minnesota.
Roberta A. Anderson* (1979). Specialist Early Childhood Education, lnstructor in Education.
B.S., M.S., University of Wisconsin; Education Specialist, Mankato State University.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
Deborah Bart* (1980). lnstructor in Speech, Weekend College. B.A., M.A., University of
Minnesota.
Joe Bash' (1983). Lecturer in Religion, Weekend College.
John E. Benson (1963). Associate Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Union Theological Seminary.
James E. Billings* (1970). Lecturer in Business Administration and Economics, B.A., Michigan
State University; M.A., Ph.D., University of Minnesota.
Gerald D. Bjelde (1980). Vice President of Development and Public Relations. B.A., Concordia College, Moorhead.
Timothy Blackburn* (1980). Lecturer in English. B.A., St. John's University; M.A., Ph.D., University of Minnesota.
Cynthia Blaha* (1983). lnstructor in Physics. B.S., University of Minnesota.
Vern M. Bloom* (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W.,
University of Minnesota.
Julie H. Bolton* (1975). Assistant Professor of Speech. B.S., M.F.A., University of Minnesota.
Lynn Bollman* (1983). lnstructor in Art. B.A., Augsburg College; M.A., University of Northern
Colorado; M.F.A., University of Minnesota.
David W. Boots (1982). lnstructor in Health and Physical Education. B.A,, Augsburg College;
M.Ed., University of Minnesota.
Richard Borstad (1977). lnstructor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota.
Michael Brand* (1979). Studio Artistflrurnpet. B.S., M.F.A., University of Minnesota.
Maria Brown (1980). lnstructor in Social Work. B.A., M.A., American University; M.S.W.,
University of Minnesota.
Laine Bryce* (1978). Studio Artist/Bassoon. B.A., University of Minnesota.
Priscilla K. Buffalohead' (1983). lnstructor in CHR Program and Women's and Minority
Studies. B.A., M.S., University of Wisconsin-Madison.
Roger Buffalohead* (1983). lnstructor in CHR Program and Women's and Minority Studies.
B.A., MS., University of Wisconsin-Madison.
John Cerrito* (1983). Lecturer in Business Administration and Economics. B.A., Rhode Island
College.
Carl H. Chrislock (1952). Professor of History. B.A., Augsburg College; M.A., Ph.D., University
of Minnesota.
Rosalie V. Clark (1979). lnstructor in Social Work. B.A.S., M.S.W., University of Minnesota.
Robert W. Clyde (1967). Associate Professor of Sociology, Director of Community Research
and Resource Center. B.A., Coe College; M.A., Rockford College; Ph.D., University of
Iowa.
Ailene Cole (1956). Professor of Theater Arts/Speech. B.A., Custavus Adolphus College;
M.A., Ph.D., University of Minnesota.
Benjamin Cooper* (1975). Assistant Professor of Mathematics. B.S., California Institute of
Technology; Ph.D., Yale University.
Lawrence E. Copes (1980). Assistant Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University.
John Cosgrove* (1983). Lecturer in Business Administration and Economics. B.A., University
of Minnesota.
Nancy B. Dillon* (1983). lnstructor in Nursing. B.S., Wagner College; MS., University of
Cincinnati.
Beverly C. Durkee (1965). Professor and Department Chairperson of Mathematics/Computer
Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State
University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D. University of Minnesota.
Mark J. Engebretson (1976). Assistant Professor of Physics. B.A., Luther College; M . Div.,
Luther Theological Seminary; MS., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; MS., Michigan
State University; Ph.D., Colorado State University.
Sheldon P. Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M.,
Ph.D., Northwestern University.
Norman B. Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Larry L. Fleming (1979). Associate Professor and Department Chairperson of Music. B.M.,
Concordia College; M.A., M.F.A., Ph.D., University of Minnesota.
Henry G. Follingstad .(l962). Associate Professor of Mathematics. MS., University of
Minnesota.
Anne Fosse* (1982). Lecturer in Business Administration and Economics. B.A., University of
Northern Iowa; M.B.A., University of Minnesota.
Jo Michelle Beld Fraatz (1983). Assistant Professor of Political Science. B.A., Bethel College;
M.A., Ph.D., Yale University.
Barry M. Franklin (1978). Assistant Professor and Department Chairperson of Education.
A.B., California State University, Northridge; M.A.T., University of Chicago; M.S.Ed., University of Wisconsin-Lacrosse; Ph.D., University of Wisconsin-Madison.
Robert Friederichsen* (1971). Assistant Professor of Art. B.A., Bethel College; M.A., Pennsylvania State University.
Mark 1. Fuehrer (1969). Associate Professor and Department Chairperson of Philosophy.
B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota.
Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Jerry Gerasimo* (1971). Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago.
Celia W. Gershenson (1983). Lecturer in Psychology.
John H. Gidmark* (1980). Lecturer in English. B.A., Moorhead State College; H.Dip., Trinity
College, Dublin, Ireland; M.A., Ph.D., University of North Dakota.
Thomas G. Gilkey (1979). Assistant Professor of Music. B.M., DePauw University.
Orloue N. Gisselquist (1956). Associate Professor and Department Chairperson of History.
B.A., M.A., Ph.D., University of Minnesota.
Cynthia Teague Goetz' (1980). Studio Artist/Voice. B.M., University of North Carolina; M.M.,
University of Colorado.
Paul H. Grauer (1979). Assistant Professor of Health and Physical Education. B.S., Concordia
College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Richard Green (1980). Vice President for Academic Affairs and Dean of the College. B.A.,
Concordia College, Moorhead; MS., North Dakota State University; Ph.D., University
of Louisville.
James B. Grubs (1983). Associate Dean of Students. B.S., Colorado State University; M. Div.,
Luther Theological Seminary; M.A., College of St. Thomas.
Satya P. Gupta (1976). Associate Professor of Business Administration. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Associate Professor of History, Interim Director. B.A., Custavus
Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin E. Gyberg (1974). Associate Professor of Chemistry. B.S., Mankato State University;
Ph.D., University of Minnesota.
Brian P. Hackney (1983). Instructor, Director of Audio-Visual Center. B.A., University of
Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout.
Leif E. Hansen (1961). Associate Professor of Foreign Language. B.A., Concordia College,
Moorhead; M.A., University of Minnesota.
Karen Harwood* (1980). Lecturer in Library Science.
Milda K. Hedblom (1971). Associate Professor and Department Chairperson of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Robert S. Herforth (1966).Associate Professor of Biology. B.A., Wartburg college; M.S., Ph.D.,
University of Nebraska.
Edwina L. Hertzberg' (1977). Associate Professor of Social Work. B.A., Cedar Crest College;
M.S.W., University of Minnesota. (On leave Spring 1984)
Carry W. Hesser (1977). Associate Professor of Sociology, Director of Metro-Urban Studies.
B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
John A. Hill (1980). Registrar, Coordinator of Institutional Information. B.S., University of
Minnesota; M.A., George Washington University.
John B. Hjelmeland (1981). Director of Adminissions. B.A., Augsburg College; M.Ed., Springfield College.
Carol F. Hoffman (1978). Assistant Professor of Nursing. B.S., Hamline University; M.S., University of Minnesota. (On leave 1983-1984)
Norman v. nolen ( i ~ b 4 ) .Proressor ot Art. B.A., Concordia College, Moorhead; M.F.A.,
University of lowa. (On leave 1983-84)
Brad1.e~P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M. Phil., Ph.D., Yale University.
John R. Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of
Minnesota.
Gary E. Hovind* (1981). Lecturer in Business Administration and Economics. B.S.B., University
of Minnesota.
Walter Howerton' (1982). Lecturer in English B.A., M.F.A., University of lowa.
Khin Khin Jensen* (1955-56,1959). Professor of History, Director of East and Southeast Asian
Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University
of Wisconsin.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College B.A., Huron
College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
James D. Johnson (1969). Associate Professor of Music. B.A., University of Minnesota; M.S.,
Juilliard School of Music.
Mary E. Johnson(1962). Associate Professor of Foreign Languages and International Student
Adviser. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota.
Amin Kader (1974). Associate Professor-and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt; M.S., University of
Michigan.
Robert Karlbn (1973). Professor of Music. B.M., New England Conservatory; M.A., University
of Minnesota.
Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages, and Director of International Study. B.A., St. Olaf College; M.A., Middlebury
College.
Merilee I.Klemp' (1980). Studio Artist/Oboe. B.A., Augsburg College.
Alvin 1. Kloppen (1976).Assistant Professor of Health and Physical Education. B.S., Augustana
college; M.A:, university of South Dakota.
Boyd N. Koehler (1967). Assistant Professor, Librarian. B.A., Moorhead State College; M.A.,
University of Minnesota.
Anita Sue Kolman* (1977). Assistant Professor of Sociology. B.A., University of Maryland;
M.S., Ph.D., University of Minnesota.
Robert Kramarczuk* (1982). Lecturer in Business Administration and Economics. B.A. College
of St. Thomas; M.B.A. University of Minnesota.
Angela Wyatt Kretschmar* (1981). Studio ArtistIClarinet. B.A., St. Olaf College.
Edith V. Kromer (1983). Librarian, Weekend College.
Roy H. LaFayette* (1972). Lecturer in Business Administration and Economics. B.S.B., University of Minnesota.
Leo Richard Lake (1981). Associate Professor of Computer Science and Director of Academic
Computer Center. B.S., Massachusetts Institute of Technology; M.S., Ph.D., University
of Minnesota.
Roberta K. Lammers (1975). Assistant Professor of Biology. B.S., lowa State University; M.S.,
Ph.D., University of Minnesota.
Michael Leimbach* (1983). lnstructor in Psychology.
Nicholas A. Lenz* (1980). Studio ArtistPoice. B.A., Southwest State University: M.F.A., University of Minnesota.
Howard P. Liszt* (1979). Visiting Lecturer in Speech and Communication. B.A., M.S., University of Minnesota.
David Livingston* (1983). Studio ArtistIRecorder. B.A., Augustana College, Rockford; M.A.,
University of Minnesota.
Paul W. Lohman* (1981). Director of Chorale. B.A., Augsburg College; M.F.A., University of
Minnesota.
Steven Lund' (1983). Studio Artist/Trombone. B.S., University of Minnesota.
Richard S. Marken (1974). Assistant Professor and Department Chairperson of Psychology.
B.A., University of California, Los Angeles; Ph.D., University of California, Santa Barbara.
Jerie McArthur (1983). lnstructor in Speech, Weekend College. B.A., Macalester College;
M.A., Ph.D., University of Minnesota.
Marie 0. McNeff* (1968). Associate Professor of Education. B.S., M.Ed., Ed.D., University of
Nebraska.
M. ~ u s i Ed.,
c University of Kansas.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University
of Minnesota.
Winston Minor (1983). Minority Coordinator (Black Student Affairs). B.A., M.A., University
of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee.
Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon.
Joel D. Mugge (1977). Assistant Professor of Speech and Communication, Director of Center
for Global Service and Education. B.A., Valparaiso University; M.A., University of
Minnesota.
Elizabeth Proctor Murphy' (1984). Studio Artist/Cello. B.A., Cleveland Institute of Music.
Linda Buck Myers' (1983). lnstructor in Women's and Minority Studies.
Douglas Nelson (1977). lnstructor in Health and Physical Education. B.A., Augsburg College:
M.A., College of St. Thomas.
Gordon 1. Nelson' (1967). Associate Professor and Department Chairperson of Sociology.
B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D.,
University of Chicago.
Richard C. Nelson' (1968). Associate Professor of History. B.A., University of Nebraska; M.A.
Ph.D., University of Minnesota.
Catherine Christie Nicholl' (1973). Associate Professor of English. B.A., Hope College; M.A.,
University of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of Nursing B.Sl..,
MS., University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development.
B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Mohammed Nouri' (1982). Lecturer in Business Administration and Economics. Diplome,
Ecole Centrale de Paris; MS., University of Minnesota.
Celeste M. O'Brien' (1975). Studio ArtistIPiano. B.A., Hamline University.
Sandra L. Olmsted* (1979). lnstructor in Chemistry. B.A., Augsburg College: MS., University
of Wisconsin-Madison.
James F. Olson (1975). Assistant Professor, Director of Audio-Visual Center. B.A., M.A.,
University of Minnesota. (On leave 1983-85)
Ronald C. Palosaari (1965). Professor and Department Chairperson of English. B.A., Bethel
College; B. Div., Bethel Seminary; M.A., Ph.D., University of Minnesota.
Gary A. Parker* (1983). lnstructor in Speech. B.A., M.A., University of California-Davis.
Patricia Anne Parker (1960). Associate Dean of the College and Director of Special Programs.
B.A., Eastern Michigan University: M.A., University of Michigan; Ph.D., University of
Minnesota.
Marlene J. Pauley' (1983). Studio ArtistIClarinet. B.A., St. Olaf College; M.M., Michigan State
University.
Kermit E. Paulson (1968). Associate Professor and Department Chairperson of Physics. B.A.,
Augsburg College; M.S., University of Wisconsin.
Marilyn E. Pearson (1980). lnstructor in Health and Physical Education. B.A., Augsburg College; M.A., St. Cloud State University.
Wayne D. Pederson (1969). Vice President of Finance and Management. B.S., Concordia
College, Moorhead.
Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed.,
Marquette University.
Douglas D. Perry' (1976). Assistant Professor and Department Chairperson of Social Work.
B.A., M.S.W., University of Minnesota.
Joyce Pfaff (1966). Assistant Professor of Health and Physical Education and Director of
Women's Athletics. B.A., Augsburg College; M.Ed., University of Minnesota.
Diane 1. Pike* (1981). Assistant Professor of Sociology. A.B., Connecticut College; Ph.D.,
Yale University.
Stephen H. Pinsky' (1983). Visiting Lecturer in Religion. B.A., Franklin and Marshall College;
B.H.L., M.H.L., Hebrew Union College.
James Porter* (1980). Visiting Lecturer in Women's and Minority Studies.
Alice Preves* (1976). Studio ArtistIStrings. B.S., MS., University of Illinois.
Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological
Seminary.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota.
1
Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota.
Marianne Sander (1971). Vice President for Student Affairs and Dean of Students. B.A.,
Valparaiso University; M.A., University of Minnesota.
Karen E. Sandness* (1982). ACTC Lecturer in Japanese. B.A., Augsburg College; Ph.D., Yale
University.
Richard B. Sargent (1967). Associate Professor of English. B.A., University of North Carolina;
Ph.D., University of Exeter, England.
Pauline Sateren' (1974). lnstructor in Music Education. B.A., Northwestern College; M.M.Ed.,
University of Colorado.
Edwin J. Saugestad (1959).Associate Professor of Health and Physical Education and Director
of Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota.
Irene Schilling* (1973). Assistant Professor. Librarian. B.A., University of Wisconsin; M.A.,
University of Minnesota.
Linda K. Schrempp-Alberg (1977). Director of Student Life. B.A., University of MinnesotaMorris; M.A., Mankato State University.
Bethany S. Shifflett' (1982). Assistant Professor of Health and Physical Education, Director
of Intramural Sports. B.S., Southern Connecticut State College; M.A., Ph.D., University
of lowa.
Marjorie H. Sibley (1961).Associate Professor, Librarian. B.A., M.A., University of Minnesota.
Natalia Sich' (1983). ACTC Instructor in Russian. B.A., University of Minnesota; M.A., Ph.D.,
University of Wisconsin-Madison.
Eugene M. Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany.
Dana W. Skoglund' (1978). Studio Artist/Piano. B.M., Augsburg College.
Emma W. Small' (1978). Studio Artist/Voice. B.M., M.M., Eastman School of Music.
George Stahl' (1976). Studio Artist/Bass. B.M., Chicago Musical College.
Alice J. Stark (1983). Assistant Professor of Nursing. B.S., St. Olaf College; M.S., University
of California, San Francisco.
Donald B. Steinmetz (1968). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel (1965). Professor of Political Science. B.A., Concordia College, Moorhead;
Concordia Theological Seminary; M.A. Ph.D., University of Colordao.
Daniel Sturm' (1979). Studio Artist/Classical Guitar. B.A., University of Minnesota.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota.
Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead; MS.,
Ph.D., University of Nebraska.
Mary T. Swanson' (1976). Assistant Professor of Art. B.A., M.F.A., Ph.D., University of
Minnesota.
Philip J. Thompson (1959). Professor and Department Chairperson of Art. B.A., Concordia
College, Moorhead; M.F.A., University of lowa.
Richard J. Thoni (1972).Director of Weekend College. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Neal 0. Thorpe' (1967). Professor and Department Chairperson of Biology. B.A., Augsburg
College; Ph.D., University of Wisconsin.
David Tubergen' (1980). Assistant Professor of Music. B.A., Hope College; M.M., Yale
University.
Donald M. Warren' (1978). Director of Academic Enrichment. B.A., M.A., University of
Minnesota.
Pamela Weiss-Farnan (1983). Assistant Professor of Nursing. B.S., University of Nebraska;
M.P.H., University of Minnesota.
Dorothy 1. Williamson' (1970). lnstructor in Art. B.A., Asbury College; M.A., University of
Minnesota.
Mary E. Wilson' (1969). Studio Artist/Flute. B.A., B.M., Macalester College.
Helen A. Woelfel (1978). Assistant Professor of Nursing. B.S., St. Louis University; M.S.,
Marquette University.
David T. Wold (1983). College Pastor. B.A., St. Olaf College; Diploma, Luther Theological
Seminary.
David Wood* (1969). Professor of English. B.S., Wisconsin State University, Eau Claire; M.A.,
Ph.D., Bowling Green University.
Index
Courses. Majors. M i n o r s (F-Inside Front Cover. B-Inside Back Cover)
Metro-Urban Studies ..................... 99-102
Art. Art History
48-50
Music
102-109
Biology
50-53
Natural Science
110
Business Administration and
Nursing
111-112
53-60
Economics
Philosophy
113-115
Chemistry
61-63
East and Southeast Asian Studies .... 63-65
IPhysin
115-1 17
Political Science
118-121
Education
65-71
Program in Global Community 121-122
Engineering
71-72
Psychology
122-124
English
72-75
Religion
124-127
Foreign Languages (Chinese. French.
Russian Area Studies
127-128
German. Japanese. Linguistics.
Scandinavian Area Studies
128-129
Norwegian. Russian. Spanish)
76-85
Social Science. Non-Western ............. 129
General Studies
85
Social Studies
129
Health and Physical Education ........ 85-89
Social Work
130-132
History
90-92
Sociology
132-1 35
Humanities
93
Speech. Communication and
Interdisciplinary Studies
93. 99.102.
Theater Arts ............................. 135-138
121. 139-140
Transdisciplinary Studies
139
International Relations
93-94
Women's and Minoriw Studies 139-140
Mathernatics/Computer Science
94-98
Medical Technology
98
................................
..............................................
...............................
.........................................
..........................................
.......................................
............................
..........
.....
.....................................
..............................................
............................................
.........
.....................
.....
..............................
Academic Adviser .................................... 31
Academic Calendar..........................31. 152
Academic Enrichment ........................ 27. 85
Academic Information ........................ 30-46
Academic Organization ...........................32
Academic Policies and Procedures .... 39-46
Accounting Major
54
Accreditation ..........................................F. 4
88
Adapted Physical Education
Administration ................................. 142-143
Admissions ........................................... 6-9
Advanced Placement ...............................43
Air Force ROTC.......................................37
27
American Indian Program .......................
Annex Housing ....................................28-29
Application t o Augburg .........................
7-9
Application for Financial Aid .............. 13-14
Assessment of Previous Learning ....... 43-44
Associated Colleges of the Twin Cities
(ACTC)
31. 36. 37
Athletics .............................................F. 26
Audio-visual Center ....................... ......... 32
Auditing Courses................................. 43
Audit Fee
11
Augsburg Guide ....................................... 26
25
Augsburgian
..............................
...............,. .
....................
.
.
.
...........
.............................
.................
..........................................
Black Student Program ............................ 27
Black Student Union ................................27
Board Costs ...........................................11
Board for College and University
Services. TALC
.
. 141
Board of Regents ................................... 141
Books and Supplies
12
Business Reply Card .......................
153-154
........................ .......
................................
Calendar. Academic .........................31. 152
Campus Map .............................................. B
Campus Ministry ......................................25
Campus Tours ...........................................6
Campus Work .............................. 16.17. 27
Cancellation of Courses .......................... 39
........................................
.................................
.........................................
....................................
................ ...............,. . .
...........................
...
..............................
........................................
....................
..........
......................................
..................................
.............
.
.
............
....................
...
Career Planning and Placement ............. 27
Center for Global Service and Education
(CCSE).................................................
121
Center for Student Development
(CSD)................................................26-27
Certification Programs-Art ................. 34. 48
Church Staff Work ....................... 34. 125
Program Evaluation .............. 34. 122. 133
Women's Studies..........................34. 139
Chemical Dependency Program ............. 36
Chinese Courses ...................................... 76
Chinwag.............................................. 28
Christian Day School Program .............. 125
Classification ............................................. 43
Coaching Endorsement ........................... 88
25. 28. B
College Center
College Level Examination Program
(CLEP).................................................... 43
College Pastor ..................................25. 142
College Work Study Program ................. 17
Communications Directory ................... 151
Commons ...............................................
28
Computer Programming (CDI) ................ 36
Computer Resources ...............................32
Conservation of Human Resources
(CHR)
36
38
Continuing Education
Cooperative Education
38
Corrective Therapy ..................................87
Costs 1985 ................................................
'I1
C.P.A. Certification .................................. 55
Counseling and Guidance ....................... 27
Credit Assessment Program (CAP).......... 44
.............................
....................................................
..............................
............................
.
............... 45
Dean's List ....................... .
Degrees.....................................................31
Departmental Comprehensive Exams..... 44
Departments by Division
32
20-23
Departmental Scholarships
Deposits ................................................. 12
Directed Study ....................................45-46
Dismissal from College ............................ 45
.........................
................
0
LO
:
4
2
Distinction. Graduation with ...................45
Distribution Requirements
41
Divisions ...................................................32
B
Driving t o Campus
Dual Degree Programs
(Engineering)............................. 35. 71-72
......................
...................................
Early Admission of Freshmen.................... 8
Early Decision for Freshmen ..................... 7
25
Echo ..........................................................
Economics............................................58-60
Elementary Education .................. 65.67. 70
143
Emeriti ...................................................
F
Enrollment
English as a Second Language (ESL)....... 81
Evaluation and Grading ......................41-42
..............................................
Fairview Deaconess Affiliation ................ 36
Facilities ..................................................5. B
Facts & Figures ....................................... F
Faculty................................... F. 31. 144-147
11
Fees ..........................................................
12
Finance Charge
54
Finance Major
Financial Aid ........................................13-23
26
Fine Arts ....................................................
Food Service.............................................28
Foreign Study ............................... 28. 37-38
French ..................................................77-79
Freshman Seminar....................................85
Full-time Student ..................................... 11
......................................
.........................................
General Scholarships .............................
17
79-81
German .............................................
Gift Assistance ......................... 15.16. 17-23
Grade Point Average (GPA) .......... 8. 40. 43
Grading...........................................41-42
Graduation Requirements ..................40-41
Graduation with Distinction.................... 45
.
.
................... 15-16
Grants
..........................
Health Service ..........................................28
Higher Education Consortium (HECUA).......
37. 100-102
History of Augsburg College ..................... 4
Honors Major (See Departmental Listings)
Honors Program .......................................38
5, 12
Housing
Human Development Seminars .............. 27
.................................................
.............................
......................
45-46
Independent Study
F. 26
Intercollegiate Athletics
Intercultural Center ............................27-28
Inter-Institutional Programs..................... 36
Interim ...........................31. 37. 38. 39. 152
International Business.................. 37. 54-55
9. 28
International Students
38
Internship Program
Intertribal Student Union ........................27
26
Intramural Athletics
.........................
....................
.
........
............................,
Japanese........................................63.64.
81
KCMR Radio .............................................25
Kindergarten-Elementary
Education .................................. 65.67. 70
Learning for Living ................................... 27
Leave of Absence ................................39-40
LibraryIAudio-Visual ................ F. 31.32. 36
Library Science Courses
70-71
Life Science Emphasis ............................110
Lifetime Sports....................................41. 88
Linguistics Courses................................... 81
Literature. Ideology and Society in Latin
America (LISLA)............................101-102
Loans..................................................16
Location ..................................................
2. B
Lutheran Free Church................................4
.....................
Majors and Minors
(Also see Courses).................. .. 32.33. 40
Management Major .................................54
Management Information Systems (MIS)
54
Major
Marketing Major ......................................54
Married Student Housing ................... 28-29
Memberships ..........................................F. 5
Metro-Urban Studies Term (MUST)...... 100
Minnesota State Work Study Program ... 17
Minority Scholarships/Grants ............. 18-19
Mission Statement ......................................3
Mortensen Tower .................................29. B
Music Education ..............................102-104
Music Organizations ................26. 108-109
Music Performance .........................102-104
Music Therapy ........................102. 104. 108
Murphy Square ........................................72
.....................................................
Naval ROTC .............................................37
Norwegian ...........................................82-83
Numbering of Courses ............................ 47
Off-Campus Programs
...............................
F
Part-Time Students ..................................11
Physical Science Emphasis..................... 110
.. 12
Payment Options ...................................
Policies....................... .
.
........................
F. 4
67
Pre-Kindergarten Education
34 35
Pre-Professional Proerams
"
Pre-Registration ................................39. 152
Prerequisites .............................................47
Probation ..................................................
45
Program in Global
37. 121-122
Community ...........................
....................
................. .
Re-admission of Former Students ............. 9
Refunds................................................. 13
Registration
39. 152
Religion & Chridian Service
19
Scho!arships
28-29
Residence Life
Residence Requirement...........................41
Room Rent ............................................11
.
.
...............................
37
ROTC
Russian Courses .......................................83
...................................
.........................................
.....................................
....................
San Francisco Summer Term (SFST) ..... 101
Scandinavian Urban Studies Term
(SUST)..................................................100
Scholarships.............................15.16. 17-23
Science (Grades 5-9) .............................. 110
Secondary Education ................... 65. 67-70
JTlllC51Cl
1 CC1..
.........................................
1 C
Semester or Year Abroad ........................ 38
Sigma Pi Sigma ................................... 116
Smilefs Point Clinic ................................ 28
Social, Cultural, Recreational............. 25-26
Social Welfare Minor ............................. 130
Society of Physics Students ................... 115
South American Urban Semester
(SAUS)
101
South Hall.................................... 28-29,B
Spanish ................................................ 83-85
Special Education............................... 70
Special Interest Houses ........................... 29
Special Scholarships............................ 18-19
Special Students (Non-degree) ................. 9
Sponsored Scholarships...................... 17-23
Student Activities ..................................... 26
Student Employment .......................... 16-17
Student Government ............................... 25
Student Life
25-29
Student Project for Amity Among Nations
(SPAN) ................................................... 37
Student Publications.......................... 25, 72
Student Rights .......................................... 29
Student Services .................................. 26-29
...............................................
.........................................
J.U"~"..1..
.....*.....*...............................
7"
>"
Study Abroad ...................................... 37-38
Summer Orientation
26
Summer Sessions ....................... 37, 38, 152
................................
Teaching Licensure (Also see majors)..... 34
Test Scores
7
Transcripts
7. 8
Transfer Seminar ...................................... 85
Tuition ....................................................... 11
Tuition Deposit
.
.
................. 12
.................................................
..............................................
.......,...........
Urness Tower ....................................... 29. B
Veterans.................................................... 46
........................
..........................................
..................
Weekend College
31. 38. 39
West Hall
29. B
Withdrawal from College
13. 39
Women's and Minority Studies ..... 139-140
Words' Worth on Wednesday (WOW) .. 72
Work Service ............................................ 17
Work Study
16-17
.........................................
Zeta House ............................................... 29
Communications Directory
Augrburg college
731 21st Avenue South
Minneapolis M N 55454
Area Code: 612
President ...................................................................................................................... 330-121 2
Dean of the College (Academic Affairs) .................................................................... 330-1024
Dean of Students (Student Welfare) ......................................................................... 330-1168
Director of Admissions (Admissions) ........................................................................ 330-1001
Director of Financial Aid (Financial Assistance. Scholarships) ................................. 330-1046
Director of Student Life (Housing)
330-1905
Registrar (Academic records. transcripts. Veterans' Affairs)
330-1036
Summer School/lnterim Oifice
330-1025
Weekend College
.
.
330-7640
Career Planning and Placement Oob Counseling, Placement Services)
330-1162
College Pastor (Spiritua! fife programs and a c t i v i t i ~ )
330-11 07
330-1029
B u s i n ~ sOffice (Fees and accaunts)
Director of Development (Financial gifts to the College) ........................................ 330-1171
Director of Public Relations (Information Service, news and publications)............ 330-1180
Director of ParentIAlumni Programs...................................................................... 330-1179
College Center Manager .......................................................................................... 330-1104
Ice Arena Manager ..................................................................................................... 330-1251
Student Gwemment Office ....................................................................................... 330-1110
General Information (Other office numbers; business hours only) ......................... 330-1000
...........................................................................
.....................................
..................................................................................
........................ ..........................................................................
..................
..........................................
........................................................................
The college has designated the following persons as coordinators for discrimination inquiries or grievance:
Boyd Koehler. Assistant Professor. Library (6121330-1018)-Affirmative Action Coordinator
(matters based on race. creed. national or ethnic origin)
Vern M . Bloom. Director. CHR - Memorial (6121330-1133)
-504Coordinator (mattersbased
on physical or mental handicap)
Marianne Sander. Vice President for Student Affairs. CSD-Memorial(612-330-1168) - Title
IX Coordinator (matters based on sex or marital status)
Bonnie-Jean Mork. Director of Personnel. 2nd Floor Memorial (612-330-1023)Employment
All correspondence should be addressed to the d ~ i g n a t e d
individual. at Augsburg College.
731 21st Avenue South. Minneapolis M N 55454.Formal grievance prmedures are described
in the Staff Handbook. Copies are available from the Personnel Office.
Fall Semester
Sept. 4
Sept. 5
Sept. 18
Oct. 26
Nov. 2
NOV.5-9
Nov. 19-Dec. 2
Nov. 21
NOV.22-25
Dec. 14
Dec. 17-20
Dec. 27
Dec. 28
Registration
Classes Begin
Last day t o register, add or drop
class without record notation
Mid-term break
Last day t o designate grading option
Interim Registration
Spring Term Pre-Registration
Last day t o withdraw from a class
Thanksgiving Recess
Classes End
Final Examinations
lncompletes due - spring and
summer
Final Grades Due
Sept. 3
Sept. 4
Sept. 17
Oct. 25
Nov. 1
NOV. 4-8
Nov. 18-Dec. 6
Nov. 20
Nov. 28-Dec. 1
Dec. 13
Dec. 16-19
Dec. 26
Dec. 27
Interim
Jan. 3
Jan. 4
Jan. 17
Jan. 21
Jan. 30
Feb. 6
Classes Begin
Last day t o register, add or drop
class without record notation
Last day t o designate grading
option
Last day t o withdraw from a class
Classes end
Interim grades due
Jan. 6
Jan. 7
Jan. 20
Jan. ,22
Jan. 31
Feb. 7
Spring Semester
Feb. 4
Feb. 5
Feb. 18
Mar. 30-April 8
Mar. 29
April 25
April 30-May 4
May 17
May 20-23
May 26
May 29
Validation of registration
Classes begin
Last day t o register, add or drop
class without record notation
Mid-term/Easter Break
Last day t o designate grading
option
Last day t o withdraw from a class
Pre-registration for Fall
Classes end
Final Examinations
Baccalaureate-Commencement
Final grades due. lncompletes due
- fall and lnterim
Feb. 4
Feb. 5
Feb. 18
Mar. 22-31
April 8
April 24
April 29-May 9
May 16
May 19-22
May 25
May 28
Summer School
June 3-28
July I-Aug. 9
Term I
Term II
June 2-27
June 30-Aug. 8
Show less
Introduction
Calendar
..................................................................
.........................................................................
2
4
........................................................
5
About This Catalog
Options ................................... Show more
Introduction
Calendar
..................................................................
.........................................................................
2
4
........................................................
5
About This Catalog
Options ...........................................................................
5
Visiting Students ..................................-......................
6
Interim Courses .............................................................. 7
UMAlE Courses .............................................................
47
Other Courses .............................................................. 49
Augsburg Lifetime Sports
,. ....,.,, ..
.".i,.iiiiiiiiii'-L.i.....i..
50
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty
to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class
and preparing for class as they would for a four-course
load during Fall or Spring semesters. Students can
register for only one course credit during Interim. There
is no tuition refund for a student who chooses not to
enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to
0.0 scale. Students generally have the option to register
on a PassINo Credit basis. A few Interim courses are
graded only on the P/N system; this is indicated in the
course description.
Some courses are offered for either upper or lower
division credit. Such Interim courses have two numbers
listed and the student must select which is most appropriate for their needs. Students registering for upper
division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have
additional fees associated with them. These fees, although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
To graduate, an Augsburg student who is under the
Distribution requirements is required to complete three
Interim courses. For a student under the Liberal Arts
Perspective requirements, two Interim courses are
required. For any student entering after January 1993 a
maximum of two Interim course credits may be counted
toward the 33 total credits required for graduation. The
number of required Interim courses is adjusted for
transfer students. Transfer students should refer to their
transfer credit evaluation form, or consult the Registrar.
Additional Interim credits which can count toward the 33
credits required may be taken by students who repeat a
credit for a course in which a grade below 2.0 was
earned, or who need to make up for a regular term in
which they failed or withdrew from a course.
Additional Interim courses not counted toward the 33
credits required may be used to fulfill other degree
requirements. That is, no more than two Interim course
credits may be taken for credit toward 33, but additional
Interim experiences may be used to fulfill major, minor
or general education requirements.
Day School students (3.0 credits or more for Fall) can take
a total of 1.0 course credits. They may take two half credit
classes. They may also take a lifetime sport (zero credit).
The lifetime sport is at no additional charge if they are
full-time (Fall term). If less than full-time they will be
charged.
Weekend students can take 1.0 course credits in Interim
which is a Cross-Over, but will be charged Day School
prices ($1,270). They also can only then take 1.0 course
credits in Weekend College.
It is the policy of Augsburg College not to discriminate on the basis of
race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
Introduction
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
November 14 to December 6 ...............Interim Registration
January 3 ................................................. First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
January 4 .......................................Last Day for Cancel/Add
January 13 ..................................... Last Day for Determining
Grading System with Registrar
January 13 .......... Last Day for Withdrawing from Courses
January 25 ............................................................ Interim Ends
January 30 ......................................... Spring Semester Begins
-c..,..... .-.,.....Interim Grades Due
February 3 ..........+...........
The time and number and length of meetings as well as
the beginning time will be arranged the first day of class.
The daily schedule for Interim is divided into two blocks
of time:
-
Time I: 8:00 a.m. to noon (on the first day Time I classes
will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, Januay 16, at 1:00 p.m.
Check with your instructor for class scheduling on this day.
Introduction
The catalog lists courses by department in alphabetical order.
At the end of the book are listings of other courses not offered
by Aupburg but recogruzed by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 230.
Students may also register for one of the lifetime sports listed
at the end of the catalog.
International Interim -Students are invited to be part of
one of the 24 international Interim courses offered by the
Upper Midwest Association for International Education
(UMAIE).See page 48 for course listings.
Internships deadline - Friday, December 9. January
Interim internships must be planned in advance. Students
electing an internship must meet departmental require
ments and present a signed internship learning agreement
plan to the Internship Office (Murphy Place, Rrn. 8) no
later than the last day of Fall classes (Friday, December 9).
The Learning Agreement forms are available in the same
office. Internships during Interim must involve full-time
work placements for approximately four weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form. These
forms must be submitted by November 28. Appropriate
study proposal and registration forms can be obtained in
the Interim Office.
Interims at Other Schools - Augsburg students may enroll at
any other 41-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be
consulted in the Interim Office. The Interim Secretary will
help students in applying for registration at other schools.
Registration for Interims at the other ACTC colleges will be
at Augsburg during the regular registration period. Most
courses taught during Interim at other 4-1-4 schools are
accepted for credit by Augsburg, but might not meet
Augsburg's general education requirements. This qualification particularly affects religion courses.
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January term.
The waiver of tuition does not include special fees,
housing or board costs. Other students will be charged
$1,270 for the Interim course. Students interested in
registering for an Augsburg Interim should write to the
Interim Director for application forms or use the forms
provided by the Interim office at their own school. There is
an application processing fee of $10. Students are welcome
to stay on campus but are not required to do so. Requests
for Interim housing should be made to the Interim Office.
It should be noted that neither ACTC exchange students
nor visiting students may register for 299 or 499 courses.
Introduction
ART 106-A
Calligraphy 11
ART 306-A
lnstructoc Philip Thompson
Development of calligraphic writing and drawing skills
with emphasis on the broad-edged pen. Attention given to
the historical development of calligraphy and the elements
of design through readings and demonstrations. Class
time and assignments center on practice in calligraphic
concepts with special attention given to foundational,
italic, gothic and uncial styles. Three original projects are
required and evaluation is based on quality of work plus
participation and growth factors. Upper division students
are required to complete master sheets in three historical
writing styles plus an expanded project.
Required materials: text, pens, ink, ruler and mat board
Distribution: Art/Music
Maximum Enrollment: 2 0
Time: I
Room: Old Main 4
ART 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students. The figure will be depicted in various settings
with a variety of media for varying lengths of time.
Grades will be based upon quality and improvement.
There will be a fee of $37 to be paid on the first day of
class.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 2 0
Time: 1
Room: Old Main 7 7
Art
I
ART 290-A
Instructor: Steve Chapman
Tribal Arts & Culture is a course designed to familiarize
students with American Indians and their art. American
Indian art is examined through regional areas in North
America, and an introduction to Meso-American art and
cultures is also provided. The course follows lecture,
video, and demonstrations by American Indian community artists. Students will have the opportunity to research
and design an object of art from an American Indian
perspective during the studio time after the lecture
presentation of course materials in each tribal area.
A result of this course should be to help establish a better
understanding of American Indians and their perspectives,
and to excite an interest in American Indian art by future
teachegand educators of Indian and non-Indian students.
Distribution: Art/Music
Maximum Enrollment: 25
Time: I1
Room: Old Main 17
BIO 185-A
Instructor: Robert Herforth
With the aging of the baby boom generation, interest in,
and research on, the biological basis of the aging process
has taken on an air of urgency, compared with an earlier
more leisurely approach. This course surveys functional
changes which occur in the body with age and diseases
associated with aging, such as osteoporosis, Alzheimer's
disease, and cardiovascular disease. The major theories
that have been proposed to explain what causes aging
will be presented, including findings on the cellular and
genetic basis of aging. Attention will also be focused on
the results of attempts to slow the aging process in
experimental animals and humans.
Several quizzes and exams will provide the basis for
arriving at grades.
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I
Room: Science 205
BUS 295-A
BUS 495-A
lnstructoc Amin Kader
This course is designed to demonstrate how economic
factors, management decisions, and accounting methods
affect the profitability of an enterprise. Students will
work in groups, each group competing with the others.
Students will make decisions as to all aspects of the
business of a company. As they enter such decisions, they
will be informed of the effect of their decisions on the
market value of the company's stock.
Evaluation will be based on an examination and each
group's performance in competing with the other groups.
Prerequisites: Lower Division: BUS 295 - No prerequisite
Upper Division: 495 - ACC 222, BUS 242, BUS 252, or
permission of instructor
Maximum Enrollment: 20
Time: I
Room: Old Main 2 1
BUS 295-8
Instructor: john Cerrito
The object of this class is to provide students who are not
majoring in business with entrepreneurial skills for
Business
starting and running a small business.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" business. The student will be
evaluated on the basis of the "model" plan, on tests, and
performances on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Old Main 13
BUS 368-A
Instructor Steve LaFave
An examination of current Japanese business practices
using a cultural perspective. A multimedia approach will
be employed involving film, television documentaries,
radio speeches, and readings from current periodicals in
addition to text material. A seminar model will be used,
with substantial participation expected on the part of
students.
Students will be evaluated based on a paper, two 20minute sessions of seminar leadership, class participation, and a mid-term and final examination. This class
should be of interest to anyone majoring or minoring in
International Business or any field of Business Administration, as well as anyone with an interest in Japan.
Students who cannot attend the entire first week of
classes should not enroll for this course.
Prerequisites: junior standing or consent of instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Music 22
Business
1
BUS 49.54
Instructor: Magda Paleczny-Zapp
The primary objective of this course is to enhance the
student's understanding of the new dimensions of EastWest trade relations in the 1990s. We will analyze the
past and present conditions for East-West trade cooperation and its patterns. The impact of the transformation of
Eastern Europe and Russia on world trade will be
discussed. The theoretical framework for international
trade will be presented. At the global level, the role of the
European Union, International Monetary Fund, World
Bank, and General Agreement for Tariffs and Trade
(GATT) in East-West trade relations will be examined.
Students will be evaluated based on their research paper
and final examination.
Prerequisites: ECO 1 12 or ECO 1 13 or consent of Instructor
Maximum Enrollment: I S
Time: I
Room: Memorial Hall 323
CHM 100-A
lnstructoc Arlin Cyberg
This is a non-laboratory chemistry course based on the
popular book by John W. Hill of the same title. It is not a
traditional chemistry course and does not assume a
science background. Basic science and math are introduced early and taught as needed for understanding the
various topics and implications. The course does assume
the student is interested in and concerned about the
relationship of chemistry to life and living.
Chemistry has been intimately a part of liberal education
for centuries. The early scientists were considered to be
philosophers and their societies were philosophical
societies. In recent decades the human seeking of
personal independence has led to chemistry becoming a
part of everyday life to the point of actual dependence on
chemistry. We live in a world of pesticides, fertilizers,
plastics, "the Pill", food additives and processed foods,
vitamin supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on
other planets, genetic manipulation, and it goes on and
on. Emotions and mental disorders can often be traced to
chemical imbalance. The common dragged out, grumpy
feeling after an afternoon nap is a result of a chemical
imbalance. The nature of a hangover is the result of a
complex system of altered body chemistry. Even learning
appears to be the result of chemical reaction to form a
"memory molecule". Most of the problems we face are
molecular in nature. What then but chemistry can better
help us to understand ourselves, our society, our world,
and our universe? Come join us as we take a molecular
look at the human condition.
This course will be offered in a lecture/discussion format.
Films will supplement the lecture/discussion periods.
Daily quizzes will be used for evaluation. This course does
not satisfy prerequisites for Chemistry 106 or 116.
Prerequisite: Math Placement Croup 2
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I1
Room: Science 3 7 5
INTRODUCTION
TOCOBOL
CSC 27 7 -A
Instructoc Noel Petit
A study of the COBOL programming language for .
Computer Science
I
students with some previous knowledge of programming. This course will expand a student's knowledge of
programming and programming languages through
presentation of the features of COBOL together with
programming techniques for using those features. This
course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequisite: One course with a study of computer language
(e.g., CSC 170)
Maximum Enrollment: 2 0
Time: I1
Room: Foss 43
ECO 4 95-A
lnstructoc leanne M . Boeh
A comparison of the United States system and other
countries' national health care systems. What are some of
the alternative models for both organization and delivery
of health care services? The class will focus on the models
used in Canada, Germany, Great Britain, Japan, and the
Scandinavian countries. The course will consider such
issues as aggregate spending, allocation of physicians,
nurses and other allied health personnel and the effect
health systems have on overall health outcomes. The
advantages and disadvantages of all the systems will be
explored. Evaluation is based on homework assignments,
short papers, and exams.
Prerequisites: ECO 1 12 or 1 13 or equivalent
Maximum Enrollment: 2 0
Time: I
Room: Foss 2 0
Economics
ECO 495-6
lnstructoc Satya Gupta
In recent decades the mutual funds industry has gained a
respectable place in the financial system of the United
States. More and more commercial banks are entering
into the mutual funds market. Increasing numbers of
employers are leaving it to their employees to manage
their pension funds in a given family of mutual funds. In
such a changing climate it is important that our students
are educated to make informed decisions about their
retirement funds. This course will emphasize the structure and functioning of mutual funds involving risks and
benefits.
Prerequisites: ECO 1 12 or consent of instructor
Maximum Enrollment: 3 0
Time: I
Room: Library 1
ED⬠375-A
lnstructoc Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student
evaluation. This is a onehalf credit course.
Prerequisite: PPS T
Maximum Enrollment: 25
Time: I
Room: Library 17
EDU 388-A
Instructor: Mildred Mueller
Emphasis on the study of values, of communication
techniques and of the major minority groups in Minnesota
for the development of interpemnal relations skills applicable to teaching and other professional vocations. Open to
all. This is a onehalf credit course. P/N grading only.
Maximum Enrollment: 25
Time: I1 (T, Th, & alternate Fridays)
Room: Music 23
EDU 491-A
lnstructoc Susan O'Connor
A supervised field placement in a facility for an exceptional population plus on-campus seminar.
Prerequisites: Completion of courses for Special Education
minor or consent of instructor. Students planning to take
this course should consult with the Special Education
Coordinator about a placement prior to registering for the
course.)
Maximum Enrollment: 9 (This course involves fieldwork
supen/ision for the faculty member.)
Time: I
Room: Library 4
ENC 282-A
Instructors: Ronald Palosaari/Bruce Reichenbach
In this course we will identify what virtue is, inquire
about how one becomes virtuous, and explore some of
the major virtues - like compassion, honesty, prudence,
justice, and love - through classical and contemporary
literature. The goal is to provide opportunity for you to
think about your character and its development, to
enable you to ask about the relation between character
and moral actions, and to probe your curiosity by
considering possible tensions between the virtues, as
found in life situations.
The course is built around the question of values, in
particular, the issue of virtue (qualities of moral character). A broad list of virtues will be considered, including
the classical Christian virtues of faith, hope, and love. We
will look at what these virtues are, at their relationship to
each other, evaluate possible conflicts between them, and
see how they play out in life situations, both in literature
and (through the journals) in students' lives.
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 30
Time: I
Room: Old Main 10
ENC 282-B/482-B
lnstructoc Joan Cn'ffin
Although generally relegated to separate sections in
bookstores or to children's bookshelves, fantasy, as J.R.R.
Tolkien argues, is "not a lower but a higher form of Art,
indeed the most nearly pure form, and so (when
achieved) the most potent."
This course will study 20th century examples of fantasy,
looking for their roots in folktale, myth, epic and romance. At times the course will pair medieval and
modern works of the fantastic imagination (for instance,
"The Mabinogion" and "Evangeline Walton" or
"Beowulf" and 'The Hobbit"). We will attempt to define
the genre of fantasy by discussing essays by C.S. Lewis,
Tolkien, Ursula LeGuin, and Madelein L'Engle, as well as
considering relevant theories of myth and folktale by
Joseph Campbell, Axel Olrik, Lord Raglan, and others.
Students taking the course for lower division credit will
be asked to write several short papers. In addition to
writing several microthemes, ENG 482 students should
be prepared to write a substantial paper on the works of
a writer with whom they already are familiar.
Prerequisites: 2 8 2 - none (ENG 1 1 1 recommended);
482 - ENC 245 required
Distribution: Literature
Maximum Enrollment: 2 5
Time: I
Room: Murphy Place 100
FRE 111-A
lnstructoc Pary Pezechkian
This course is for students with no previous background
in French. It aims to develop basic skills in understanding, speaking, reading, and writing as tools for communication in French. Through conversations, classroom
practice and readings, this course focuses on the use of
language in everyday contexts and works toward the
discovery of a French culture and way of life. Five
meetings per week. Evaluation will be based on class
participation, daily assignments, quizzes and exams.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 2 5
Time: I/
Room: Old Main 23
French
FRE 243-A
Instructor: Ruth Aaskov
What is the attraction of French literature for the nonFrench reader? What major French writers have portrayed diverse non-Western cultures and social strata in
their literary works? What can we discover about
ourselves and other cultures in learning how to read,
analyze, and communicate our findings through literature? With these questions in mind we will read and
analyze 8-10 shorter French literary works available to us
in English translation.
What will we be studying? The legend of St. Julien
presented in Middle Ages style by Flaubert, examples of
the Renaissance search for new worlds found in Rabelais,
a bit of Descartes autobiography. We will travel the
world with Voltaire's "Candide," explore social themes
of a 19th century nouvelle, and read 20th century authors
like Gide, Malraux, Camus, St. Exupery, and Duras with
their multi-cultural connections. We will sample one
piece of francophone literature from West Africa,
reflecting the struggle between indigenous and Western
culture. At mid-point you will choose another short work
for personal study, comparative analysis and presentation for the class.
Assessment in such a course will be ongoing, based on
individual and group response to the many activities in the
course. Timely reading of assigned texts, analyses, discussion preparations, short quizzes, and cultural discoveries
will enable you to undertake successfully your independent
study project and further enrich the whole class.
This literature course for the non-literature major is
intended to help you in further free reading, in your
critical thinking about other cultures, and in communica-
French
tion with people of cultural backgrounds other than your
own, including non-Western ones.
Prerequisites: Sophomore standing or permission of instructor
Distribution: Literature
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
HPE 1 16-A
lnstructoc Richard Borstad
This course is designed to prepare future teachers for their
role in the School Health Program. Emphasis is placed on
the prevention of childhood health problems, and the
promotion of well-being. This is a onehalf credit course.
Maximum Enrollment: 25
Time: I1
Room: Melby Hall 202 (T, Th, & alternate Fridays - 7/3,
1/5, 1/70, 1/12, 1/73, 7/17, 7/79, 7/24)
HPE 232-A
lnstructoc Carol Enke
Theory and practice in teaching and performing American heritage and international folk dances. The majority
of the course grade is based on participation in class
activities, a teaching assignment, and a written test. This
is a one-half credit course.
Maximum Enrollment: 7 6
Time: I
Room: Melby Gym (T, Th & alternate Fridays - 7/3, 7/5,
7/10, 1/72, 1/73, 1/17, 1/79, 1/24)
Health and Physical Education
HPE 250-A
lnstructoc Lisa Broek
Making Connections is designed for students who are
interested in learning about contemporary health issues
and applying this knowledge to their personal lives and
the lives of their peers. This course provides a wellness
model foundation for educating self and others about
personal health issues. Course topics include wellness
programming issues (i.e. HIV/AIDS, substance use,
meditation), communication skills, multicultural issues,
and decision-making skills. Students will examine
strategies which promote a healthier campus environment.
The course utilizes many interactive experiences combined
with lecture and group discussion. Classroom activities
allow students to practice and demonstrate skills taught
during the course. Students have the opportunity to assess
their own personal level of health. Evaluations include an
objective test, journal entries, and a group project.
This course will be useful to students who are interested
in impacting their campus environment as well as those
who desire learning practical skills such as negotiation,
group facilitation, and program development. Opportunities exist for students who successfully complete this
course to work as Peer Helpers with The Center for
Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Old Main I 1
(lanuary 3- 1 9, 1 995)
HPE 455-A
Instructor: loyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising. The
course will take the participant to a competent level of
sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with five to six other people and will
function as an active crew member. Actual on-thewater
instruction will be the major part of the course. Sailing
will include cruises to the various islands and cays in the
British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $2,700, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition in order to
receive academic credit.
Prerequisite: Permission from loyce Pfaff of the Health and
Physical Education Department (6 12) 3 30- 124 7.
Distribution: Lifetime Sports; also one course credit.
Graduation Level Skill: Lifetime Sports
HPE 470-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a knowledge of: procedures in umpire certification,rules of slow
pitch softball (Federation),rules of fast pitch softball
I
Health and Physical Education
I
(Federation), the mechanics of proper position in umpiring one and two umpire systems, and procedures in
securing assignments. Students will apply knowledge in
practical game type experiences. There will be a written
evaluation and quizzes on rules and mechanics of
umpiring softball. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 1 19 (T, Th, & alternate Fridays - 1/3, 1/5,
1/70, 1/12, 1/13, 1/17, 1/19, 1/24)
HPE 475-A
lnstructor: Paul Kriegler
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Prerequisite: BIO 103
Maximum Enrollment: 15
Time: I
Room: Melby Hall 119 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23 1/25 - 9 meetings)
HPE 477-A
lnstructor: Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and
a scouting report will be the methods of evaluation.
This is a one-half credit course.
Health and Physical Education
I
Maximum Enrollment: 20
Time: I
Room: Melby 202 (T, Th, & alternate Fridays - 1/3, 1/5,
1/6, 7/10, 1/12, 1/17, 1/19, 1/24)
HPE 483-A
lnstructoc Marilyn Florian
This course deals with the theory, technique, and
administrative aspects of coaching volleyball. A small
part of the grade will be based .on completed assignments; the major portion of the grade will be based on
tests. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (M, W, & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
HPE 487-A
Instructor /eff Swenson
The Coaching of Wrestling course is designed for
individuals who aspire to become wrestling coaches at
the elementary, junior high, high school, or college level.
Philosophies, techniques, strategies, nutrition and weight
control, weight training, mental toughness training, and
complete organization of program will be covered. This is
a one-half credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 202 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
nealrn ana mysrca~taucarron
I
I
HIS 244-A
lnstructoc Bill Green
Why did Minnesota territorial legislators extend civil
rights to one racial minority but not to other racial
minorities? How did anti-catholicism stratify the white
immigrant community? Why did Minnesota show
tolerance to its black residents, as the state experienced
ultra-nationalism, labor tension and xenophobia? These
questions, and others, will be addressed in this course.
Through lectures, class discussions, and field research, we
will examine civil rights in Minnesota from 1848-1920, as it
relates to race, class and ethnicity. Evaluations will come
from classroom discussion, a research paper, and a test.
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I1
Room: Music 24
TOPICS
IN U.S. HISTORY:
THECML WARERA
HIS 33 1-A
lnstructoc Chris Kimball
Many people believe that the Civil War was the most
important event in the history of the United States, one
that transformed the nature of American society. Put
more broadly, the years between the mid-1840s and the
late 1870s saw questions about such fundamental
principles as slavery and freedom resolved; others,
however, continue to trouble us to this day. This course,
then, offers a survey of the causes, issues, and consequences of the nation's bloodiest conflict. Topics to be
considered include slavery and anti-slavery, Manifest
Destiny, the growing sectional conflict, the origins of the
Republican Party, the clash of arms, the changing role of
women, popular religion, the transition from slave to.free
History
labor in the South, and post-slavery race relations.
The course will include lectures, discussions, a variety of
primary and secondary readings, and films. Grading will
be based on participation, several short writing assignments, a mid-term, and a final.
Prerequisites: One history course or consent of instructor
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I
Room: Old Main 13
HIS 495-A
Instructor: Don Gustafson
The seminar is meant to be a capstone for the history
major. Participants will be asked to utilize their historical
training in dealing with some of the philosophical
questions of the discipline of history, to develop and
expand certain research skills, and to contribute to the
historical development of each other by careful evaluation of oral and written presentations.
Prerequisites: Senior History Major
Graduation Level Skill: Speaking; Writing
Maximum Enrollment: 10
Time: I
Room: Old Main 16
HON 40 1 -A
lnstructoc Larry Crockett
The focus of the course will be Southwestern Christian
history, with a special consideration of Hispanic Christianity, ranging from traditional Roman Catholicism to
evangelical and charismatic expressions. The course will
consider the Spanish roots of Latin Roman Catholicism
and the transplanting of those roots into Southwestern
North American soil. Next, we will consider Native
American influences which came to be ingredients in this
transplanted faith. Last, we will survey new expressions
of Hispanic Christian faith, notably the evangelical and
charismatic movements which have become important in
recent years. A highlight of the course will be a 12-day
trip to the southwest United States and northern Mexico.
ranging from San Antonio to northern Mexico to San
Diego. Estimated travel expense: $1,300
Evaluation: I) mid-term exam prior to departure; 2) journal
of experiences in southwest U.S. and northern Mexico;
3) final paper.
Prerequisites: Honors student or permission of instructor,
preference to seniors
Maximum Enrollment: 25
Time: I
Room: Foss 42
INS 21 1-A
Instructor loan Kunz
Do you enjoy talking about science and technical topics,
but just can't find an audience? We'd love to listen!
Through a series of four oral assignments, you will have
the opportunity to talk science to your fellow scientists,
improve on your oral presentation skills in a variety of
formats, learn to effectively organize a speech, prepare
visual aids, and listen to and learn about other science
topics and science policy from your fellow scientists.
Prerequisite: One year of an introductov science course
Graduation Level Skill: Speaking
Maximum Enrollment: 16
Time: I
Room: Science 3 1 9
Interdisciplinary
INS 298-A
Instructors: Carry Hesser, Lois Olson, Mary True
Learn from your experience. Discover new ways to learn
about organizations, comrnunities, and yourself by
working/serving, observing, collaborating, and reflecting
on your own experiences.
The externship is a modified internship consisting of a
half-time placement and participation in a seminar that
meets twice a week. Each student will be assisted in the
process of securing an unpaid placement where s/he can
explore the world of work and/or service, obtaining the
valuable experience you need for the future you want.
The course is designed to achieve two major objectives:
1) to give you first-hand experience in working with
professionals and making connections between your
experiences and your Augsburg education; and 2) to
increase your ability to learn about organizations, the
community, and yourself from your own experiences.
Each participant will observe and work approximately 20
hours per week in a placement which matches his or her
interests. The seminar will meet twice a week for two
hours (T, Th - 1:30-3:30 p.m.). Evaluation will be based
upon the overall quality of participation, completion of
learning exercises, supervisor assessment, journals, and
seminar participation.
The course is offered on a P/N basis only.
Prerequisites: Permission of instructors and placement
secured by lanuary 3, 7 995.
Distribution: Urban Concerns
Liberal Arts Perspective: The City
Time: I1 (T, Th - 1:30-3:30 p.m.)
Room: MP 10 1
Interdisciplinary
LIN 290-A
Instructor: Don Steinmetz
Is our ability to use language acquired by learning, or is it
present from birth? What do all languages have in
common despite their obvious differences? How can
learning a foreign language be so frustrating for
adults, while young children learning their native
language seem to be having fun? Questions such as
these have fascinated people throughout history, and
recent developments in linguistics have begun to
provide some credible answers. The purpose of this
course is to survey the most remarkable findings in
this area and engage in some principled speculation as
to what they mean. This course is open to all students
with a healthy curiosity about language. No other
prerequisite.
There will be two tests and a short paper for class
presentation.
Maximum Enrollment: 15
Time: I1
Room: Old Main 7 1
MIS 376-A
lnstructoc Kathy Schwalbe
This course develops practical project management skills
by combining theories, techniques, work-group skills,
and computer tools. Students will participate in numerous in-class activities to determine projects to be done
during class, estimate required resources, motivate
people to successfully complete projects, use project
management software to track progress and develop
alternatives, etc. Evaluation will consist of individual and
linguistics/Management Information Sptemr
I
team presentations, participation, and a final exam.
Prerequisites: ACC 22 1, BUS 242, and MIS 175 or MIS 370
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I
Room: Foss Center 2 1
MAT 173-A
lnstructor: Ken Kaminsky
Learn how to determine the monthly payments on a
house or car. Find out how much you need to be socking
away now to have a million when you retire. Learn how
annuities, perpetuities and life insurance work, and more.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 2 7 3
MAT 253-A
lnstructor: Bev Durkee
Our objectives are the exploration of this new geometry of
fractals, its rules, its visuals,
how it reveals the beauty of
mathematics, how to create
images of such complex forms
and experience it as a form of
artistic expression via computer
graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to
construct fractals such as this fern and the existence of
self-similarity regardless of the power of magnification
I
used in examining it. The class will also consider the well
known Mandelbrot set and Julia sets in color and in
threedimensional rendition.
Class lectures will provide introduction to the mathematics, and computer programs will provide students with
the opportunity to construct their own visuals.
Students will be tested on the mathematics through a
midterm and final exam. Students will create a portfolio
of visuals similar to the one above and from pieces of the
Mandelbrot or Julia sets which display the mathematical
character of those visuals. Finally students will keep a
journal noting their reflections on the interconnections
between mathematics and the artistic creations being
studied or created.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Science I I2
SOUNDSAND SIGHTS OF EUROPE
(UMAIE COURSE)
MUS I 79-A
lnstructoc Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of England and continental Europe, particularly such
cities as London, Paris, and Amsterdam.
This course provides an opportunity to visit and experience important cultural centers that provided the impetus
for development of cultural life in the New World.
Students gain an appreciation for the role of art and music
in the history of England, France, and the Netherlands.
Evaluation is based on full participation in all course
Music
- -
related group activities, a daily journal, artlmusic critique
sheets, and exams over material covered. No prerequisites,
and no previous experience in art or music is required.
Fee: $2,945 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four group
meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone: 3301655. Offered on a PIN basis only.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
SURVEYOF ROCKHISTORY
AND MUSICAL
STYLE 1951-1971
MUS 204-A
Instructor: 0.Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 3 0
Time: I1
Room: Music 3
NOR 1 I I-A
lnstructor: Frankie Shackelford
This course is for students with no previous background
in Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary
and structures and the use of the language in everyday
contexts. Evaluation will be based on participation, daily
assignments, quizzes, and a final exam.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 23
PHI 295-A
lnstructor: Mark Fuehrer
The purpose of this course is to study the nature of selfdeception as it occurs in human behaviour. Self-deception, absurdity, bad judgment, etc., are some of the
concepts explored in the course. The procedure of the
course will consist of a close analysis of selected texts and
seminar style discussions of topics. Students will be
asked to take an objective mid-term and final in combination with several essay assignments. Grading will be
traditional and follow the college's guidelines. There are
no requirements for the course, but one prior course in
philosophy would be helpful.
Maximum Enrollment: 3 0
Time: I
Room: Old Main 22
PHY 151-A
lnstructoc Jeff Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively
in business for years. However, it is also possible to use
spreadsheets to solve physics problems without using
high-powered mathematics. Spreadsheets allow the
student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus
123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the
problems investigated might be in areas other than
physics. Grading will be based on spreadsheet projects,
homework, and a final exam.
Prerequisite: Math Placement Croup 3
Distribution: Mathematics/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 2 0
Time: I
Room: Science 3 0
PHY 325-A
lnstructoc Mark Engebretson
From the realm of subatomic particles to the manufacture
of recording tape and computer chips, the study and
manipulation of matter often demands the nearly total
absence of the atmosphere in which we live and breathe.
This is the realm of high vacuum, without which most of
what we know as modern high technology would be
impossible. This course will acquaint the student with the
tools and techniques employed to produce, control, and
monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces
under these conditions. Experiments will make use of a
variety of chambers, pumps, and gauges as well as a
quadrupole mass spectrometer. Considerable emphasis
will be placed on laboratory experiences and scientific
communication; only one third of the class time will be
used for formal lectures and discussion. Grades will be
determined on the basis of weekly evaluation of laboratory
notebooks, oral and poster presentations, and two exams.
Prerequisites: PHY 12 1, 122, 245 (or equivalent), and MAT
124, 125, 224 (or 145, 146, 245)
Maximum Enrollment: 10
Time: I1
Room: Science 3 0
POL 140-A
Instructor Andrew Aoki
This course requires students to struggle with questions of social justice in America. Students will
develop and defend their own standards of social
justice, and use those standards to assess conditions
in urban America. To pass this course, students must
engage in a substantial exchange of ideas with fellow
classmates in class discussions.
The course has two goals: to develop student thinking
about social justice, including greater awareness of
conflicts between justice and other values; and to increase
student ability to understand urban problems as issues of
justice and other central values.
Evaluation will be based on participation in discussion
and other class activities, on two short ( 4 6 pp.) papers,
and on a final exam.
Distribution: Economics/Political Science
liberal Arts Perspective: The City
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Political Science
AND
PUBLIC
POLICY
POL 220-A
POL 320-A
lnstructoc William Morris
This course will examine the impact of the American
plitical system upon public policy making in the United
Slnles. Thrw lopics of major plicy i m p r t a i l c ~will Lx.
sel~ttulfor examination in the. way they alp a d d r m d by
partiailar polilical practics and/or institutions. The class
will evaluate the options available to policy-makers in light
tion available
of the scholarly literature and oll~erinf~~ma
on eiicli s1113jwl.I! will tIie11~SSC'SSthe interplay belwwn
these c h d c s and their hndling by the politicat system.
Close attention will be givm to a n ~xploralionof the elhical
sihiation and dilemmas of decision-makingin politics.
As part of the course, students will submit written
analyses and evaluations of the success and/or failure of
the policy-making process in acldressing thae problems.
'Thme, plus additional articles and portions of books from
the social sciences, will serve as a basis for class discussion. The papers, a iust on the assigned readings outlining the policy-making process in the United States, and
class participation will detcnnine final grades.
Students taking the course for Lower Division credit will
bc expeckl lo complete p a p a on two of the tl~reepolicy
issui-3 a d d r e s d in [he course. Those taking the course for
upper division credit mttst complete an additional p p e r
on a policy issue of their choice covered in class.
Prerequisites: Students should have completed at least one
lower division social science class.
Distribution: Economics/Political Science
Maximum Enrollment: 20
Time: I1
Room: Foss 20
a
POL 268-A
POL 468-A
lnstructoc Mary Ellen Lundsten
In these classes we will investigate the major political
issues facing citizens and policy-makers in Middle East
countries today.
We will analyze Islamic tradition as it has shaped social
values and provided a reservoir for political protest in
the 1990s. Country studies on Egypt, Iran, Syria, Israel/
Palestine, Lebanon, and Saudi Arabia will be used to study
how modernization has given rise to new conflict patterns
and today's Islamic political movements. We will consider
the prospects for improved human rights and democratic
participation. Several featurelength films dramatizing
political conflicts in the f id die East will be shown.
Two textbooks will be used for the course as well as a
variety of specialized country studies. Each student will
prepare comments on political themes, read and critique a
selection from the course booklist, and write a final essay
analyzing political aspects of two countries in the Middle
East. Students taking the 268 level will have fewer analytic
requirements in their presentations and essays.
Prerequisites: one lnlernational Relations course or permission of instructor
Maximum Enrollment: 20
Time: I1
Room: Music 22
POL 342-A
lnstructoc Peter Przytula
Effects of mass communications on individual behavior;
the uses and control of mass media for political and social
purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
Prerequisites: junior or senior standing or consent of the
instructor
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 25
Time: I
Room: Old Main 27
PSY 105-A
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday
situations are emphasized.
Distribution: Psychology/Sociology
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 20
Time: 11
Room: Murphy Place I I I
PSY 340-A
lnstructoc Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined to gain knowledge
about how they function as representations of the "self."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
Psychology
include topics such as: the impact of science on myth; the
mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological
transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be
prepared for class by doing the readings and to be
actively involved in the class discussions. Students will
be given some of the responsibility for leading discussions. Evaluation will be based on class participation and
four or five short (600-900 word) papers.
Prerequisites: PSY 102 or 105
Maximum Enrollment: 1 6
Time: I
Room: Foss Center 43
PSY 370-A
lnstructoc Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation. Attendance at each class session is required. Procedures will
include class discussion, frequent short papers, and
frequent oral reports. Typewriting or equivalent word
processing will be required.
As background for the course, students are required to
read "The Call of Service: A Witness to Idealism" by
Robert Coles before the start of the Interim. This book
will be available in the Augsburg Bookstore in early
October. An additional text will be required and library
Psychology
1
reference work will be a part of the course process. This
course is offered only on PIN basis.
Prerequisites: PSY 102 or PSY I05
Maximum Enrollment: I5
Time: I
Room: Old Main 25
REL 330-A
lnstructoc Philip Quanbeck I1
This course will approach parts of the New Testament
from the perspective of the social world. It will examine
the world of cultural conflict, accommodation and
change and determine how that shaped the New Testament message and how the church responded to the
challenge. Topics will include concepts of cultural
anthropology such as honor and shame, the social
structures of the family and the city in the Graeco-Roman
world. Social status will be addressed in the ways it
affected women, men, free persons and slaves.
Special attention will be paid to the relation between
early Christianity and Judaism. In the New Testament
there will be particular focus on LukeActs, the Letters of
Paul (Romans and 1Corinthians) and First Peter.
Evaluation will be by exam and a research paper.
Prerequisites: REL I I I or REL 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
Religion
REL 3 4 1-A
lnstructor: Brad Holt
The course will help students think knowledgeably and
critically about the intersections of health and religion.
The content will include a study of biblical roots, historical influences in church and medicine, and contemporary
trends. The relationship of scientific technology, alternative medicine, prayer and sacraments will be considered.
Evaluation will be on the basis of a class presentation and
paper, spot quizzes, and one test.
Prerequisites: REL 1 1 1 or 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Maximum Enrollment: 20
Time: /I
Room: Old Main 16
REL 343-A
lnstructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will,
however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In the
context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship
primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation,
one paper, and two tests.
Prerequisites: REL 1 1 1 or REL 22 1 or permission of instructor
Distribution: Religion (only one lnterim course may be used
Religion
I
to meet religion requirements)
Maximum Enrollment: 25
Time: I
Room: Music 24
REL 345-A
lnstructoc Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran Church
as it is at the present time, but also study its origin in the
16th century, its development over about 450 years, and its
cultural influence. An anthology, which includes several
monographs and the professor's lectures, will be used.
Some important readings will be done from the reserved
shelf of the library. Lecture and class discussion will deal
with examples of Lutheran witness to the Gospel in art,
music, philosophy, sociology, and theology. Requirements include four exams.
Prerequisites: Religion 1 7 1 or 22 1 .
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
REL 386-A
lnstructoc Bev Stratton
How does the Bible talk about creation? How does the
Adam & Eve story affect our lives today? What were
families like in Bible times? Were ancient problems
similar to our own? What does the Bible say? What does
it mean? What values does it portray and promote? This
course addresses these and other questions by exploring
how scholars read and speak about the book of Genesis.
Evaluation is based on quizzes, three speaking assignments, and a project or short paper.
Prerequisites: REL 1 1 1 or REL 221
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I or 3
Graduation Level Skill: Speaking
Maximum Enrollment: 25
Time: I
Room: Science 2 12
S WK 23 0-A
lnstructoc Vincent Peters
This course, taught in January, is a three week intensive
course of study and travel that offers a transnational
perspective of non-violent social change and development.
It explores non-violent alternatives to the global arms
buildup, which contributes to the world-wide problems of
poverty, environmental depletion and oppression of
powerless and disenfranchised segments of society.
The overall cost of approximately $2,795 covers full
room, board, group travel to Norway and a trip to
Lillehammer. For more information call Kathy Lutfi,
Center for Global Education at 330-1655.
Liberal Arts Perspective: Social World 2
SWK 257-A
lnstructoc Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a services agency or institution which students
select. The placement must be approved by course
Social Work
I
faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culturelethnic heritage and
special concerns (age, socio-economicstatus, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The threehour weekly seminar is devoted to discussions
which assist students in integrating agency experiences and
readings which explore the historical development of social
welfare as an institution and the nature and value system of
social work as a profession. Students will also examine and
critique the manner in which social, economic, and political
structures impact diverse groups in society. Students will
focus on their own responsibilities in society, as well as
examine their personal value system in relation to special
concerns, such as poverty and the "isms".
Liberal Arts Perspective: The City
Maximum Enrollment: 3 0
Time: I
Room: Murphy Place 1 1 7
SWK 3 1 5 - A
Instructor Blanca-Rosa Egas
This course will focus on health care, environmental
concerns, and peace issues. With visits to health facilities
in hospitals and clinics, interviews with professional and
folk (indigenous) health practitioners, and presentations
by personnel "outside the system" we learn about Costa
Rica's holistic health care and social services. Students
will gain an understanding of the attitudes, values, and
JOCIOI
Work
practices concerning health and population matters
within the society. The assessment of Costa Rica's historic
and current worth provides a creative perspective, a
positive attitude and a better understanding of Latinos in
the USA.
Evaluation: students are evaluated in course participation, several reflection papers and a final examination.
Grading: Letter grade or P/N. The fee of $2,995 includes
all air and surface travel, accommodations, breakfast
daily, and five group dinners.
This is a UMAIE course to be co-taught with Dr. Don
Irish, Hamline Professor Emeritus.
Prerequisites: Basic Spanish
Maximum Enrollment: 30
SWK 466-A (full course)
S WK 466-6 (0.5 course)
Instructor: Maria Brown
This is a continuation of Field Work I1 - educationallyfocused field placement in a social service agency.
Students will spend 15 hours (one half course) or 30
hours (full course) per week in field placement, plus one
hour per week in a faculty-facilitated supportive seminar
held on campus. Evaluations will be made in writing by
the field instructor using previously developed contract
and social work evaluation forms.
Prerequisite: SWK 462 (Field Work 11)
Maximum Enrollment: Open enrollment for senior social
work students
Time: I
Room: Murphy Place 1 0 1
Social Work
I
SPA 2 4 8 - A
Instructor: Roman Soto
An introduction to the main cultural issues that characterize contemporary Spanish and Latin-American
societies as they have been portrayed in the work of such
filmmakers as Luis Bunuel, Carlos Saura, Miguel Littin
and Maria Luisa Bemberg, among others. Parallel to a
brief discussion on the aesthetic aspects raised by these
authors, the course advances in two directions: A
"horizontal" one, focused on the main themes - political
and social conflicts, sexism, race, ethnicity, religion,
language, exile or immigration - explored in each film,
and a "vertical" one, attempting to describe the variations in the treahnent of these themes among the films
included in it. The films are in Spanish with English
subtitles and all the class work is in English. The evaluation is based on attendance and participation and a short
term paper.
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
SPC 3 2 9 - A
lnstructoc David Lapakko
This course explores both the problems and the potential
of communication between persons of different cultural
groups. Students examine Western and non-Western
cultural rules, values, assumptions, and stereotypes and
how they affect the transmission of verbal and nonverbal messages. The course stresses both a general
theoretical understanding of the dynamics of cross-
Spani~h/Speech,Communication, Theatre
[
SOC 27 7-A
lnstructoc Cordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the
metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area, and a project in which each
member of the class does on-site observation in a
particular locale within the metropolitan area will be a
requirement of the course. Class participation and a final
examination will also be basis for evaluating performance
in the course.
Liberal Arts Perspective: The City
Maximum Enrollment: 2 5
Time: I
Room: Music 2 3
SOC 265-A
Instructoc lerry Cerasimo
The dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and
the role of self-understanding. (P/N grading only)
Distribution: Urban/Women/Minority Studies
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 2 0
Time: I1
Room: Old Main 2 9
Sociology
cultural interaction as well as specific knowledge of how
these principles relate to particular cultural groups.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Foss 42
SPC 347-A
lnstructoc Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentaries in class and will work in production teams to produce short documentaries of their own.
Additional time will be required for editing.
Prerequisites: junior or senior standing
Maximum Enrollment: 15
Time: I
Room: Foss 175
UMAIE
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Further information about the following courses can be
obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025).Registration for these
Interims ends November 11,1994. These courses are
offered on a P/N basis only and generally carry a lower
division number.
Australia's Business Climate
British Women Writers: Writings, Lives and Contexts
Castles, Cathedrals, and Museums: Architecture of Eastern
Europe and Bavaria
Coral Reefs in the Philippines and Hawaii
Costa Rica: A Study of Holistic Health, Environment, and Peace
English School and Family: Focus on Literacy
Europe and the Rise of Modern Science
German and Austrian Culture and Language: Vienna,
Munich, and Berlin
The Greek Experience
Hawaii: Multi-Ethnic Communication in Organizational
Settings
Heroes and Masterpieces
2000 Years in Trier: Intermediate German Language and
Culture in Germany
Ireland: Inside and Outside
From Istanbul to Athens: Theology and Art In Turkey and
Greece
Law in London
Museums, Music, and Monuments in the Great Cities of
Europe
Natural Histoy of Ecuador: Galapagos, Highlands, Amazon
The Natural History of Tanzania - East Africa
Sounds and Sights of Europe
South Africa: From White Domination to Majority Rule
Theatre in Britain
This is New Zealand
Women in Development: An African lnquiy
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a tuition
cost plus other expenses which are the responsibility of
the student. They are offered only on a PIN basis. Fuller
descriptions and details for registering are available in
the Interim Office.
OUTWARD
BOUND
HPE 2 12-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the Minnesota-Canadian
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
Academic Seminars
POL 3 98-A
GLOBAL
VILLAGE:
WORLD
POLITICS
AND
ECONOMICS
(JANUARY
2- 14, 1995)
POL 398-8
Other Courses
I
POL 398-C
The Washington Center offers a choice of topics during
the first two weeks of the seminar program. During the
last week one seminar is offered. Augsburg students
must register for all three weeks of the program in order
to receive academic credit and to receive a stipend from
the College covering registration and tuition costs.
Credit is available from the Political Science Department
for this program. The course is a passlfail course based
on participation in program activities including site
visits, small group seminars, and journals.
For information brochures and registration forms ask in
Memorial Hall 113 or call #1320. For further information
about the program see Prof. Hedblom in Memorial Hall
#I17 or call #1197. A limited number of stipends are
available to cover registration and tuition costs based on
priority in registration through Prof. Hedblom's office.
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. These activities do not carry
course credit, but do meet the lifetime sports requirement
for graduation.
HPE 002-K
lnstructoc Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Other Courses/Lifetime Sports
I
Based on and taught by experienced instructors i n the art
of American style Tae Kwon Do. Fee of $60.
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. MI W, F,
Room: Melby Gym
HPE 002-A (Section A)
lnstructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (8-1 0:00 a.m.)
Room: Melby, weight room
HPE 002-6 (Section 6)
Instructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (1 0- 12:OO p.m.)
Room: Melby, weight room
Show less
Augsburg
college
Catalog
Augsburg
College
Catalog
Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current... Show more
Augsburg
college
Catalog
Augsburg
College
Catalog
Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current at the time of publication, it is subject to
of each student to know the requirements and
change without notice. Jt is the ~espORd?ibiIi$~
academic policies in thk publicafian.If yau. have questions about anything in this Catalog,
consult a faculty ad~iser,the Derm of fhe College, or the Registrar. Key offices are listed at
the back of the Catalogfor correspondence or telephone inquiries.
0
---7
f.-sl.
a
.
-.
--
I*--'
Tableof
Contents
,,
--.
- >.
'
e-?>.~r
.qL
.dC
fl-
-
,
.
I .:, .
2;-,
,
-
,L
8
................................. ,.,
.......
................................
-
W Course Descriptions
w Majors and Minors
College Information:
........................................200
.......201
W Regents
W ELCA, Education Division
w Directory......................................
...........................
w Faculty Emeriti ...........................
w Academic Calendar ...................
4
..........................................209
.............................................223
7
Faculty
w Maps
Index
..........................................219 ...
,'
.......
-
...
.>
--- ---.?
->>.
--
'
,
d
.: 1
:k.
,
4.
i,$,-B,
!&bL
".,
.........................
Administration
--.
--
'
:
!
U.-T~~*;!~:
,
.,
--
b--\!::.,;
-. . . . I I ".~ ./f: ,
Facts and Figures
4
Introducing Augsburg
Admissions
15
Financing Your Education
21
Student Life
39
Academic Information..............47
Departments and Programs .....71
4
-,,\
-5
.
+
'1 , -9
,
-,
.-,
-
I
!
Augsburg College
Facts aszd Figures
Location - Augsburg College
moved to Minneapolis, Minnesota
in1872. Foundedh1869hMarshall1
Wisconsin.
Financial Aid - Approximately
85% of the students receive some
form of financial aid from the c01lege and many other sources.
Religious Affiliation -The Evangelical Lutheran Church in America. 51% of students are Lutheran,
15% other Protestant, 15% Roman
Catholic.
Library - Over 160,000 items, access to over 5,000,000 through the
Twin Cities private college consortium and Minitex.
Accreditation -North Central A s
sociation of Colleges and Schools,
National Council for Accreditation
of Teacher Education. Approved by
American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of
Schools of Music, National League
for Nursing.
Member - Associated Colleges of
the Twin Cities, Lutheran Education
Council in North America, Mimesota Private College Council, Registered with the Minnesota Higher
Education Coordinating Board.
Enrollment (1987-88) -2,161 from
30 states and 29 nations.
Graduates - from 1870 through
May 22,1988 -10,138.
SchoolYear-SeptembertoMay,41-4 calendar, with January Interim.
Two summer schooI sessions.
Augsburg Weekend College - trimesters, September to June.
Augsburg Graduate Program -trimesters, September to June.
Majors-More than40in20 departments.
Off Campus Programs -Program
in Global Community, StudentProject for Amity Among Nations
(SPAN), Higher Education Consortium for Urban Affairs (HECUA),
Study Abroad, and extensive cooperative education program.
Athletic Affiliation - Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA),Division 111.
Policy - Augsburg College does
not
discriminateon the basis of race,
StudentIFaculty Ratio - 14.8 to 1.
creed,
national or ethnic origin, age,
Class size averages 20-30.
marital status, sex or handicap as
Campus -15major buildings. Ma- required by Title IX of the 1972Edujor renovation 1979-80 with special cationalAmendmentsor Section504
emphasis on accessibility. 10 major of the Rehabilitation Act of 1973, as
buildings are connected by a sky- amended, in its admission policies,
~ a y / t ~ m e l / e n c l ~ ~walkway
€!d
sys- educational programs, activities and
employment practices.
tem.
Introducing Augsburg College
Education
in a Real World
(C tt~dentscommonly speak of graduating from college
as a
L*'way of getting i n t ~"the real world!' In fact, Auphurg
College provides students with an education in a real world. The
diversity of the faculty, staff, and student body, the structure of
the curriculum, and the academic environment minor the camplexity of Life in contemporary society.
The College's location in and involvement with a metropolitan
setting offer continuous access to cultural opportunities, career
experiences, and social realities that enrich shtdents' educations.
Augsburg's commitment to the liberal arts recognizes that the
reality in which contemporary persons live and the persons
themselves have been shaped by the tradition and history horn
which they come. The real world was not made this morning, and
it is not simple. Only a broad education can present our world as
it is and give persons the ability to deal with it. Similar1y,
Augsburg College's continuing dedication to its heritage as a
college of the church affirms a belief that the world is the creation
of a loving God and that human persons are inescapably spiritual
beings.
The College Mission Statement
These qualities of an Augshrg education flow from its mission state
ment which declares that the College exists to provide high quality
educational opportunities which are based in the liberal arts and shaped
by the faith arid vaIues of the Christian church and by the context of a
great metropolitan center.
Augsburgs location in the heart d the city represents the loom on which
the multialored fabric of its idmtity has been woven. WhiIe students
are pmpafed to take a place in and make a contibution to the worId in
which they Iive, they are educated to be critical of the quality of life in
their society and to be reflective of their own d u e s as they respond to it.
"... based in the liberal arts"
The academic program emphasizes the continuing vaZiditg of the liberal
arts as a foundation for developing the Iife of the mind. Augsbmg
CoIIege's faculty are dedicaid to chatlengvlg their students to achiwe
the highest academic standards while supporting &em in that endeavor
with excenent teaching and individual attention
Students are expected to develop their abilities in critical thinking and
communicationand to gain sensitivity to and appreciation for their own
and other cultures. Each student is encouraged to contemplate the
eternal philosophical and spiritual questions of human life and of
personal values and ethics. At Augsburg the great scholars, thinkers,
writers, and artists of the past and present are studied and valued.
Augsbtrrg College considers art understandingof the content and
method of sdcnce, a arecognition of the place of technology,and an
understanding of ways to maintain a sound body as important elements
of a complete education.
This insistence on the breadth of a traditional liberal arts education
reflects a firm belief that human beings are more than their ability to
perfom a job. It reftwrs further a concerted attempt to direct students
toward a full development of the many facets and capacities of the
educated person.
"...within the context of a
great metropolitan center"
Yet, bounded as it is by an interslate freeway and the center of a vital city,
Augsburg CoLlege is no ivory tower escape from the real world. The
College community continually interacts with the city by attending
culhrral events and civic activities and by inviting dty residents and
visitors to the campus as lecturers, performers, and mmfms.The city
M ~ maslaboratory for experiential leaning through Internships,
professional field experiences, and Cooperative Education.
"...and shaped b y faith and values"
This involvement with the real world is a reflection of Augsburg's
spiritual heritage which values all that God has created. While its
tradition supports intellectual freedom in the search for truth, the
ColIege affirmsits belief that all students should reflect upon their
ethical and spiritual values as part of becoming educated. Students are
encouraged though religion courses and through opportunities on
campus for the practice and examination of spirituality to consider their
relationship to God, to others?to society, and to the world,
Traditionally Augsburg College has insisted that an aspect of these
relationships is contained in the motto: "Education for Service." In these
words the College expresses a belief that, whatever career they pursue,
graduates should consider the duty of citizens to contribute to the
common good through service to others.
w
ithin the larger community of the city and the world,
Augsburg College is its own community. It is a community of
support and collegiality composed of persons of diverse talents; of
varied ethnic, national, cultural, and religious backgrounds; and of
complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its
students a real world in which the whole person can be educated and
developed.
About
Augsburg
A College of the Church
Augsburg was the first seminary founded by N o r w e a n Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869, in
MarshalI, Wisconsin, and moved to Minneapolis in 1872. The first college
students 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 dearly articulated the direction of
Augsburg: toeducateNorwegianLutherans to minister lo immigrants;and
to provide such "coI1eg-e" studies tha t would prepare studentsfor theoIogical study.
In 1874they proposed a three part pram first -train ministerial candidates,
second - prepare future theological students and third - educate the
farmer, worker, and businessman. The statement stressed that a good
education is also practical.
Augsburg's next two presidents also emphatically rejected ivory tower
concepts of education. This commitment to church and community has
been Augsburg's theme for over one hundred years.
Education for Service
Keeping the vision of the "non-elitist" college, GeorgSverdrup, 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 leadersformed the Friendsof Augsburg, later called
the Lutheran Free Church. The church was a group of independent congregations committed to congregationalautonomy and personal Christianity.
This change made Augsburg the only higher educational institution of the
small Lutheran body. But the collegedivision was still important primarily
as an attachment to the seminary.
The Focus Changes
This attitude began to change after World War I. In 1911Georg SverdrupJr.
became President. He worked to develop college departments with an
appeal to a broader range of students than just those intending to be
ministers. Augsburg' admitted women in 1922 under the leadership of
Gerda Mortensen, Dean of Women. She spent the next 52 years at the
College as a teacher and administrator.
The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937,
Augsburg elected Bemhard Christensen, an erudite and scholarly teacher,
to be president (1938-1962).His involvementin ecumenical and civic circles
made Augsburg a more visible part of church and city life.
After World War 11,Augsburg leadersmade 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, offeringa
modem college program based on general education requirements and
elective majors. With cursimlum change came a long effort to become
accredited.
The College reached full accreditation in 1954, although many alumni had
entered graduate schools and teaching positions long before that time.
A study in 1962 defined the College's mission now as serving the good
society as a whole first, and the interests of the Lutheran Free Church
second. The Seminary moved to Luther Theological Seminary (now Luther
Northwestern Seminary)in St. Paul in 1963.
A College in the City
President Oscar A. Anderson (1963-1980)continued Augsburg's emphasis
on involvement with the city. He wanted to reach out to non-traditional
student populations, ensuring educational opportunity for all p p l e .
During his years of leadership the College became a vita1 and integral part
of the city. Also in these years, Augsburg added the Music Hall, Mortensen
Tower, Umess Tower, the C o Z l e ~Center, Ice Arena and PsychoIogy
Building.
Since 1980 Augsbwg has been Ied by Charles S.Anderson We has continued Augsburg's commitment to the value of a libera1 arts education,
emphasizingdiversityin enrollment efforts, spiritual growth and freedom
and an academic program that draws on the Esources of the city as
extensions of the campus and classroom.
Serving the Non-traditional Student
Aupburg's American M i a n Program is recognized as mc~essful.The
program has had the highest retention rate of W a n studentsin Minnesota
-=me 85 percent.The Black Student Support Program, initiated in 1969,
has had a growing number ofstudents and supports a Black Student Union
and a newspaper distributed by the office.
The campus is accessible to the physimlly handicapped with a skywaytunnel-elevator system connecting ten major buildings. In only its second
year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence.
Weekend College, started in 1982 with 69 students, had an enrollment of
over SO0 in fa11 1988. Through Weekend College, adult students can work
M l i m e and pursuea bachelor's degree that has a practicalfocus on a liberal
arts base.
In January of 1987 Augsburg initiated a Master of Arts in Leadership
program. As in Weekend College, students can work full-time and take
graduate courses leading to a master's degree.
These programs bring working add& to the campus. They are comple
mented by the College's Cooperative Education Progsam Cbegun in 19%)
that places Augsburg students into paid work experiences. Tfte Co-op
Education Program helps s tadents get career experience in additiun to their
classroom studies.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
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, challengesanddiversity,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 arenow more than 11,000 Augsburg alumni. In
a world that has c h g d much since those first days of the College,
Augsburg still sendsout graduates who make a difference where they live
and work.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Muphy Square, the first of 155parksin the "City of Lake." The University
of Minnesota West Bank campus and two of the .eitfs largest hospitals,
Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms
the southern border of the campus, or on bus routes that also connect with
the suburbs. (See map at back of book)
Reaching the Twin Cities is easy. Most airlines provide daily service to
Minneapolis-St. Paul International Airport, and bus or train connections
can be made from all areas of the United States.
Policies
It is the policy of Augsburg College not to discriminate on the basis of race,
creed, national or ethnic origins, age, marital status, sex or handicap as
required by Title IX of the 1972Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended, in its admissions policies,
educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the
Directory in the back of this Catalog, or to the Director of the Minnesota
Department of Human Rights, Bremer Tower, 7thPlaceat Minnesota Street,
St. Paul, MN 55101.
The College and its faculty subscribe to the Statement of Principles on
Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges.
Accreditation and Memberships
Augsburg College is accredited by the North Central Association of Colleges and Schoolsand TheNational Councilfor the Accreditationof Teacher
Education (Secondary and Elementary). Our Programs are approved by
The American Chemical Society, The Council on Social Work Education,
National Association for Music Therapy, Inc., and the National League for
Nursing. Augsburg College is an institutional metliber of the National
Association of Schools of Music (NASM).
We are a member of the Associated Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North America, and Minnesota Private
College Council.
Augsburg College is registered with the Minnesota Higher Education
Coordinating Board. Registration is not an endorsement of the institution.
Registration does not mean that credits earned at the institution can be
transferred to other institutions or that the quality of the educational
programs would meet the standards of every student, educational institution, or employer.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently
located near each other. A tunnel/ramp/skyway system connectsthe tower
dormitories,the five buildings on the Quadrangle, plus the Music Hall, 2222
Murphy Square, and the Foss, Lobeck, Miles Center for Worship, Drama
and Communication.
Admissions Office - Located at 628 21st Avenue South, provides offices
for the admissions staff and reception area for prospective students and
their parents.
Augsburg College Center - Center of non-academic activity, with spaciousloungesand recreational areas, dining areas, bookstore, and offices for
student govenunent and student publications. (1967)
-
Center for Global Education Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those
interested in global issues.
Foss, Lobeck, Miles Center for Worship, Drama and CommunicationThe newest building on campus, estabIishes a new "front door" for the
ColIege on Riverside Avenue. The Foss Center is named in magnition of
the gifts of Julianand June Foss and those from a great numkr of alumni
and friends of the College. The Tjornhom-NeIsonTheater is also housed in
this complex, which contains space for the campus ministry program,
drama, and communication. (1988)
Ice Arena - With two large skating areas for hockey, figure skating and
recreational skating for Augsburg and the metropolitan community.(1974)
Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to
1942, basketball coach, and head of the Christianity Department, provides
facilities for the health and physical education program, intercollegiateand
intramural athletics, chapel services, and general auditorium purposes.
(1961)
Mortensen Tower -Named in honor of Gerda Mortensen, dean of women
from 1923to 1964, has 104 one- and two-bedroom apartments that house
312 upperclass students, plus conferencerooms and spacious lounge areas.
(1973)
Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music
faculty. (1978)
Old Main -Home for the Foreign Language and Art Departments, with
classroomsused by other departments. Extensivelyremodelledin 1980,Old
Main combines energy efficiency with architectural details from the past. It
is included on the National Register of Historic Places. (1900)
ScienceHall-Houses classrooms, well-equippedlaboratories,amediumsized auditorium, and faculty offices. (1949) In 1960 the Lisa Odland
Observatory on the roof was completed.
South Hall, Kueffner Apartments, and Annex Houses -All located in or
near the campus area, provide additional housing accommodations for
students, faculty and staff.
George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual
center, the Augsburg Archives, classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty
offices. (1938)
2222 Murphy Square -Houses offices forWeekend College, the Graduate
Program, and Cooperative Education, as well as classroom space. (1964)
Urness Tower - Named in honor of Mr. and Mrs. Andrew Umess, who
have givenseveral generous gifts to the College, providesliving quarters for
324 students. Each floor is a "floor unit," providing36 residents, housed two
to a room, with their own lounge, study and utility areas. (1967)
West Hall -Apartment housing for upperclass students. (1966)
Admissions
A
ugsburg College is looking for students with intelligence
and character. We want people who can benefit from and
contribute to their community -the College community, and the
larger community.
Freshman and transfer applicants are encouraged to visit the
campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable. Arrangements may be made to meet with a member
of the faculty and to attend classes when school is in session.
Augsburg's admissions staff is ready to help students and parents
with college planning. Just call any weekday between 8:00 a.m.
and 4:30 p.m. -Admissions Office (612) 330-1001. We'll answer
your questions and arrange a tour for any day (including Saturday mornings during the school year). Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis
(please call first).
Augsburg selects students on individual merit without regard to
race, creed, disability, national or ethnic origin, sex or age.
Application Procedures
V For Freshmen
Application for Admission -Applicants should complete the application
for admission and essay, and return them to the Admissions Office together
with the non-refundable $15.00 application fee.
Transcripts - An official transcript from the high school is required of
freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript
sent, followed by a final transcript upon graduation. Graduate Exarnination Degree scores (G.E.D.) may be presented instead of the high school
transcript.
Test Scores-Freshman applicants are required to submit results from the
Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test
(SAT),or the American College Test (ACT). It will suffice if test scores are
recorded on the official high school transcript.
Additional Information -If there is personal information that may have
affected the applicant's previousacademicperformance, it may be included
with the application or discussed personally with an admissions counselor.
Academic recommendationsmay be required by the AdmissionsCornmittee before an admissions decision is made.
Notification of Admissions Decision- Augsburg College uses a "rolling"
admissions plan. Students are notified of the admissions decision, usually
within two weeks after the application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission -Accepted students who are applying for
financialaid are asked to make a$100non-refundabletuitiondeposit within
30 days of their financial aid notification. Extensions may be requested in
writing to the Director of Financial Aid.
Accepted studentswho are not applying for financial aid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance. Those students who wish to live in College housing must also
submit a $100 housing deposit.
Early Decision for Freshmen
AugsburgoffersanEarlyDecisionProgramforstudentswho select Augsburg
as a primary college choice. Early Decision candidates must apply by
November 15 of their senior year and will receive the admission decision
about December 1. The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration for financial assistance.
Early Decision candidates applying for financial aid are required to complete the FFS or FAF after January 1.
Accepted students who are applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their financial aid
notification. Extensions may be requested by writing to the Director of
Financial Aid.
Accepted studentswho are not applying for financialaid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance. Those students who wish to live in College housing must also
submit a $100 housing deposit.
Early Admission of Freshmen
Students of exceptional ability who wish to accelerate their educational
program may be granted admission to begin full-time work toward a
degree following completion of their junior year or first semester of the
senior year of high school. Applicants for early admission must complete
the normal procedures for freshman applicants, submit two academic
recommendations from the high school faculty, and arrange a personal
interview with the Director of Admissions.
Students from Minnesota who are interested in the possibility of enrolling
at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information.
V For Transfer Students
Augsburg College welcomes students who wish to transfer after having
completed work at other accredited colleges or universities. College credit
is granted for liberal arts courses satisfactorily completed at accredited
institutions. The College reserves the right not to grant credit for courses
where it considers the work unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is
required on previous college work.
Admission to a major, as well as admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental
catalog section to see if admission to the major is necessary.
Application for Admission -Applicants should complete an application
for admission and return it to the Admissions Office together with the
$15.00 non-refundable application fee.
Transcript-An official transcript sent directly to the Admissions Office
from the college(s)the student has attended is required. Transfer student
applicants who have completed one year or less of college-level work must
have an official transcript from their high school sent directly to the
Admissions Office. Students who have completed a year or more of college
work will be evaluated primarily on their college performance.
Additional Information-If there is personal information that may have
affected the applicant's previous college performance, it may be included
with the applicationor discussed personally with an admissionscounselor.
Academic recommendations may be required by the Admissions Committee before an admissions decision is made.
Notification of Admissions Decision- Augsburg Collegeuses a l'rolling"
admissions plan. Students are notified of the admissions decision, usually
within two weeks after the application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission-Accepted students who are applying for
financialaid are asked to make a$100 non-refundable tuitiondepositwithin
30 days of their financial aid notification. Extensions may be requested in
writing to the Director of Financial Aid.
Accepted students who are not applying for financialaid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Those studentswho wish to live in College housing must also submit a $100
housing deposit.
V For Former Students
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Studentswho have attended any
other institution(s1during the absencefrom Augsburg must have an official
transcript sent from each one to the Registrar's Office.Returning students
do not pay the application fee.
V For Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (nondegree)and granted the privilege of enrolling in courses for credit. Usually
part-time students, they may subsequentlybecome candidatesfor a degree
by petitioning through the Registrar's Office.
Students regularly enrolled at another college may take course work at
Augsburg College as a special student (non-degree).A transcript must be
sent to the Admissions Office by the student's home institution.
An application form for special student (non-degree) status is available
from the Admissions Office.
V For International Students
Internationalstudentsshould consult with the Coordinator of International
Student Admissions regarding the procedures for applying as an international student. All international students transferring to Augsburg from
another United States college or university must apply and be accepted for
admission to Augsburg two months prior to the start of the semester: July
1for Fall, November 1 for Spring.
To contact the Coordinator, call (612) 330-1001 or write to:
Coordinator of International Student Admissions
Augsburg College
731 21st Avenue South
Minneapolis MN 55454
Your Education
A
11 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, church, friends, foundations, a n d 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 1988-89
The Board of Regents has approved the costslisted for the 1988-89academic
year. The Board reviews costs annually and makes changes as required. The
College reserves the right to adjust charges should economic conditions
necessitate.
V Tuition, Fees, Room and Board
..........................................................
Tuition (full-time enrollment)
$8,020.00
This rate applies to all full-time students entering in September, 1988.
Students are considered full-time when they take three or more courses
during the semester terns with a total of seven or more courses in the school
year. The charge includes tuition, general fees, facility fees, subscription to
student publications, 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 course
$595.00
This rate applies to students taking fewer than three courses in a semester
and/or an Interim only. Part-time students taking lifetime sports are
charged the audit rate for that course.
................................
Audit Fee (for part-time students) per course.
$298.00
Full-time students may audit a course without charge. Part-time students
taking Lifetime Sports are charged the audit rate for that course.
...................................................$1,610.00
Full Board (19 meals a week) ...........................................................$1,470.00
Room Rent (includes telephone).
Other board plans are available as defined in the housing contract booklet
available from the Office of Student Life. Partial board (14 meals a week) is
$1,430.00; the point plan is $1300.00.
V Other Special Fees (Non-refundable)
Fees Billed on Student Account
ACTC Bus (full-time students
only) ........................................$5.00
Late Registration (per day
after classes begin) ................ $10.00
Registration Change after first
5 days (cancel/add/change/
grade option, or combination
at one time) ............................$5.00
Introduction to Cinema Art .....$35.00
Life Drawing (See Interim
Catalog for fee)
Music Therapy Internship
(one half course credit) ....$298.00
Fees Payable by ChecWCash
Application (new and/or
special students) ................$15.00
Nursing Credit Validation
Tests .......................................$95.00
Nursing Comprehensive
Exam ........................................$9.00
Locker Rental (commuters).......$5.00
Music Lessons Private,
per semester (14 lessons) ...$175.00
Class, per semester ...............$50.00
Radio-Television Production ...$ 10.00
Theater Technical Production .$35.00
Student Teaching (per course
for full-time students) ..........$15.00
Student Teaching (per course
for part-time students) .......$150.00
Study Abroad (in approved nonAugsburg programs) ......... $125.00
Student Activity Fee .................. $85.00
Student Activity Fee (parttime students) .......................$42.50
Student Parking Lot Permit
-car ...................................$45.00
-motorcycle .......................$20.00
Transcript Fee (per copy after
first, which is free) ...............$2.00
Special Examinations,
Cap & Gown Costs (Schedule
on file in Registrar's Office)
Books and Supplies
These costs are estimated to range between $350 - 400 per year.
V Deposits
..............................................
Enrollment Deposit (Non-refundable)
$100.00
Required of all new students after acceptance. The Enrollment Deposit is
credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be
refunded upon request of the student. For more information, contact the
Admissions Office.
....................................................................
$10.00
Housing Damage Deposit
Required of all resident students at the time of signinga contract, to reserve
a housing assignment. This deposit is retained against damages and/or
fines and is returned to the student account (less all charges for damages
and/or fines)at the end of the occupancy period covered by the contract.
New contracts may be terminated for Fall or Spring Term by notifying the
Office of StudentLife in writing by the first day of registration. The resident
will be responsible for all costs incurred due to late cancellation or lack of
proper notification.If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50.00 will be forfeited from the
$100 deposit as a service charge. The entire deposit will be forfeited if
cancellation is after these dates.
V Payments
Semester Fees - Prior to the start of each semester a "Statement of
Estimated Charges" showing basic charges and credits designated by the
Student Financial Services Office is sent to the student from the Business
Office.
Payment Options - (1)Annual payments, due August 20 as billed; (2)
Semester Payments, due August 20 and January 20 as billed; (3) Payment
Plan -upon application and after College approval, a three-month plan is
available each semester. Details are included with the Estimate of Charges
letter; (4) lcmonth Payment Plan -upon application, College approval,
and payment of a $50 administrativefee, the annual chargesmaybe paid in
10 equal insta1Imuzb beginning June20 and ending March 20. No finance
charge wdl be assessed on accounts which are current. An application will
be sent upon request.
Financial Policies
A finance charge is applied at a simple rate of 1%per month on any account
with an open balance of 30 days or more or on a 10-monthpayment plan in
which payment is not current.
Tuition is set on an annual basis, payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the student's account for a previous term
is paid in full.
Augsburg College will not release academic student transcripts until all
student accounts are paid in full or, in the case of student loan funds
administered by the College (National Defense/Carl Perkins National
Direct Student Loan and the Nursing Student Loan), are current according
to established repayment schedules.
V Refunds
Students fill out Withdrawal from College forms available in the Center for
Student Development. They must be filled out completely signed, and
turned in to the Registrar's Office. Students who properly withdraw,
change to part-time, are dismissed, or are released from a housing contract
will have their accounts adjusted for tuition and room (except for the
minimum deduction of $100.00 to cover administrativecosts) according to
the following schedule:
100% - through the first five days of classes (less $100.00
administrative fee)
90% - from the 6th though 10th day of classs
80% - from the 11th through 13th day of classes
70% - from the 16th through 20th day of classes
60% - from the 21st through 25th day of dasses
50% - from the 26th day of classes through the
mid-point of the term
No refund will be made afterthe middle classday of the term. Board refunds
are made on a proportionate basis.
If a student is forced to withdraw due to illness or accident, the refund will
include the normal percentage plus one-half of the percentage adjustment,
upon submissionof a report from the attending doctor stating the inability
or inadvisability of continued enrollment.
Students who elect to omit an Interim or to graduate in December are not
entitled to a refund of Interim tuition, room, and board charges. Students
who participate in an approved off-campus Interim are eligible to apply for
a board refund and room sub-lease. Details and request forms are available
in the Office of Student Life.
All refunds of charges will be applied to the account of the student and all
adjustments for aid, loans, fines and deposits, etc. will be made before
eligibility for a cash refund is determined.
Financial Aid
Financing higher education could be the most significant investment a
person or family makes in a lifetime. So, proper planning and wise choices
are important, not only in choosing a college, but also in the methods used
to pay for it. Augsburg College, through its Office of Student Financial
Services, will help students and their families with both monetary and
advisory assistance to protect access to a quality education in spite of increasing costs.
Financial assistance awarded through Augsburg is a combinationof scholarships, grants, loans, and part-time work opportunities. The College
cooperates with federal, state, church, and private agencies in providing
various aid programs. For the academicyear 1986-87approximately 85%of
all students at Augsburg received scholarships, grants, loans and part-time
employment totalling over $7,200,000 from all aid sources.
The primary responsibility for financing a college education rests upon the
student and family. Financial aid is intended to supplement student and
family resources.
The Family Financial Statement (FFS) of the American College Testing
Program (ACT)or the Financial Aid Form (FAF)of the College Scholarship
Service (CSS)helps determine the amount of assistance for which a student
is eligible. This analysis estimates the amount a student and family can be
expected to provide for college expenses, taking into account such family
financial factors as current income, assets, number of dependents, other
educational expenses, debts, retirement needs, and special considerations.
V How and When to Apply
New Students - Regular Admission
1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for
admission.
2. Obtain the Family Financial Statement (FFS) or Financial Aid form
(FAF)from a high school or college financial aid office. Complete the
application and send it to the processing agency after January 1but
before March 15for priority consideration.Minnesota residents must
complete the FFS which includes the application for the Minnesota
State Scholarship/Grant Program. Augsburg's code on the FFS is
2080. For non-Minnesota residentsusing the FAF, Augsburg's code is
6014.
3. Within four to six weeks, Augsburg will receive the analysis. If at that
time you are accepted for admission, the Financial Aid Committee
will meet and review your eligibility for all the programs available. A
letter will be sent to you detailing your financial aid package.
4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work
applications will then be sent to you.
5. Transfer students must submit a financial aid transcript from each
college previously attended before financial aid will be offered. The
financial aid transcript forms are available through the Admissions
Office or Financial Aid.
Returning Students
Eligibility for assistance must be re-establishedeach academicyear by filing
the application and Family Financial Statement (FFS).Renewal is based on
financial eligibility, satisfactory academic progress, and fund availability.
V Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general
rather than for a specific scholarshipor grant (exceptas noted).The various
forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, studentsare urged to
investigate the possibility of scholarships, grants, and loans that might be
available in their own communities. It could be 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 meeting their requirements. In addition to these
sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others.
+ Gift Assistance
President's Scholarships - President's Scholarships are awarded annually to the most academically qualified full-time freshmen students. These
scholarships are awarded without regard to need.The awards are renewable for three years based on academic performance at Augsburg. Special
application is due February 1.Details from Admissions Office.
Dean's Scholarships-Full tuition and half tuitionDean's Scholarshipsare
awarded each fall to the most academicallyqualifiedfull-time studentswho
are direct transfersto Augsburg College followingcompletionof anA.A. or
A.S. degree, having maintained a 3.5 GPA on a 4.0 scale. These scholarships
are awarded without regard to need and are renewable for an additional
year. Because this is a unified program, full tuition is assured, since the
Collegeguaranteesthe differencebetween non-Augsburggrants and scholarships (suchas state scholarships, Pell grants, etc.) and full tuition. Special
application is due April 1.
PairedResources inMinistryandEducation (PRIME)Awards- Augsburg
College will match the first $300 a year of a student's scholarship or grant
from a Lutheran congregation.Announcement from the congregationmust
be made by October 1.
Augsburg Tuition Grants -Available to students who have shown academic potential and have financial need. A grant may pay up to full tuition
and fees. A student's academic performance, financial need, and high
school and community involvement are taken into consideration.
Minnesota State Scholarships and Grants - Awarded by the state to
Minnesota residents who have financial need. For 1988-89, they range from
$100 to $4509. All applicants from Minnesota are expected to apply.
Supplemental Educational Opportunity Grants - A federal program
administered by the College. To be eligible, a person must: (1)be a U.S.
citizenor permanentresident; (2)have exceptional financialneed as defined
by the program and demonstrated by the FFS (or FAF); (3) be capable of
maintaining satisfactory academic standing at the College; and (4) be
accepted for admission.
Pell Grants - Federal Pell grants are awarded to students attending
eligible institutions of higher education and are based on financial need as
defined by program guidelines. The maximum grant eligibility for each
student for 1988-89 is $2200 minus the amount the student and family can
be expected to contribute.Application ismadeby filingthe FFS (or FAF)and
requesting on the applicationform that the necessary informationbe sent to
the Pell Grant Program.
Bureau of Indian AffairsITribaland State Indian Scholarships-American Indian students who meet federal and state requirements may apply for
Bureau of Indian Affairs, Tribal and/or State Indian Scholarship monies.
Students must be 1/4 degree Indian ancestry and be enrolled with a
federally recognized tribe. Indian grants supplement all other sources of
financial aid. For assistance in application contact Augsburg's American
Indian Program Director or your tribal agency.
+ Loan Assistance
Perkins Student Loan - Joint Augsburg College-federally funded program administered through the College for students who demonstrate
financial eligibility. Loans are interest free during your education. No
interest accrues nor do payments have to be made on the principal at any
time you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months
after you leave school (nine months for new borrowers after 7-1-87).
Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate
study is $9000.
Guaranteed Student Loans and Minnesota State Student Loans -Loan
funds are obtained directly from a local lender or state agency in states
which provide such programs. While the student is attending at least halftime, there is no interest charge. Simple annual interest of 8%on the loan
balance and repayment of the principal begin six months after you leave
school. Repayment may extend up to 10years. The maximum loan is $2625
for the first two years and $4000 for the remaining years of undergraduate
study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, some banks, and the Minnesota State
Student Loan Office.
Nursing Student Loan -Federal program with provisions similar to the
National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in
nursing. Recipientsmust have financial need and be registered at least half
time. The maximum loan is $2500 per year.
Parent Loan Program (PLUS) -PLUS is a loan program to help parents
meet college costs of their dependent children. Parents may borrow up to
$4,000 per student per year with an aggregatemaximum of $20,000. Repayment begins within 60 days of check disbursementat a variable interest rate
not to exceed 12%and a minimum payment of $50 per month. Application
forms are available at Augsburg College or the lending institutions. Applicationsarenormallyfiled with thebankor thrift institution with which your
family has an account.
+ Student Employment
Augsburg College provides work opportunitiesfor students with proven
financial need who are at least one-half time students. Assignment is made
on the basis of need 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 15hours of oncampus employment per week is recommended.
All on-campus work is governed by policies stipulatedin the work contract
issued to the student employee for each placement. Payment is made
monthly by check to the student employee.
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 some part-time work opportunities.
+ Sponsored Scholarships
Scholarship winners are selected by the Student Affairs Committee of the
Faculty unless otherwise specified.For departmentalscholarships,winners
are recommended by faculty of the department involved. Descriptions of
awards are from statements of the donors' wishes. *Indicates endowed
scholarships
General Scholarships
Charles and Ellora Alliss Educational Foundation Scholarships -A number of awards of
varying amounts (minimum $500) are made each year on the basis of financial need and
ability. Established in 1973by the foundation.
Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deservingjunior/
senior students. Established in1961 to perpetuate her memory.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annuallyto two
deservingjunior or senior students. Establishedin 1969by Alma Jensen Dickerson to honor
her late husband and perpetuate their memory.
Elias B.Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and
deserving u m d a s s students. Establishedin 1979in memorv of their husband and father bv
and Mrs. Cla&
~osie
~er:e & o n , Conrad Eljason, E. Bernie Eliason, Mrs. Ekabeth~auseth
Hoelck.
M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by
Maybelle and Malwlm Estrem.
First Bank Systems-Awarded each year without regard to a specificmajor,but to students
with demonstrated leadership ability and an interest in entrepreneurialdevelopment.
The Julian P. Foss Scholarship*-Awarded to a student of any class who has financialneed,
shows promise, and demonstrates faith and dedication to overcoming difficult circumstances. Established by Julian P. Foss ('30), Mesa, Arizona.
The Edwin C. Johnson Scholarship*- Awarded annually to one or more students who
demonstratepotential and financial need. Established in 1985by Edwin C. Johnson, Powers
Lake, ND.
Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and
deserving upperclass student. Established in 1964 by undesignated memorial gifts.
Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972.
Northern States Power Company Scholarship* -Awarded
class year on the basis of financial need and ability.
to deserving students in each
John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who
without assistance would be unable to pursue higher education. Established in 1963 by a
bequest of John G. Quanbeck
Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964.
The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more
students of any class who have potential and financial need. Establishedin 1986 through the
gift of Elsie L. Wildung, St. Paul, MN.
Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior
student. Established in 1962 to honor the memory of their beloved father by his daughters,
E. Lorraine Yokie and Doris E. Yokie.
Special Scholarships
Aid Association for Lutherans - Awarded annually to able and deserving upperclass
students who are certificate (policy) holders with Aid Association for Lutherans Insurance
Company. Established in 1966.
The Crown Prince Harald Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this
annual scholarship provides full tuition for a freshman student from Norway. The winner
is selected from competition held in Norway by the NorgeAmerika Foreningen.
Grace Jewel Jensen Buster Memorial Scholarship* - One or more scholarships are
awarded annually to sophomore, junior, or senior Chinese students who have outstanding
academicrecords and are preparing to work among the Chinese people. Established in 1983
by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922 alumna.
The Mildred Ryan Cleveland MemuM SchoIafslp* - Awarded annually -to able and
deserving student(s) who have p h ~ i c adisabilities
l
and have demonstrated financial need.
Established in 1972 by her husband, Floyd Cleveland, ko honor the memory of Mrs. Q e v e
land, Augsburg alumna, conseaated Christian leader and devoted wiEe.
The Laura Ann Erickson Memorial Scholarship* - Awarded annually to one or more
female freshmen students of any major who belong to the Lutheran Church (ELCA) and show
evidence of academic achievement and financial need. Established in 1986 by Raymond D.
Erickson, in memory of his daughter, Laura Ann E r i b n .
The Laura Ann and Raymond D. Erickson Courage Scholarship*-Awarded annually, as
funds are available, to one or more freshman students who belong to the Lutheran Church
(ELCA) and show evidence of academic achievement, financial need, and personal courage.
Establishedin 1986byRaymondD. Erickson ('50) in tribute to thecourage of hislate daughter,
Laura Ann rickso on: David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually
to a iunior or senior student who has successfullvovercome adversity and achievedexcellence
in aiademic and extracurricularperformance. kstablished in 1979 iymembers of his family
to honor the memory of Commander David J. Formo, 1964 alumnus.
The FhnwickThanksgivingScholarship*-Awarded annually ta a studentat or above the
sophomorelevd who demonstrateshigh academic achievementand is preparingfura career
in %me form of therapy, e.g, physical, occupational s p e d , music, psychological. Established at Thanksgiving, 1986, by Dr. Thcodare J, and
Fern S I-Eanwick, in gratitude to
the therapist who aided in the r e c o v q of their son,Theodore T.Hanwick 0 ,
from a sevae
accident.
TheRw.John H j e l m h d Sfholiuships-Awarded annually to second or third generation
eeshman or uppadass students of any major who have attained a 3.0 grade point average,
a better. Establishedin 19%by Sigvald ('41) andHden Hjelmdand, and John ('70) and Lynn
Hjelmeland
Gmce h e Tohnson Memmial Molarshig - One or more dmlarshim are awarded
annually t.0 u&rdass international stud& who have overcome ad&$
and achieved
excellence in mdcmic and extraamicdar performance.E s t a b h h d in 1981 by her parents,
Dr.and M m mar Johnson,and other f d y m e m b e r s and Men& in memory of ~ r a k ~ n n e
(Gay) J o h n , a student at Aupburg 1971-1973.
Catha Jones Memorial Scholarship* -Awarded annually to upperdrtss women of high
moral character, with preferencegiwn to female or malestudents transferring from Waldorf
College who are in music and/or demwtary education. Esfablished in W E in memory of
Catha Jones, 1197 d m a , by her parents, Mr. and Mrs. Kenncth Jones, o f h a family and
fiends, and the Augsburg College Senior Challenge kogram.
Lutheran Brotherhood Lutheran Senior College Scholarship -Awarded on the basis of
scholastic achievement, religious leadership and financial need. Minimum award $500.00.
The scholarship is renewable.
The Rev. Horace E. Nyhus Memorial Scholarship* - Awarded annually to a senior
student(s) who has successfully overcome adversity and has achievedexcellence in academic
in 1977 to honor thememory of the Rev. Nyhus,
and ex~acurricular~ormance.Established
a 1929 graduate of Augsburg Seminary who uvercame the adversity of early years to earn
his own education and he w e d others with humanity and wisdom,
The Ole K. and Evelyn L. O h n Scholarship* - Awarded annuaIly to students with
financial need. Preference given to students f r o m Canada or transfmdngfrom a public college
or university who indicate an interest in religion, music, or Scandinavian studies. Established
in 1988 by Mrs. Evelyn Olson and Mr. Gordon Olson ('631, in memory of Rev. Ole K. Olson
('32) and in honor of Mrs. Olson's 80th birthday.
Minority Student Scholarships/Grants
-
The Hearst Ame*imn Indian Scholarship*
One or mom scholarships are awarded
annually to an American Indian upperclass student(5) who has a cumulative grade point
average of 3.0 or betta at Augsburg College. Established in1984by The Hearst Foundation.
The Otto Bremer Foundation American Indian Scholarshipr - Awarded to American
Indian Students. Recipients will be involved in a community serviceproject during the year.
Car@ Foundation American Indian Scholarship* - Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other
unusual circumstances as determined by the American Indian Program Director and the
Financial Aid Director.
Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded
annually to upperclass Oriental international students. Established in 1978by her parents,
family and friends to honor thememory of Marilyn's devotion to sharing and loving people,
especially her service to students.
Marlys Johnson Simengaard Memorial Scholarship* -Awarded periodically to a Black
American student. Established in 1964 in memory of Marlys Johnson Simengaard and her
Christian concern for the problems of social injustice.
Religion and Christian Service Scholarships
The Norman and Louise Bockbrader Scholarship*-Awarded annuallyto students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader
to honor the lifelong devotion that his parents have given to the family, congregation,
Augsburg College, and the community.
Andrew and Constance Burgess Scholarship*- Available to both North American and
international students to encourage men and women to enter full-time Christian service.
Awards are based on demonstrated academic ability, moral character, and potential for
Christian service. Established in 1983by the Rev. and Mrs. Andrew S. Burgess.
Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* - Awarded
annually to a student(s) in the senior class who is preparing for the ministry. Established in
1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt,
president of the Lutheran Free Church, 1930-1958.
Henningand Sellstine Dahlberg Memorial Scholarship*-Awarded annuallyto an upperclass student preparingfor a Christian vocation. Established in 1982to honor the memory of
Henning and Sellstine Dahlberg.
Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest
in Christian service. Established in 1957by Iver Iverson.
The Rev. Amold j. Melorn M e m d Schollwhip -Awarded annually to one or more
students of any dass who demms!mtepotential and Rnanual need, with preferencefor those
who are pparing for a religious service vocltion. Established In 1985by Kenneth and Vera
Ndsan in memory of thdr pastor, The Rev. Amdd J. Mefom, a 1947graduate of Augsburg
College.
Gerda Mortensen Memorial Scholarship*- One or more scholarships are awarded annuallv on the basis of scholarship, service, and devotion to the Christian faith. Established in
19?5 by the family and ~ u ~ s College
b & ~ in memory of Gerda Mortensen for five decades of
service to Christian higher education at Augsburg College.
Onesimus Scholarship* - Awarded periodically to students preparing for the Christian
ministry. Established in 1962by Mr. and Mrs. James Hdeckson.
Johan H.0. Rodvik Mernmial ScholarshipC - One or mere scholarships are awarded
annually to A u g s b g students preparing far a prof-ional career in Chrklian service.
Established in 1 9 6 by Mr. and Mrs.Luther H.Kodvik in memory of Johan J. 0.Rodvlk and
his deep perxlnal dedimlian to hk cralling as aminister, as well as his schdarly research and
pioneering tl~oughtconcerning the Apostle Paul's traditionally misunderstoad at tihrde
toward the question of equal rights and equal status for women.
The Rev. Olaf Rogne Memorial Scholarship* -Awarded on the basis of need, scholarship
and interest in Christian service. Established in 1958 to honor the Rev. Old Rogne, business
administrator of the college, 1940-1952.
The Rev. Lawrence and Gertrude Sateren Scholarship*- One or more scholarships are
awarded annually to a junior or senior preparing for a full-time vocation in the church.
Established in 1980by their children,families and friends to honor thelifelong devotion that
the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg
Seminary over a period of 60 years.
Moms G. C. & Hanna Vaagenes Missionary Scholarship Fund* -Awarded m d y to a
junior/senior student preparing for service as a aisianary through the World MissIon
Department of The Evangelical L uthwan Churchin Amcrim. btablishedin 1969by the Rev.
and Mrs. Morris G. C. Vaagenes.
Departmental Scholarships
Art
The Crown Princess Art Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1978 to honor the Gown Princess of Norway. Awarded annually
to a talented art student with finanaal need.
August Molder Memorial Art Scholarship* - One or more scholarships are awarded
annually to upperclass students majoring in art. Established in 1982 by his wife, family and
friendsin memory of August Molder, accomplished artist and teacher for more than 20 years
at Augsburg College.
Athletic
The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s)
participating in the Augsburg College hockey program. Established in 1983 by friends in
memory of Carl Bloomberg, a talented young hockey player.
Paul Dahlen Memorial Scholarship*-Awarded annually to an able and deserving student
on the basis of Christianpurpose, athletic and academic achievement Established in 1966 by
his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at
Augsburg College.
Paul DahlenJGerald Pryd Memorial Scholarship* - Awarded annually to an able and
deserving male student on the b s i s of personality, character, athletic and academic
achievement. Established in 1966 by friends to honor the memory of these two Augsburg
College students.
David Gronner Memorial Scholarship* - Awarded annually to two or more students,
participatingin athletics or music, who have demonstrated financialneed and high Christian
character. The athletic scholarship is for a male candidate only, with a preference in
basketball. Establishedin 1975 by Mrs.David Gronner andchildren Richard, Carol, and Paul,
and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College
alumnus.
Keith Hoffman Memorial Scholarship* -Awarded annually based on academic achieve
ment, personal character, and abilityin athletics. Establishedin 1945 by Mr. andMrs. Charles
S. Hoffman to honor their son who gave his life in the conquest of Okinawa.
-
R o y Jordan Memorial Scholarship'
One ormore scholar*ps are award& amraalIy to
u p p d a s s students partic+alingin infermllegiatesports,with preference for students in the
m t l i n g program. Established in 1980by the M P i Jordan and Charles Schulz familiesin
memory of Rory Jordan, an Augsburg graduate and n a t i o d y rxognizd wrestler.
Magnus and Kristofa Kleven Scholarship8-Awarded annually to students on the basis of
achievement, personal character, and promise in the field of physical education. Established
in 1958 by their children in memory of their parents.
The Hoyt Messerer Athletic Scholarship8- Awarded annually to amaleathlete of any class
or major, upon the recommendation of the Athletic Department. Establishedin 1987by Hoyt
C. Messerer, Cedar Falls, Iowa.
The Sian Person Memorial Sckolamh1p*-Awarded annua7ly to one ormore male students
of any class or academicmajor who p&i+tes in the College%salhleticprogramand shows
widenceof aclademicachiwernent a n d h a d n d . Establishedin1986bvGIenandGerdd
Person, in memory and in honor af their brother, Stan Person.
Biology
Biology Scholarships - Established in 1972 by the faculty of the Biology Deparhnent to
honor outstanding students who intend to major in biology, natural science or medical
technology.
The Dr. Kennekh D.amd Mrs. Linda mailey) Holmen Biology SehaIarship* - A merit
scholarship awarded annually to an -4s student majoring or minoring in biology.
Established in 1985by Dr.Kenneth D. and Mrs.Linda mailey) Holmen.
Business Administration/Economics
Augsburg Business Alumni ScholarshipFund* -Awarded annually to sophomore,junior
or senior students majoring in any of the areas encompassed within the Department of
Business Administration and Economics and based on academic excellence and financial
need. Established in 1984by Augsburg business alumni and other alumni and friends within
the business community.
The Forss-Herr Scholarship*- Awardedannuallyto a junior or senior business student who
has shown academic achievement, has been involved in extracurricular activities and has
financialneed. Preference will be given to students from families where two or more children
are in college at the same time. Established in 1987 by Mrs. Grace F. (Forss, '57) and Mr.
Douglas P. Herr, Danville, IL.
Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upperclass
students interested in the field of business. Established in 1965 by The Gamble-Skogmo
Foundation.
Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a
junior or senior student(s) majoring in business administration. Established in 1980 by
members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College.
The Joan L. Volz Business Scholarship* - Awarded annually to an upperdass student of
any major who intends to pursue a graduate degree in business management. The award is
based upon academic performance and financial need. Established in 1987 by Joan L. Volz,
a 1968 graduate.
Chemistry
Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major,
preferably one going into graduate studies to earn the doctorate in chernishy. Established
in 1980 by Dr. and Mrs. Courtland Agre.
Chemistry Scholarships* - Awarded annually to junior and senior students whose academic recordindicates promise of achievement in the field of chemistry. Establishedin 1968
by family, friends, and the Augsburg College Chemistry Department to honor:
Manivald Aldre
Frederick C. and Laura E. Mortensen
Dr. W.M. Sandstrom
Walter Gordon Schnell
Walter E. Thwaite, Jr
Covey Hen drickson
Carl Fosse Chemistry Scholarship - Awarded annually to a junior or senior whose
academic record indicates promise of achievement in the field of chemistry. Established in
1986 by Burton and Peggy Fosse, Burnsville, MN.
The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* -A merit
scholarship awarded annually to an upperclass student majoring or minoring in chemistry.
Established in 1985 by Dr. Kenneth D. And Mrs. Linda (Bailey) Holmen.
Minnesota Mining and Manufacturing Chemistry Scholarship - Awarded to chemistry
majors who are citizens of the U.S.Established in 1979.
Conrad S m d e Memorial Chemistry Scholarships*- A d d annually to juniw/senior
studentsmajoring in rhemishy who have a GPA of 3.0 or above and, preferably, graduateor
professional school gods. EsQbIished in 19M thrwgh the Conrad Sunde estate m memory
of a 1915 d m n u s who was the k t Augsburg ColIegegraduate toeam aPh.D. inchemistry.
Fh pmfffisionalcareer as ducator, researcher and consultmtincluded many inventions,of
which the development of lanolin oil was his outstanding work.
Education
David Mathre Scholarship* -Awarded annually to qualified full-time student(s) in need
of financial assistance during the term in which they are student teaching.
The Barbara (Tjornhom) and Richard K. Nelson Scholarship* -Awarded annually to a
student of any class; based upon financialneed, with preference given to a person preparing
for a career in elementary education. Established in 1986 in honor of an alumna, Barbara
(Tprnhom) Nelson and her husband, Richard K. Nelson.
English
Anne Pedersan English Sthohhipv- Awarded annually to jlmfm/senior students who
aremajoringin English, wikh preference given to those who plan ta teach English as a career.
Eskablished In 1971 by f a d t y members of the ERglish w e n t to honor the 37 years of
&a of Anne Pedersm as English teacher at hugburg College.
Pmf. P. A. Sveegen MemcdaI Scholarship* - Awarded annually to an outstanding
sl-udent in the EeId of English. Established in 1959 by Gerald Sveeggen in memory of P. A.
Svezggen, p r o f w r of English at Augsburg, 19151952.
Foreign Language
Mimi Baez Kingsley Modern Language Scholarship*-Awardedannually to junior/senior
students who are majoring in modem language, with preference given to those who plan to
teach language. Established in 1969 by Mr. and Mrs. James Kingsley.
Health-Related
Ellen and Courtland Agre Re-Medicine Award -Given annually to a student of any major
who is planning on entering medical school to earn a doctorate in medicine. Established in
1980by Dr. and Mrs. Courtland Age.
Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered
nurse seeking a baccalaureate degreeinnursing. Establishedin 1983by The Augsburg Nurses
Alumni Association.
Ehanor Christcnsen Edwards M~rnorialScholarshipc-Awarded d
y to upperclass
sludent(s) preparing for a career in mediche or heal &. Established in I978 in memory of
Beanor Christensen Edwards* devotion and beein health cmeby members of her family,
Bemhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen
and Theodore Christensen.
History
Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major.
Established in 1980by Gregory M. Fitzloff to honor Carl H. Chrislock
The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student
for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev.
and Mrs. 0.J. Haukeness.
EL N. Henfitkson History StItohhip* - Awarded timually to studmts majoring in
history wlth prderence given to those who plan a c a r e in the fidd Established in 1969 by
Dr. and Mrs. Carl K Orislck and augmented by other contributions to honor the memory
of H. N. H e n d r i h n , professor of history at Augsburg College, 1900-1952.
The Nydahl Histmy Schohship* -Awarded annualIy to juniors or seniors who have
potenhd and financial need, with preference given to history majors. Established in 1986
thmugh a twqust in the will of Dr. Theodore L. Nydahl.
Mathematics
Mathematics Scholarship-Awarded annually to an able and deserving student in the field
of mathematics. Established in 1980by the Mathematics Department.
MinnegascoScholarship-Awarded annually to able and deserving junior/senior students
maiorinrr in mathematics or the scienceson the basis of need and academicabilihr. Established
in i969 Minnegasco.
cy
Metro-Urban Studies
Joel and FrancesTorstenson Scholarshipin Urban Affairs*-One or more scholarships are
awarded annually to upperdass students who actively contribute toward the fulfillment of
Augsburg's Mission Statement relating to the College's urban involvement. Established in
1982 by colleagues, former students, and friends to honor the service and leadership of the
Torstensons in community development and urban affairs.
Music
Peggy Christensen Benson Memorial Scholarship*- Awarded annually to a student of
choral music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen
Benson, an Augsburg College alumna.
Sam Coltvet Memorial Choral Music Scholarship*-Awarded annually to a student of any
academic class who is a choir member not majoring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen, in memory of Mr. Sam Coltvet, who believed in the
value of Christian higher education and choral music.
Freshman Performance Studies Scholarships -Entering freshman music majors who evidence marked abilityin their major instrumentor voice will receive free lessons in that major
medium during the first two semesters of performance studies.
The Rev. Clement A. Gisselquist Church Music Scholarship* - Awarded annually to a
rnwically-gifted student, with preference &en M a student of organ and/or choral music
who desires to serve, prof&onaIIy or otherwise, in the ministry of music of the Lutheran
Church. EeabIished in 1955 by the family.
David Gronaer Mwwrial Schohship* - A m d e d m u d y to Two or more students
partiapating in athletics or music,wha have demonstrated financialneed and are af hihigh
Christian character. &tablistid in 1975by MS. David Gronner and children Richard, Carol
and Peu&and Mrs. Ethel G r m e s i n memory of David Gronner, Augsbmg College alumnus.
-
0.I. H e r t s m S c h ~ k h . i g * Awa~dedarmudy to j u n i o r / d a r students who show
promise of a m d d mccm and have hinimdal need Preference given ta those who have
demonstrated profidency in choral and/or instrumental music and interest or potmfial in
conducting. Establishedin 1966 by 0.I. Hertsgaard
-
Leonard and Sylvia Kaschel Scholarship* Awarded to u p p g h students seeking to
acquire m u s I d and performance sljlL4 in inshumenlalmusic with preferwe given to those
who have shown proficiency in keyboard instruments.Established in 1975 by Leonard and
Sylvia Kuschel to honor the beautiful mesage of music
The Lucille H. Messerer Music Scholarship*-Awarded annually to amusic student of any
class or major, upon the recommendation of the Music Department. Established in 1987 by
Lucille H. Messerer, Cedar Falls, Iowa.
Xenne& 0.Lower- N o d kap Male C h m s Music Scholarship+-Awarded annually to
an upperclass studmt ma!orhg in music, based upon academic pdormance wd 5nandal
need, with preference given to a person studying choral music Established in 1956 in
memory of Kenneth 0. Lower ('28) and in recognition of the heritage of the Nordkap male
Chorus.
Edwin W. and Edith B. Norberg Scholarship* - One or more scholarships are awarded
annually to upperclass student(s) preparing for careers in church music. Established in 1980
by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of
piano, organ and choral music.
St Joh's Lnthwan Chrrrch-John N d Memorial Scholmhip*-- Awarded a n n d y in
honor of St.]oh's Lutheran Church's faithful =ton for 335 ymrs,Mr. JohnNorris. Applicants
must& U.S.citizens majmkg in music who are sophomoresor above. The awards are based
upon financial need and satisfacto~yacademic progress, with preference given to racial
minority students.
Henry P. Opseth Music SchalasshipV- Awarded a n n d y to a sophomm/junior student
of outstanding promise in the field of music. EstabIlshedin 1953by his family to honor Henry
P. Opseth, chairman of the Augsbtsrg Music Department, 1922-1951.
Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are
participants in the Augsburg Choral Music program.
Senior Performance Scholarships - Senior music majors who have attained a cumulative
GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance
Scholarshipwhich provides for free lessons in that major medium during the two semesters
preceding graduation.
Rev.Mark Ronning Memorial hstmmenhl Mndc Scholarship* -Awarded annually to
a student of any dass who is a member of a College instrumental group but is not studying
music Established h 1985 by Dr. Kenneth D.and Mrs.Linda (Bailey) Holmar, in memory
of Rev, Mark Ronnhg; who dedicated his life to helping young people.
Mayo Savold Memorial Scholarship* -Awarded
band, based on talent and academic record.
annually to a partiapant in the concert
Marilyn Solberg Voice Scholarshi$ -Awarded mnually to an Augsburgstudent who has
music as a major/minor and who shews outstandingpromise for achievement in the art of
singing. Established in 1955 by her parents, Mr. and Mrs. Iver Solberg, and her brother
Dowan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53.
String Scholarships - Awarded to entering students who demonstrate ability on violin,
viola, cello, or bass and who intend to pursue their study through performancestudies, string
ensemble, and orchestra.
-
John and Vera Tfiut SchoIarahip* One or more scholarships sue awatded m d y to
upperdass shrdmb who have achieved e x d e n e in performance in v o i e or pima. Established in 1980by Johnand Vera Rut, their family and friends.The 'lhuts cherished Iifelong
careerr in the teaching of music, three demdes of which were at A u ~ b w g .
Stuart West Memorial Scholarship*-Awarded annuallyto a student on the basis of skilled
performance or aptitude in instrumentalmusic. Established in 1983 by Mrs. Joan West and
children, Kristine, Dale, David, and James.
Philosophy
Kenneth C. Bailey Philoslrphy Scholarship*-A merit d-ip
awarded annually to an
upperclassstudent majoring or minoring in philmphy. Estabbhedin 1985by Dr. Kenneth
D. andMrs. Linda (Bailey)Holmen, in honor of Dr. Bdejfs twentielh anniversary asmember
of the Augsbwg College faculty.
Physics
Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upperclass student
majoring in physics. Established in 1976 by the Augsburg College Physics Department and
friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty.
Political Science
Political Science Scholarship*-One or more scholarshipsare awarded annually to upperclass students pursuing careers in political science. Established in 1980by Professors Norma
Noonan and Myles Stenshoel.
Scandinavian Studies
Iver and Myrtle O l m Scholarship*- Awarded annually to an u p M a s s student(s) with
amdernic ability, in b e pursuit of a degree with m e e n bation in Scandinavian languages,
literature, history and/or culture. Established in 1983 by their children and their families and
friends to honor I v a and Myrtle Olson on the omsfon of their golden wedding anniva-sary.
Social Work
Steen Family ScholarshipFund for Minority SocialWork Students* -Awarded annually
to one or more minority social work students, based upon the student's potential and
financial need, with preference given to those who are preparing for professional careers in
social work Established in 1985by Dr. Paul and Mrs. Lorene Steen, as representatives of the
Steen Family.
Sociology
Adolph Paalson M ~ m o r i dPrize)-- Awarded annudy to a student m h e p e r a l field of
Christian d o l o g y . BtabIlshed in 1956 by members of hh family to honor the memary of
Professor Adolph P&n,
who bught sodaI sdenm at Augsburg from 1930-35.
SpeecWCommunication/TheatreArts
Ailene Cole Theatre Arts Scholarship - Awarded to a senior student based on talent,
scholarship, and theatre participation.
Student
Life
E
xperiences in the classroom are an important part of
college life, but learning and development also occur in
formal and informal activities of the College and the metropolitan
area. Whether students are residents or commuters, the climate
for learning and living at Augsburg will add dimension to their
education.
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.
Sinceour campusis comprised of individualsfrom many different religious
and cultural backgrounds, our worship life is characterized by a similar
diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums,
hunger conferences, concerts, plays and movies 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.
We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of
the church, we encourage students to form their own values which will be
the basis for the kind and quality of life that reaches beyond their years at
Augsburg.
The College Pastor has an office in the Worship Center and is available for
counseling, consultation, support or information.
Student Government
Through studentgovernment studentssecureacloser relationship with and
better understanding of the administrationand faculty, and provide input
into the decision-making process at Augsburg. Student govenunent also
sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to
student life at Augsburg.
Student government is organized into the executive branch, the legislative
branch, and the judicial branch. Electionsare held in the spring for the next
year. Freshmenelect their representatives in the fall of their first year. Many
kinds of involvement are possible -program planning, writing, editing or
service opportunities. If you want to get involved, contact the President or
Vice President of the Student Body in their offices in the College Center.
Social, Cultural, Recreational
Throughout the year, a variety of socialand culturalactivitiestakes place on
campusas well as in the TwinCities.These activitiesinclude dances, special
dinners, name entertainment, and visiting personalities in various fields.
The College Center is the focus of lesiure-time activity on campus. Offices
for the College newspaper, the Augsburg Echo, and the yearbook, the
Augsburgian, are on the lower level. Many of the clubs that unite classroom
or non-classroom related interests meet in the Center. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the
surrounding Cedar-Riverside community, is located in Mortensen Tower.
V 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 Department.
V Intercollegiate Athletics
Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference
(MIAC) and is a member of the National Collegiate Athletic Association
(NCAA) Division 111. Men annually compete in football, soccer, cross
country, basketball, hockey, wrestling, baseball, track, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, track and
field, and softball.
V 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.
Student Affairs
The Student AffairsDivisionis comprised of a variety of programs, services,
and activitiesdedicated to complementingand enhancing students' educational experience and the academic programs of Augsburg College. These
programs, s h e s , and activities provide students with an enriched cone
@ate experience which celebrates our rich diversity of student needs and
interests; attendsto the social, cultural, andcareer developmentof students;
and enhances students' academicperformance through direct intervention
and environmental management. The following information provides a
brief introduction to the major efforts of the Student Affairs Division.
V Academic Skills Enrichment
When students are concerned about the amount of work facing them, they
benefit fromthe programs of the LearningCenter. The Center offers services
that cover the basic skills in reading, writing, vocabulary, spelling, test
preparation, and math, as well as techniquesto improve and enrich even the
best of study habits. If students need help with test anxiety, procrastination,
or time management, the Center has programs that help.
V American Indian Support Program
R
This office, located in Memorial Hall, was created in 1978 to recruit and
retain American Indian students. Indian students receive help in admissions, financial aid, registration, tutoring, and academic and career planning. Personal counseling and advocacy regarding student status are also
available through the program. Periodically, campus activities and exhibitions are coordinated by this office.
V Black Student Support Program
Personal help with financial aid, registration, educational planning, and
career decisions is available for all black students at Augsburg. The Black
Student Support Program provides valuable assistance in getting the most
out of the resourcesbothoncampus and citywide. Communityand campus
education and cultural events are also organized.
V Career Services
Career Services assists studentsin many ways. The staff can help students
explore interestsfor majors, find Internshipsand locate part-time jobs to try
out career possibilities. The staffprovides seminars on career development,
i n t e ~ e w i n gskills and resume writing. Placement files are developed for
each student and sent out to prospective employers and graduate progr--
V Counseling Services
All students have moments of anxiety, difficulty making decisions, and
confusionabout themselves, their values, or their relationships. Sometimes
it is important to talk to someone with skills in counseling. Whenever
studentsneed to talk things out or get suggestionsabout the many excellent
helping services in the Twin Cities, they find valuable assistance through
the Counseling Department.
V Disabled Student Programs
Learning disabled studentshave average or above average intelligencebut
have difficulty achieving to their full potential. Services available to such
students include: diagnostic evaluation, educational planning, learning
aids and remedial instruction. If studentsare concerned that difficulties in
school are more than just temporary problems, they can discuss their
learning style with the Coordinator of Disabled Students or the Learning
Disabilities Specialists,and arrangeassessmentand structured assistanceto
increase their potential for academic success.
Physically challenged studentsare served through this office too. Individualized attention and servicesare provided for and/or coordinated in order
to meet the mobility needs of students.
V Orientation
The entire College is involved in orienting new students to Augsburg. The
Coordinator of Orientation works closely with the faculty and staff in
developing a cohesive program for students and their families which
introduces them to this unique academic communityand the programs and
people which serve them. Augsburg College has an exemplary program,
called the First Year Experience, which is a collaborative effort between
Academic and Student Affairs. This program begins prior to enrollment
and continues through the Interim term of the freshman year.
V Residence Life
The College houses approximately 800 students in a traditional residence
hall, apartment buildings, 22 houses and a family housing complex. The
housing staff manages these facilities and creates a wide array of educational and social programming which balances and compliments the educational experience of students.The staff is comprised of three professional
staff members and 18paraprofessionalswho live and work closelywith the
resident students to provide a safe environment for living and learning.
V Student Activities
The Student Activities program creates opportunities for students to enhance their leadership skills through active involvement in developing
events, activities, and organizations which serve the student community.
Hundreds of major programming efforts and targeted activitiesfor specific
student interests are generated through these efforts and make Augsburg
an enjoyable interactive environment which encourages student involvement.
International Programs
The Coordinator of International Programs focuses on the special needs of
students from countries other than the United States and on students
interested in studying in other countries.
International Students - Augsburg enjoys the academic and cultural
participation of international students. The Coordinator of International
Programs helps to orient and advise on visa, exchangeprogram and permanent resident statusissues. The Coordinator handles information on immigration, work permits and temporary status. Arrangements for American
hosts of international students are made.
Foreign Study - There are also many opportunities for foreign study
which are coordinated and facilitated by this office.
Health Service
The staff of Smiley's Point Clinic located on Riverside Avenue across the
street from the campus will take care of students' health needs. Visits are
free except for special testing or service, and prescriptions are available
through the Fairview Pharmacy at cost. Students must check family health
coverage to determineif they are included;if not, a studenthealth insurance
plan is available.
Food Service
The Commons -Situated on the top floor of the College Center, this is the
main food service facility for students, faculty and staff. This pleasant room
features small table units for easy conversation and overlooks the College
Quadrangle and Murphy Square. The portions are generous and modestly
priced. Students on board plan who live in residence halls eat their meals in
the Commons.
The Chin Wag -Located on the ground floor of the Center, the Chin Wag
features short orders and is open through the noon hour and in the
evenings.
Augsburg provides a variety of board plan options for those living in
College houses or nearby apartments.
Living on Campus
Because ~ i ~ s b recognizes
u r ~
that a student's ability to respond to the
learning environment depends, in part, upon his or her living conditions, a
variety of housing alternatives is provided. The residence hall program
promotes student growth by asking students to actively participate in
group decision-making.Each residence unit has one or more Resident Staff
who facilitate the process of group living and discuss personal concerns
with individua1,students.
Augsburg requires all freshmen and sophomores not living at home to live
in College-operatedhousing. Married student housing is available in annex
housing and South Hall. Students rent a room at the beginning of the fall
term for the entire school year. New students receive room assignments the
summer before they arrive at Augsburg. Upperclass students make housing
arrangements in the spring. All resident students must sign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by
June 1in order to secure housing. Students who deposit after June 1will be
provided housing only if space is available.
All students living on campus must pay an advance payment when they
sign the housing contract. The feeis credited to the students' accounts when
they move into the residence.
Urness Tower -All new freshmen and some upperclass students live in
Urness Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own
lounge, study and utility areas.
Mortensen Tower - This is the newest residence hall, an alternative to
traditional residence hall living. It contains 104 one- and two-bedroom
apartments to accommodate 312 upperclass students.
South Hall -Contains 12 apartments housing 34 upperclass students.
West Hall -Contains 12 one-bedroom apartments housing 24 upperclass
students.
Annex Housing - This provides an alternative opportunity for group
living. Groups of upperclass men or women share living space, house
responsibilities, and cooking. Houses are located in the campus area. One
way to maximize the living and learning of your housing situation is to bid
for a Special Interest House. Groups of students have created exciting
projects by writing and implementing educational impact proposals on
such topics as Environmental Concerns, Men's and Women's Awareness,
International Living, Honors Program, and Scandinavian Studies.
Mortensen Tower is carpeted, air conditioned, and contains kitchen units.
It is otherwise unfurnished. In other residence halls or houses, rooms are
furnished except for bed linens, towels, blankets, bedspreads, and lamps.
Laundry facilities are available in each residence.
Student Rights
The College has adopted a statement of student rights and responsibilities
and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and
faculty and serves to conduct hearings and review matters of concern. Any
student who wishes to identify appropriate procedures for complaint
should contact the Vice President for Student Affairs.
The College operates in compliance with the Family Rights and Privacy Act
and Title IX. Students have the right to inspect all official records, files and
data which pertain to them and which are maintained in the Office of the
Registrar and the Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential
letters and statements placed in the record before January 1,1975, or placed
under conditions where students have signed a waiver of right of access.
Students have the right to experience education free from discrimination
based on sex, race, ethnic or cultural background, handicap, creed, marital
status or age.
Persons seeking additional information on these topics should contact the
Office of the Dean of Students or the appropriate coordinator as listed in the
Directory at the end of the Catalog.
Academic
Information
A
ugsburg College constructs its curriculum upon the premise
that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must
have a broad grasp of the world from which they have come as well as
the world in which they live. By providing courses in the humanities,
natural sciences, and social sciences, the general education cumculum
introduces students to the breadth and complexity of knowledge and
culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to reflect upon the importance
and meaning of spirituality in their lives. Recreation courses offer
students the opportunity to develop skills for participation in exercise
and sporting activities.
Students choose from over forty major areas of study to gain a depth of
knowledge in a discipline and to prepare for a career or further study.
Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real world for the real world.
General Information
+ Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the
Bachelor of Science degrees. The B.S. degree is awarded to graduates with
majors in Chemistry (ACS),Music Therapy, Nursing and Social Work. The
B.M. degree is awarded to graduates with majors in Music Education and
Music Performance. Graduates with majors in other fields receive the
Bachelor of Arts degree. Augsburg also offersaMaster of ArtsinLeadership
degree.
+ Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of
approximately 14 weeks separated by a 4-week January Interim. Students
normally take four courses each semester and one course during Interim. A
maximum of three courses can be earned in the two annual summer
sessions, one of four weeks and one of six weeks.
The calendar is coordinated with those of the four other colleges of the
Associated Colleges of the Twin Cities, so students can take courses on
another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to
employ styles of teaching and learning and to investigate questions and
topics in places and ways not possible during the regular term. The Interim
catalog, published in the fall of each year, is distributed to all students and
is available by contacting the Interim Office.In addition to classes offered
on campus, Augsburg offers a variety of travel opportunities within the
United States and abroad. Independent or directed study and Internships
are among the many Interim options.
Augsburg Weekend College follows a trimester calendar (see Augsburg
Weekend College). Augsburg's Graduate Program follows a trimester
calendar.
+ Faculty
The heart of any educational institutionis 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
their teaching to be the focus of their activity. Faculty are involved in
research, including such varied studies as space physics, the history of
medieval spirituality, women in the Soviet Union, and homelessness in
American cities. Music faculty perform professionally on the local and
national level, and studio artists' works can be seen in buildings, galleries,
and shows around the country. Augsburg faculty see their research as
supportingtheir teaching. They are actively involved in an exciting faculty
development program which introduces them to current thought in many
fields but especially in teaching techniques and theories.
Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers
and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this
close interaction, faculty act as both mentors and models for students.
+ Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and friendly studentlibrary assistants
make the library a favorite place to study. The main library houses over
160,000books, periodicals, records, tapes and films.Music, Chemistry, and
Art History slide libraries are located within the departmental areas.
A service-dedicatedstaff provides students with assistance to meet diverse
information needs including instruction in the use of the library, standard
reference service, guidance in pursuing term paper topics, and directions to
other local sources of information. Special arrangements are made for
access by students with physical handicaps.
Students have access to over 5,000,000 volumes via daily interloan and
courier service among seven private liberal arts colleges, the Hill Reference
Library, and Minitex, the statewide network.
The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with
production of slides, transparencies, filmstrips and audio/video tape recordings is availablefor faculty and students. Equipment suchas movie and
slide projectors and tape recorders may be borrowed for limited periods.
Film bibliographies and other advice on materials selection are available.
Facilities for classes in broadcasting are located in the Center.
+ Computer Resources
Approximately 60 microcomputers, including Apple IIe's and Macintoshes, IBM XT's, laboratory computers, and graphics microcomputers are
arranged in networks with larger machines, to satisfy standard educational
needs. Students and faculty members needing even more computingpower
also have access to computers at the University of Minnesota and the
Minnesota Supercomputer Center.
Academic Organization
and Programs
+ Divisions and Departments
The College curriculum is offered by 20 departments which are grouped
into four divisions for administrative and instructional purposes.
Humanities -Raymond Anderson (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts
Natural Science and Mathematics -Neal Thorpe (Chairperson)
Biology, Chemistry, Mathematics and Computer Science, Physics
Social and Behavioral Sciences -Norma Noonan (Chairperson)
Business Administration and Economics, History, Political Science,
Psychology, Sociology
Professional Studies -Edwina Hertzberg (Chairperson)
Education, Health and Physical Education, Music, Nursing, SocialWork
+ Majors and Minors
Majors, or concentrations of study, may be within one department, within
one division, or cross academic disciplines. Some students decide on a
major or majors before they enter college. Otherstest a variety of disciplines
before deciding.Normally a major shouldbe elected by the end of the fourth
semester and earlier in some disciplines. Details of majors and minors are
in the course description section. Unless otherwise indicated, majors are
part of the B.A. degree.
Students may contact the Registrar about creating a unique major.
Majors
Applied Economics
Art History
Biology
Business Administration
(Accounting, Finance, International
Business, Management, Management
Information Systems, Marketing)
Chemistry @.A. or B.S.)
Communication
Computer Science
East Asian Studies1
Economics
Economics-Business Administration
Engineering2
English
Foreign Languages:
French, German, Norwegian, Spanish
Health Education
History
Humanities
International Relations
Kindergarten-Elementary Education
Mathematics
Metro-Urban Studies
Music
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nursing (B.S.)
Occupational Therapy
Philosophy
Physical Education
Physics (B.A. or B.S.)
Political Science
Psychology
Religion
Russian Area Studies1
ScandinavianArea Studies
Social Science
Social Work (B.S.)
Sociology
Speech
Studio Art
Theatre Arts
Transdisciplinary
Minors
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
East and Southeast Asian Studies
Economics
English
Foreign Languages:
French, German, Norwegian, Spanish
Health Education
History
International Business
Management Information Systems
Mathematics
Music
Philosophy
Physical Education
Physics
Political Sdence
Psychology
Religion
Russian Area Studies'
ScandinavianArea Studies
Social Welfare
Sociology
Speech
Studio Art
Theatre Arts
Women's Studies
It is possiblefor students to complete other majors through the Associated Colleges of the
Twin Cities (ACTC).Students who wish to compleiea majorofferedat one of the other ACTC
colleges must apply through the Augsburg Registrar's Ofice.
1 -Cooperative Program of the Associated Colleges of the Twin Citiesandagreementswith
the University of Minnesota. It is possiblefor students to fake beginning and intermediate
courses in Chinese, Japaneseand Russian.
2 - Dual degree programs with the University of Minnesota Institute of Technology,
WashingtonUniversity School of Engineering and Applied Science, and Michigan Technological University.
3 -Dual degree program with Washington Uniwsity School of Medicine.
+ Teaching Licensure
Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education:
English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), S e n c e (Grades 5-91, Social
Studies, Spanish, Speech, Theatre Arts, and in the specialareas of Art (K-121,
Band (IS-12) and Classroom Music (Grades 5-12), Orchestra (K-12) and
Classroom Music (Grades 5-12), Vocal and Classroom Music (K-9), Vocal
and Classroom Music (Grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the
Education Department and the area of their academic major(s).
+
Certification Programs
Special programs certifying skills and knowledge have been established at
Augsburg to increase vocational possibilities and/or enhance personal
growth:
Certificate in Art -Requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting to teach art in less
formal circumstances than a college are addressed. For further information,
contact the Art Department Chairperson.
Church Staff Work Certification -Designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology,
sociology, speech and physical education. The program is designed to meet or
exceed criteriaused in The Evangelical Lutheran Church in Americacertification
program. Interested students should contact the Religion Department Chairperson.
Program Evaluation Certification - Provides the background for performing
systematic assessments of programs for social improvements. Students are
required to complete a group of five psychology and sociology courses, including an Internship. For further information, contact the Psychology or Sociology
Department Chairperson.
+ Pre-Professional Programs
Students who plan to enter the fields of law, medicine, occupational
therapy, dentistry, the ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or
seminaries be reviewed and the course of study at Augsburg planned
accordingly.A faculty adviser is available in each field to assist students in
their planning. Students who want to plan a pre-professional program
should contact the AssociateAcademic Dean early in their freshmanyear to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota:ENG, 2 courses;
BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY
105. Requirements at other universities may vary.
Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and
the liberal arts necessary for engineering.Some students in the program choose
to transfer after two years to an institution granting degrees in engineering,
while others elect to participate in a dual degree program. Augsburg College has
cooperative arrangements with three universities to allow the student to earn a
Bachelor of Arts degree from Augsburg College and an engineeringdegree from
either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. The dual
degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering.
Pre-Law - Students considering a career in law should examine the handbook
published by The Association of American Law Schoolsand consult the Augsburg
pre-law adviser, Dr. Myles Stenshoel.Students may wish to take the course POL
170 (Law in the United States) to help determine their interest in law. Pre-Law
students should major in a discipline of their own choosing, and will satisfy most
law-school entrance requirements with a record of solid achievement in the
liberal arts.
Pre-Medicine -Many medical schools are encouraging a liberal arts education to
prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for premedical
students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121,
122. The chemistry major also requires CHM 353,361, one advanced course,
seminar, and two or more biology courses. The biology major also requires BIO
111,112,201,491 and at least one from each of five groups (367,386,4711, (355,
474), (351,353,473), (361,440), (476,481), with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota
(Minneapolis) requirements, both programs also encourage courses in the
behavioral sciences and humanities, including psychology and sociology. The
University of Minnesota (Minneapolis) requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult
with the faculty adviser early in the freshman year.
Pre-Occupational Therapy - Augsburg College has a cooperative arrangement
with Washington University in St. Louis, Missouri, to allow students to earn a
Bachelor of Arts degree from Augsburg and a Bachelor of Science or Master of
Science degreein OccupationalTherapyfrom Washingtonuniversity. Prerequisite courses for the Occupational Therapy Program include ENG 111, BIO 111,
112 and 473 or 353; CHM 105 or 115; PHY 103; PSY 105,351,362; SOC 121,336,
SOC 362 or MAT 373.
Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112;
CHM 115,116,351,352; EC0 112or 113;ENG 111and a second course; MAT 124,
125; PHY 121,122; electives from humanities, literature and the arts to fulfill the
semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of
philosophy; and Greek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
~ e t e r i n a i ~ e d i c iat
n ethe University of ~innesota,these courses are r i o m mended: ENG, 2courses; MAT 124; public speaking, 1course; CHM 115,116 (or
105,106), 351,352,353; BIO 111,112;PHY121,122; economics, 1course;2courses
in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science,
psychology or sociology courses to fulfill the rest of the distribution require
ments. Requirements at other universities may vary.
V Inter-Institutional Programs
Augsburg cooperates with other colleges a n d institutions in the Twin Cities
area on several programs.
Library and Media Center - Through CLIC, the Twin-Cities private colleges
library consortium, and MINITEX, the statewide library network, the Augsburg
community has access to over 5,000,000 volumes.
Associated Colleges of the Twin Cities (ACTC) -Full-time students at Augsburg
and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas
may elect a course each semester at one of the other campuses.No additional fee
is required for such an exchange, except for private instruction in music and
some independent studies. See Independent Study for further details. Students
may elect to participate in the cooperativeprogram to gain new perspectives, to
get better acquainted with the other schools, or to undertake a specific course or
major not offered on the home campus.The colleges have coordinated calendars.
The Interim term may also be taken on another campus. A regularly scheduled
bus shuttles students between the campuses.
Augsburg College also cooperateswith other colleges in planning study opportunities for the January Interim
Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in
cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in
Scandinavia, South and Central America, San Francisco, and the Twin Cities. All
HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also
facilitates innovative curricular endeavors, an interchange and sharing among
faculty, cooperative research, international and experiential education, and
conferences on planning and metro-urban studies.
Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has
resulted in the establishmentof a four-year program in social work, sociologyor
psychology with a chemical dependency specialty. The program is designed to
train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring
together Augsburg students, prison inmates, mental hospital patients, guards,
and students at rehabilitation centers. Classes are held at such places as the
ShakopeeInstitution for Women, Stillwater State Prison, Trevilla of Robbinsdale
(a center for the severely physically handicapped), or on the Augsburg campus.
The classes offered through several departments give students first-hand views
of the prisons, hospitals and rehabilitation centers. The response of students
involved in the courses, both from Augsburg and the institutions, has been
extremely favorable.
Air Force ROTC - Augsburg students may participate in the Air Force ROTC
program at The College of St. Thomas under the ACTC consortium agreement.
Students are eligible to compete for 2- and 3-year AFROTC scholarships. For
more information, contact the Dean of the College.
Naval ROTC -Augsburg students may participate in the Naval ROTC program at
the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean
of the College.
V Opportunities for Study Abroad
Several types of intemational experience are available to Augsburg students. Some of them are briefly described below. For application procedures and further information, see the Director of International Programs.
Since there is a limit on the number of studentswho may study abroad each
year it is wise to apply in the fall prior to the year one wishes to participate
in an intemational program. The deadline is December 1of the preceding
year.
Associated Colleges of the Twin Cities Programs -Students may participate in
the ACTC program in Germany and Vienna, spendingJanuary and Februarpin
intensive language study in Germany, and March through May in a regular
semester program in Vienna, where a variety of course offerings is available.
HECUA (Higher Education Consortium for Urban Affairs) -Augsburg students
join students from other colleges and universities in five Werent full semester
programs in Scandinavia, South and Central heria,San Francism and the
Twin Cities. All programs are interdisciplinary and emphasize the impact of
social change and crosscultural factors on the human community. HECUA
programs emphasize intense language experience, Internships, and field trips.
Interim -Study abroad during the Interim is planned for each year. See listings in
the Augsburg Interim Catalogand in the brochure on Interims Abroad issued in
spring for the followingJanuary. Augsburg is affiliated with the Upper Midwest
Association for Intercultural Education (UMAIE).
International Business Program -Augsburg College International Business Program offers studentsthe opportunity to spend a year of study in London, Paris
(AmericanCollege), Cairo (American University), or Heidelberg. A major concentration in international business provides the option of taking Business
Administration courses at Augsburg and international Core courses at one or
two of the campuses abroad. See Business Administration-InternationalBusiness.
in Global Community - Augsburg's 3 1/2 month living/learning
program based in Cuemavaca, Mexico, focuseson the study of issues related to
global justie and human liberation in the light of Christian proclamation.
I ndudes intensive Spanish instmclion,group tsips, home stay with a family, and
Pro-
cultural activities. The cost, including travel, is equivalent to full room, board,
and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Global Education Programs.
Human Services in a Latin American Context - 3 1/2 month study program
designed to introduce participants to the central issues currently facing the third
world, and to focus on Latin American models of education and service and their
contribution to the process of social change. These models have grown out of the
sense that the achievement of basic human rights goes hand in hand with the
empowermentof individuals and groups to control their own lives. Application
and interview required, enrollment limited. See Global Education Programs.
Student Project for Amity Among Nations -Augsburg participates in the SPAN
program. This is a joint venture of the University of Minnesota and several
colleges in the state. Each year three or four countriesare selected, and qualified
students are granted partial scholarshipsto enable them to spend a summer in
informal study in one of the countries chosen. Applications to the program are
made in the spring of the freshman or sophomore year. The SPAN program
consists of three stages: language study and group meetings during the school
year before departure, Independent Study abroad on a topic of one's choice
during the following summer, and the writing of a paper upon return.
Semester oryear Abroad -Arrangements havebeen made under which Augsburg
students may spend their sophomore or junior year in study at a number of
foreign educational institutions. Among them are the University of Oslo, Norway; the University of York, England; the University of Dundee, Scotland;the
Institute for American Universities in Avignon, France; The American College
in Paris; and the Fundacion Ortega y Gasset, Toledo, Spain.
Student TeachingAbroad -Selected EducationDepartmentstudentsmay participate in the InternationalStudentTeachingAbroad program coordinated through
Moorhead State University. Students have options for student teaching in
dozens of countries through the International Independent School network.
Those interested in further information should contact the Education Department. Students who student teach abroad also will do part of their student
teaching under direct Augsburg faculty supervision.
Summer School -There is a wide variety of possibilities for those who wish to
spend a summer studyingabroad.RecentlyAugsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
V Honors Program
The HonorsProgramis a set of opportunitiesdesigned to challengethe most
academically distinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The
main components of the program include a one-per-term sequence of
honors courses during the freshman and sophomore year, special topics
seminars, a senior honors Interim course, and a bi-monthly program of
speakers and events in the city. Students gain an enriched academic
experience with the support and camaraderie of other honors students.
Through the program, the College can identify and meet the needs of our
v m y best students. Members normally enter as freshmen, with opportunities for transfersandothers.Requirementscenter on full participation in the
program components and a GPA of approximately 3.5. Please send inquiries to Professor Diane Pike, Director of Honors.
V Cooperative Education and Internships
Through Cooperative Education and Academic Internships, Augsburg
College students integrate their liberal arts education with the world of
work. Each placement is closely related to a student's major or career
interest. An underlying assumption is that a liberal arts education is an
effective form of career preparation.
Augsburg's Cooperative Education and Academic Internship Programs
link employers and faculty in a way that enriches and expands a student's
educational experience. This on-the-jobexperience adds breadth and depth
to the liberalarts curriculumand helps students make more informed career
decisions.
Augsburg'sliberal arts education is enhanced by the College'smetropolitan
location and the broad range of opportunities in the Twin Cities. Co-op Ed
and Internships expand these mutually beneficial relationships and the
resulting partnerships among employers, educators and students.
Augsburg has been a leading proponent and provider of experiential
education for many years. Both Co-op Education and Internships are
voluntary and available throughout the curriculum. Eachacademic department determines the extent of its involvement in either program and the
amount of credit it will allow. The Associate Academic Dean coordinates
the Internship Program with assistance from Cooperative Education and
Career Services.
Co-op Education and Internships are separate and distinct from programs
which require clinical experience, practicums, residencies and/or student
teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education
and Internships prior to and following these required assignments.
Cooperative Education students are expected to complete one Internhip
per year in conjunction with their placement. A nonaedi t Cooperative
Education transcript entry is available during the academic termswhen the
student is not registered for an Internship.
Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps. A learning agreement (forms are available from the Associate
Academic Dean's office) must be negotiated with the faculty member
responsible for grading the experience. The grading system, activities, and
appropriatelevel must be agreed upon. The completed learning agreement
is returned to the Associate Dean's office. An Internship card (withthe
description/location) signed by the faculty member and Associate I3ean
must be turned in to the Registrar's Officeat registration time. Students are
not encouraged to register/add until an actual experience has been arranged, but they must make arrangements by the end of the registration
period. For extension of study beyond one term, see the section of the
catalogunder grading.Amaximum of four coursesof Internshipmay count
toward the 35 courses required for the degree.
V IndependentIDirected Study
Many departments offer opportunities for conscientious students who
demonstrate sufficientbackground and preparation in a given field to carry
out upper division level work on an independent basis. Courses are
numbered 499. (Some departments have been given faculty approval to
offer 1/2 course credit under498. The Speech, Communicationand Theatre
k t s Department uses 495 for Independent Study in Communication.)
Many departments also offer an opportunity for Directed Study on a Lower
Division level. These courses are numbered 299. Arrangements between
students and instructors should be made in advance of the period of initial
registration. The grading system and appropriate level must be agreed
upon. Independent and Directed Study course numbers are used only for
study different in content from courses already listed in this Catalog. An
agreed-upon titlemustbe reported on the appropriateform to theRegistrafs
Office at registration time. The faculty member giving the grade must sign
the form. Studentsare not encouraged to register/add until an actual study
has been arranged, but they must make arrangementsby the end of the registration period. For extension of study beyond one term, see the section of
the Catalog under grading.
A maximum of two courses in Independent Study and/or Directed Study
may count toward the 35 courses required for the degree. Students may
cross-registerfor Independent Studies at another ACTC school only when
the major field in which the Independent Study is proposed is not available
on their home campus, and will be charged by the host campus for any
special costs attached.Requests for exception to this policy should be made
directly to their own academic dean.
V Weekend College
Augsburg Weekend College provides an educational alternative for adult
students who work or have other commitments during the week. It is a
means by which men and women may earn a college degree, complete a
second major, or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends and there are three
trimester terms during the early September through June academic year.
Students may take from one to four classes each term.
While Augsburg Weekend College program involves the same courses as
the day school program, the curriculum is limited to selected liberal arts
courses and the following majors: Business Administration (specializations
in accounting, finance, management, and marketing), Communication
(concentrations in human relations, marketing communications, public
relations/advertising, and supervisory management), Management Information Systems, Elementary and Secondary Education, English, Nursing,
and Social Work.
V Graduate Program
In January of 1987Augsburg College initiated a Master of Arts program in
Leadership. Based on the subject matter and approaches of the traditional
liberal arts, this cross-disciplinaryprogramdirects its academic content and
pedagogical approaches at situations, issues and problems relevant to
organizational leaders. Augsburg's program recognizes that todafs leaders need broad-spectrum abilitiesto provide them with a more comprehensive understanding of their world.
Designed for working adults who have demonstrated leadership potential
in the workplace, the Augsburg Graduate Program operates on alternate
Saturdays and alternate Thursday evenings. Students may take either one
or two courses per trimester.
V Continuing Education Program
Augsburg College offers selected courses through Continuing Education.
Inquiries shouldbe addressedto the Officeof the Associate Academic Dean.
V Center for Global Education
The Center for Global Education was founded at Augsburg in 1982 with a
commitmentto educationwhichbothexpandsour world view and deepens
our understanding of issues related to global peace and justice. Studentscan
participate in a number of forums, seminars and conferences that focus on
global issues. In addition, a spring semester program in Mexico, "The
Program in Global Community," a fall semester in Mexico, "Human Services in a Latin American Context," and occasional Interims allow more indepth exposure to these topics.
Academic
Policies and
Procedures
V Registration
A student must be registered for a course to receive credit for it.
Students normally register for four coursesa semester and one course in the
Interim. Students registered for three or more courses in a semester are
classified as full-time students. To register for more than 4.5 courses,
students must contact the Registrar's office to petition the Committee on
Student Standing for permission.
Although a student may register up to two weeks afterthe semesterbegins,
registration is encouraged at the regularly scheduled time. Special feesare
charged for late registration. Special fees also are charged for cancelling or
adding courses or changing grading option after the first five days of a
semester.
A joint class schedule is published each Springby the Associated Colleges
of the Twin Cities, listing courses and their location at the five colleges for
the following semesters.
Separate catalogs of courses are published by the Interim Office, Summer
School Office, Weekend College Officeand Graduate Program Office for
those sessions at Augsburg, listing registration times and procedures.
Specific information on registration and help with registration on another
campus are available from these offices:
Office of the Registrar -Science 114, for Fall and Spring Terms
Interim Office -Memorial 230
Summer School Office -Memorial 230
Weekend College Office -2222 Murphy Square, for Fall, Winter and
Spring Trimesters
Graduate Program Office -2222 Murphy Square, for Fall, Winter and
Spring Trimesters
V Pre-Registration
Freshmen and transfer studentsmaypre-register during summerfor courses
in the fall.All currently enrolled studentsmay pre-register during the fall for
the springand during the springforthe fall.All studentsmust confirm their
registration at the beginning of each semester and complete financial
arrangements.
V Withdrawal from College
Students are urged not to abandon courses for which they are registered,
since this results in a failing grade on the official record. Cancellation of
courses or withdrawal from College must be done in the Registrar's Office.
Withdrawal from College cannot occur during final examination week
unless a petition is approved by the Student Standing Committee. Withdrawal from College and resulting adjustments in accounts are effective as
of the date the completed Withdrawal from College form is returned to the
Registrar's Office.
V Leave of Absence
StudentsmayrequeslaLeave of Absence for academic or personalreasons.
Arequest formmust bepickedup fromthe Office of theDeanof the CoLlege.
It must be signed by the Dean of Sbdmts, or au khorized representative,and
by the Dean of the College, or authorized representative. The cornpIeted
form must be turned in to the Registrar's Office.
A Leave of Absence may be granted for one term or one academic year. If
an extension of a Leave of Absence is needed, it should be requested in the
same manner as the original Leave of Absence, and the completed form
must be turned in to the Registrar's Office before the expiration of the
previous Leave of Absence, or readmission will be required.
Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing
must be observed by returning students. A Leave of Absence does not defer
repayment of loans or extend incomplete deadlines.
V Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests
with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in
program planning.
Former Augsburg students, readmitted to complete a degree, have a choice
between using the catalog in effect when they first enrolled, or using the
catalog in effect at the point of readmission.
Each student must apply for graduation at the time specified by the
Registrar. Application forms are available in the Registrar's Office.
All degree and course requirements must be completed and verified in the
Registrais office prior to the anticipated date of graduation (there may be
no incompletes or open courses on the academic record).
See the separate section on Graduation with Distinction to learn about
requirements for these honors.
1.Completion of 35 courses -At least 11coursesmust be Upper Division,
numbered in the 300s and 400s. Not more than 13may be in one department,
except in certain approved majors - 17 (Music Education) or 20 (Music
Performance)for the Bachelor of Music degree, and 18 for the Bachelor of
Science (Music Therapy) or Bachelor of Science (Nursing) degree. The
course total must include three Interims for students whose complete
academic work is at Augsburg. For transfer students, the course total must
includeone less Interim course than the number of years at Augsburg. This
is calculated on each transfer student's evaluation of transfer credits.
No more than these maximums may be applied toward the 35 total courses
required: 4 Conservationof Human Resources (CHR)courses; 2 courses by
independent/directed study; 4 courses of Internship; and 8 courses with a
grade of Pass (PI. Non-traditional grading (P)also has these limits: 2 in the
major except Elementary Education and Nursing; 1in the minor if approved
by the department chairperson.
Students who enter an academic program with a baccalaureate or higher
degree should contact the Registrar's Officeabout specific requirementsfor
a second baccalaureate degree or for the equivalent of a major.
2. Completion of a Major -Requirements for each major are listed under
the departmental headings. A minor or double-major is not required, but is
encouraged.
3. First Year Experience (FYE) - All students who enter the College as
freshmen in the weekday schedule program must complete satisfactorily
the FYE Fall Orientation and Seminar. See the program section on the First
Year Experience for a full description.
4. Grade Point Average -2.0 for most majors -A grade point average
of 2.0 is required over all courses taken and over all courses which apply
toward the major. Some majors, licensure, and certification require higher
grades in each course or a higher grade point average. (For example, see
licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details.
5. Residence -The last year of full-time study or equivalent (minimum
of 7 courses for part-time students) must be at Augsburg. Contact the
Registrar if an official interpretation is needed.
6. Distribution Requirements -Next page.
V Distribution Requirements
Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are
given during the summer and fall orientation periods.
Liberal Arts - An approved course from each of these seven areas:
.Mathematics-Physics
Psychology-Sociology
Economics-Political Science
Chemistry-Biology
English-Speech, Communication
History-Philosophy
Art-Music
and Theatre Arts (devoted to the
study of literature)
A list of approved coursesis available from advisersand the RegisWs
Office.
Foreign Languages -Two courses (111 and 112)of one foreign language
at Augsburg. Studentswho test abovethe 111level of a foreignlanguage
will take one additional course at placement level in that language or
two courses (111 and 112) of another foreign language. International
students should consult with the Registrar.
Religion -Three approved courses in religion, of which not more than
one may be an Interim course. For transfer students, the number required is one Augsburg religion class for each year of study or equivalent at Augsburg. This is calculated on each transfer student's evaluation of transfer credits.
Urban Concerns, or Women's Studies, or Minority Studies-One course.
Courses approved to meet this requirement are published each term.
Information is available at the Registrar's Office.
Lifetime Sports -Two different Lifetime Sports or demonstrated proficiency in two different Lifetime Sports.
V English as a Second Language (ESL) Program
Students who declare a language other than English to be their primary
language, or who are citizens of another country, must take the ESL
placement test in conjunction with the English writing placement test at
orientation.Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (80-90
range for exemption from ESL) and by a writing sample.
Near the end of each term of the English as a Second Language course, an
objective test will be administered to all students in the class. The score on
this test and the grade earned in the classwill determine whether additional
ESL course work is required. Usually a score of 80 to 90 and a course grade
of 3.5 or 4.0 will fulfill the student's ESL requirement.
If studentsdo not meet the ESL requirement, they will remain in ENG 217/
218 until they meet the criteria stated above. Academic credit will normally
be granted for no more than two courses.
Students who fulfill the ESL requirement, by examination or by course
completion, have completed the foreign language requirement for graduation.
V Evaluation and Grading
Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used.
Most courses are offered with grading options -traditional grading on a
4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of
2.0 or better and N means no credit and a grade of lessthan 2.0. Studentsare
cautioned to use the P/N grade option with care since some graduate and
professional schools do not look favorably on a large number of P-graded
courses, or rank each as a "C." Transfer students are cautioned that Pgraded coursesdo not countin therequirementthat 14 traditionally graded
courses be earned at Augsburg in order to be considered for graduation
with distinction. See PJ N Iimi tations under Graduation Rquirments.
Certain corn are offered on one grading system only. Sociology 265 and
several Iaterim coursesare graded only on the P/N grading system. Some
education courses are graded only on the P/N system or only on the
traditional system. English I11 is graded P or N, or 2.0-4.0/N. Some other
courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports
are graded P/O.O.
In courses where there is a choice, studentswill be graded on the traditional
systemunlessthey indicateon their registration that they wish to use theP/
N grading option. Any changes in choice of grading system must be made
according to dates published each term. A fee is charged for any changes
after the first five days of classes.
'
IExplanation of Grades
Number grades are used with these definitions
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point
average. A grade of P representswork at or above the 2.0 level; N represents
work at the 1.5 or below level.
An incomplete grade may be given only in the case of extreme emergency.
To receive an incomplete grade, a student must receive permission of the
instructor of the course; must file a form stating the reasons for the request,
the work required to complete the course, the plan and date for completing
the work, and commentsfrom the instructor; and must gain the approval of
the Registrar.If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by theinstructor and
filing of a grade before the final day of the following semester. If the work
is not completed by that date, the grade for the coursebecomes a 0.0.
Internships, Indqendent Studies, and TXected Studies may sometimes
last longer than one term. When this is the case, they must be completedby
the grading deadlines within one year from the beginning of the first term
of registration. A grade of X is given by the instruckor to indicate that the
study is extended. It is expected that students givm X extensions will
continue to communicate with their instructors and demonstrate that
satisfactoryprogress is being maintained. The Registrafs Office will automatically continue theregistration in response to an X grade. A finalgrade
will be issued at t h e end of the term in which the work is completed and
evaluated (butnot longer than one year). An instructor reserves the discretion of not giving an X whew satisfactory progress is not demonstrated.
Withdrawal from college or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1X by
the student would be necessary if done during registration periods within
one year of initial registration; if done after one year, a new registration
would be necessary.
A course inwhich a grade of 0,0.5,1 .O,15,N, I, or X has been received may
be repeated for credit. C o m e s in which higher grades have been earned
may riot be repeated for credit and a grade, but may be audited. AIl courses
takenand grad- earned each termremain on theacademicrecord. Only the
aeditsand gradesearned the second,be,for legitimatelyrepeated courses,
are counted toward graduation and in the grade point average.
A course is given a grade of W when it is dropped after the deadline for
dropping classes without a notation on the record.
V Auditing Courses
Students who wish to take courses without credit or grade may do so by
registering for Audit (V).Full-time students may audit a murse without
charge. The charge for part-time students is listed under College Costs.
Students who audit a course shouId confer with the insmctor within two
weeks of the beginning of the term to determine expecfations, attendance
and any 0 ther requirement If expedations have been met, the course will
be listed on the hammipt as having k e n audited. If expectations have not
been met, the course will be listed with a grade of W (Withdrawn).
V Grade Point Average
The grade point average (GPA) is based on final grades for all work at
Augsburg. It does not include credit and grade points for work transferred
from other colleges.Coursestakenon the P/N gradingoptionare recorded,
but not computed in the GPA.
V Classification
Students are classified in August and at the end of the Fall and Interim
terms.
-
Sophomores 7 courses completd with at least 14 grade points.
Juniors -16 courses compIeted with at least 32 grade points.
Seniors -25 courses completed with at least 50 grade points.
V Advanced Placement Program
Advanced placement in courses beyond the beginning level is granted to
students with scores of 3, 4, and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the
department. Inquiries should be addressed to the Office of the Registrar.
V International Baccalaureate Program
Courses earned from the International Baccalaureate Program will be
consideredby the CoIIege for advanced placement and appropriatecredit
Departmental guidelines are available from the Office of the Registrar.
V Assessment of Previous Learning
(APL Program)
Augsburg Collegerecognizes that learningcan and does take place in many
life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal
arts college. The APL program (Assessment of Previous Learning) at
Augsburg provides a means by which a student's previous learning, other
than that which is transferred from another accredited institution, may be
presented for examination for possible credit toward the completion of a
baccalaureate degree.
Not all learning from life experience, however, is appropriate for credit
recognition at a liberal arts college. Such learning must meet two essentiaI
criteria: 1) it is relevant to coursework in a field of study within the
Augsburg liberal arts curriculum and 2) it can be objectivelydemonstrated
either by comprehensive examination or committee evaluation.
The APL program at Aupburgprovides sever& meansby which students
may have their previous learning assessed for credit recopition. The
following is a brief description of each of these means of assessment:
T h e College LevelEmmination Program (CLIP)-Thkis a seriesof standardized
tests which have been dewlo+ by The College Board and are offered to
studentsfora small f ~ e at
e regionaltesting centers.(Theregional testingcenter for
this area is the University of Minnesota.)Studentswho scoreat or above the 65th
percenkileon a subject examination may d v e academic credit for that subject
at Augsburg College. Additional information about CLEPtestsis availablefrom
the Office of the Registrar.
Departmental Comprehensive Exams -These are available for students to use in
obtaining credit for previous learning if the following conditions are met:
A. There is a departmental instrument available for subject area in question.
B. There is a faculty member designated by the department to administer the
exam.
C. The Student Standing Committee approves the student's request to take the
exam. Credit for departmental exams is availableon a pass/no credit basis
only, and there is a charge per exam.
TheCredit AssessmentProgxam(CAT)-This isa credit assessmentalternativein
which a faculky committee completesa credit evaluation of a learning portfolio
submitted by the student. The factdty committee is composd of the Rqktsar
and two faculty members from fields 05 study directly related to the student's
previous learning. Lnformational meetings and consdtation are provided for
students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In campleting the evaluation of a student's psevious Iearning, the CAP Cornmitree
applies the following criteria:
A. There is documentable evidence of a cognitive component in the previous
learning experience that involved prescribed and/or systematic study of
content material found within liberal arts coursework.
B. The learning has been objectively verified by individuals in addition to the
presenting student.
C. The learning lends itself to both qualitative and quantitative measurement.
D. The learning relates well to the student's educational goals.
E. The learning and skillsinvolved are current and could be used at the present
time.
Students may apply for the credit assessment process after completing at least
four coursesof academicworkat Augsburg Collegewith acumulativeAugsburg
GPA of at least 2.5. It is strongly recommended that the process not be used when
four or fewer courses remain for graduation. There is an application deposit
(applicableto transcript charge) to initiate the credit assessment process, and a
charge for each semester credit applied to the student's transcript.
Transcript credit will be granted on the basis of semester credits, and the total
number of credits granted will be divided by four to determine the number of
courses applied'to graduation. These credits will be recorded with the course
number of CAP 2xx.Application of this credit toward distribution requirements
and academicmajors and minors may be subsequentlyaddressed by the departments involved in response to a formal request by the student.
Maximum Credit Accepted for Previous Learning - While Augsburg College
recognizes the validity of learning that takes place outside the traditional
classroom, this learningmust be placed in the contextof formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of nine
courses (one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of
credit for previous experiential learning, the student may use any combination
of the three assessment processes available in the APL program: CLEP exams,
departmentalexams, and credit granted through CAP Committee assessment.
V Academic Progress, Probation and Dismissal
The Collegerequires that studentsmaintain the followingcumulative grade
point averages (GPA):
Freshman a student having taken fewer than 7 courses cumulative
GPA of 1.6 or higher
Sophomore - a student having taken fewer than 16 courses mmulative GPA of 1.7 or higher
Junior a student having taken fewer than 25 courses cumulative GPA of 1.9 or higher
a student having taken 25 or more courses cumulative
Senior GPA of 2.0 or higher.
It should be noted that a minimum GPA of 2.0 is required for graduation
with certain majors requiring a higher minimum GPA.
Students whose academic achievement falls below these guidelines will
either be placed on scholastic probation at the end of the term, or will be
continued on probation, or will be dismissed from the College. In addition,
a freshman who receives 2 zero grades or a sophomore who receives 3 zero
grades will be considered for probation or dismissal. However, dismissal
from the College is not automatic. Each case is reviewed by the Committee
on Student Standing. Evidence of the student's commitment to academic
progress is the major consideration in deciding whether or not to dismiss a
student. Students who have a poor academic rmrd may be strongly
advised to withdraw before the end of a tern. Those on probation who
voluntarilywithdrawfromthe College, as well as those who are dismissed,
must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA
reachesthe minirmm leveIs stated above. Studentsplaced on probation as
freshmen far having earned 2 zero grades may be removed h m probation
if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Studentsplaced
on probation as sophomores for having earned 3 zero grades may be
removed from probation if their classification changes to junior and their
cumulative GPA reaches 1.9.
The Collegereserves the right to dismissany student who does not meet the
guidelines stated above. Once a student is dismissed, he or she may appeal
the decision within 10 days to the Committee on Student Standing.
V Dean's List
The Dean's List is compiled after each semester, listing students whose
grade p i n t average for a semester is 3.5 or better, based on a minimum of
three full courses, or equivalent, foraweekday schedule student or two full
courses, or equivalent, for a weekend college student, graded on the
traditional grading system, with no incompletes in courses offered for
credit. L€ permission is given, an announcement is sent to the hometown
newspaper of each student on the Dean's List.
V Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude -3.8 to 4.0 cumulative GPA
Magna cum laude -3.6 up to but not including 3.8 cumulative GPA
Cum laude -3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have
completed two years (14 traditionallygradedcourses)of workat Augsburg.
7 Veterans of Military Service
Augsburg is approved by the StateApprovingAgency for Veterans Education. Veterans should tonsult with the Office of the Registrar about completion of the enrollment certificate and the forwardingof other information to
the Veterans Administration.
Augsburgs standardsd academic progress are giveninthisCatalog.When
a veteran or eligible perstln fads to maintain these prescribed standards of
progress, the College will so inform the Veterans Adminisfration. It is the
responsibiIity of each veteran to report any change in registration and/or
academic load to the Office of the Registrar, as i t is for all studmts.
If less than full-time, veterans will be referred to the State Approving
Agency after any period of two consecutive terms if they did not earn the
equivalent of what they had been certified for.
A non-punitive grade which brings a veteran's academic load for the term
below three courses will be reported to the Veterans Administration.
Veteranswill need to meet the requirements of theveterans Administration
regarding repayment of educational assistance funds received.
Departments
and Programs
Course Descriptions
Major and Minor Requirements
A
s a liberal arts institution, Augsburg College operates with a
belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however,
divides this unified truth into more manageable parts: the academic
disciplines. The knowledge of individual disciplines is subdivided into
courses which make it more accessible to students. These courses can be
arranged in various ways to construct majors, to create the substance of a
broad general education, and to give students the opportunity to study
areas of particular individual interest.
Descriptions of caurszs are arranged by departments and programs.
T h e descriptions offer a brief summary of the subject matter covered in
individual courses to aid students in planning a program. A syllabus
containing a more detailed explanation of content, approach, and
requirements for a particular course can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational
philosophy of each department, its pals, and its place in the College's
program. A Listing of requirements for individual majors follows the
narrative.
Courses and t e r n listed are subject to change. In general, classes are
offered Fa31 and/or Spring terms, unless another frqumcyis specified.
The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses
of f e d in JanuaryInterim, Summer Scl~ml,Augsburg Weekend College
and the Master of Arts in Leadership program are published in separate
catalogs.
+ Credits
A full course is offered for one credit. A few fractional courses, for one-half
or one-quarter credit, are offered in the Division of Professional Studies.A
full course has the approximate value of 4 semester credits or 6 quarter
hours.
Most courses meet for three 60-minute periods or two 90-minute periods a
week, in addition to laboratories.
+ Numbering
Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, coursesin
the lOOsareprimarily for freshmen, 200s sophomores, 300sjuniors, and400s
seniors.
+ Prerequisites
Courses that must be taken before enrolling in a higher level course are
listed in the course description. A skdent may enroll in a course when a
prerequisite has not been fyzfiIIed if there is prior approval by a professor
teaching the course and of the academic adpiw.
V Art
Department (ART)
Art is important as a field of study for our modem age. Our survival as a
culture may very well depend on whether we are able to create order
and beauty in the design and function of communities.Realizing this, we
have made design and msitivity to all aspects of visual experience
central to the art program at Augsburg.
Giving and receiving visual messages is so much a part of everyday life
that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist,
art teacher, and art historian is to celebrate visual experience through a
variety of media and art examples. In short, the visual arts teach us how
to see.
Because of the College's commitment to the liberal arts, the visual arts, as
taught at Aupburg draw ideas and inspiration from all disciplines. Art
as a human activity docs involve manual skill, although to become
broadly signifimnt i t should interact with the content available in other
fields, such as language, history, drama, music, literature, philosophy,
theology, business, physical education, and science.
A liberd arts college, such as Augsburg College, 5 an idea1 setting for
the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant number of art galleries and
museums in the Twin Cities area.
Cooperative Education and Internships in studio art and art history
provide on-the-job, supervised, evaluated experiences which contribute
to the student's overall education and development. Primary goals
include improvement of art and museum skills, production and creative
strategies.
Hundreds of specific careers exist in the general area of art. Augsburg
graduates have established careers in such fields as teaching in public
schools and colleges, anthropology, pottery making, antique restoration
and sales, film and video work, portrait painting, and gallery and
museum work.
The future holds a great deal of promise for artists who can combine
skills with a breadth of understanding.
Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Robert Friederichsen, Norman Holen, Patrick Redmond, Dorothy Williamson.
Studio Art Major: 9-13 studio courses with Foundations 102,107,225; 3 art history
courses including 240. One course must be in 2-dimensional art (118,223,360)
and 1in 3-dimensional art (150, 221,250). Majors are required to begin their
programs with the Foundations, although advanced placement is possible with
approval of a portfolio by the Art faculty.
Teaching Licensure Major: 7 studio disciplines among foundations 102,107,225;
Studio 118,132,150,221,223 and 250 plus a second course in 2 areas; 240 and 2
other art history courses. Consult with Education Department for requirements
in education for teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including 1from 102,107 or 225 and 118 or 221.
Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and
development and/or special projects such as senior exhibition and research.
Application should be made to the Department Chairpersonbefore the last term
of the senior year.
Studio Art Minor: 4 studio courses including 107; 240.
Art History Minor: 5 art history courses including 240.
Certificate in Art: 8art courses, including 1in art history. Up to 4 courses may be
taken in one studio area or in art history.
+ Foundations
in Studio Art
Environmental Aesthetics
102
107
225
Fine arts in the urban and world setting. Concern for the visual content of
experience in the environment leading toward appreciation and criticism.
Individual and group projects exploring design problems in representation,
symbolism and abstraction.
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors, and experimental work.
Visual Communications I
The theory and practice of visual perception and communication using
elements such as color, line, shape, type, and pictorial images. An emphasis
will also be placed on the creative thought process.
+ Studio Art
100,300 Special Topics
Occasional courses dealing with subjects not usually offered by the Department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativityand expressionwith attention
to blackand white photographic process. Need access to 35 mm. single lense
reflex camera. Materials will cost approximately $125-150. (Fall)
Jewelry
An introduction to the casting of jewelry in pewter and silver.
Internship
Lower Division Internship.
Sculpture I
An introductionto sculpture.Choiceof media: clay, welded steel and bronze,
plaster, stone, and plexiglass. Learn to model, carve, cast, weld and assemble
the respective media.
Print Making I
Principles and methods of print making in a variety of media including
etching, silk-screen and woodcut.
Life Drawing
See Interim Catalog.
Ceramics I
An introduction to the making of pottery with an emphasison handbuilding
and glazing.
Directed Study
Independent Study for Lower Division credit.
Visual Communications I1
A study of visual communicationsinmagazines, television, film, advertising
symbols, and other mass media. Praaice in areas of photography, typography, and illustration. mreq.:22j, Springl
Ceramics LI
Advanced work in ceramics with an emphasison throwing or handbuilding
and a continuation of glazing. (Prereq.: 250)
Painting I1
Advanced study of painting. (Prereq.: 118)
Watercolor Painting
Design concepts using descriptiveand experimental techniquesin transparent watercolor. (Alternateyears)
Print Making I1
Advanced work with color and compositionin various media, includingsilkscreen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: 223)
Internship
Consult Chairperson or Internship Director to determine project.
Sculphue I1
Advanced workin sculpture.Choice of media: clay, welded steelandbronze,
plaster, stone, and plexiglass. (Prereq.: 221)
Independent Study
Advanced study in area of the student's choice, intended for senior art
majors.
+ Art History
240
Art History Survey
A survey of art from prehistoric to modern times. Includesreading, research,
viewing of slides, visits to museums.
Note: The following courses are offered intermittently, usually one or two sections
a year.
352 Women's Art History
A study of the place of women in the history of the visual arts-as artists, as
subjects, and as patrons.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modem times.
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries.
388 19th and 20th Century Art
European painting, sculpture, and architecturefrom Neoclassicism through
the present.
389 American Art
A study of early colonial art through contemporary American art, with
specific emphasis on 19th and 20th century art and its relationship to European art as well as indigenous movements.
V Biology
Department (BIO)
Biology is the study of MeI and it is natural that we,as contemplative
living creatures, seek a deeper understandingof the living world that
envelops us. This search has led to the realization that the earth is filled
with an enormous variety of living organisms. Since humans are a part
of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are
unique to humans, is essential to attain self-understandingand to
provide a basis for wise decisions.
Another significant insight that has emerged from the study of life is that
even the simpIest organisms are incredibly complex, and a complete
understanding of wen one of these has, as of yet, eluded the grasp of
biologists. This is true even though some organisms have been subjected
to years of intensive scrutiny.Biology will thus c o n t h e to be a fertile
field for research for many years to come.
Still, an enormous amount of knowledge regarding living organisms has
accumulated over the years. In recent decades great strides have been
made in understanding important biological processes, particularly
those at the cellular and molecular levels. Biological research has also
provided some extremely important benefits to humans. Most advances
in medicine, veterinary medicine, agriculture and food science have
depended on the findings of basic biological research.
Since the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based.
Since a complete understanding of biological systems depends on
applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists.
For many, an undergraduate major in biology serves primarily as a basis
for further study. In past years Augsburg graduates have gone on to further studies in professionalschools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life
sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health.
Other graduates have embarked directly after graduation on a variety of
careers, including high school teaching and laboratory technology.
BiologyFaculty: NealThorpe (Chairperson),Robert Herforth,Erwin Mickelberg,
Ralph Sulerud
Major: 9 courses, including 111,112, and 201 plus 9 othercourses, at least 1from each
of the following 5 groups: Molecular and Cellular: 367,386, 471; Cellular to
Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants:
361,440; Environmental: 476,481.
One of the 6 courses may be BIO 203 or any Upper Division Interim biology
course. BIO 491, a noncredit seminar, is required of all juniors and seniors. Also
required: CHM 105(115),106(116),and 223; PHY 103;Math Placement Group 111.
Students intending to enter graduate, medical, or other professional schools
should consult with the Department since these schools vary in their scienceadmission requirements.Thesemay include CHM 351,352instead of 223, PHY 121,
122 instead of 103, and MAT 124,125.
Licensure for teaching in Minnesota also requires 3 courses in earth and life
sciences. For secondaryteaching we recommend the broadest possible program
in biology. Students planning to teach are advised to consult with the Education
Department early in their academic program.
The Department works with the Cooperative Education Office in identifying
and defining Co-op Ed experiencesin laboratoriesand other settingsin the Twin
Cities. This experience is open to juniors and seniors. Students interested should
consult with the Biology Department Co-op Ed Coordinator.
Honors Major: GPA of 3.5in biologyand 3.0 overall, activeparticipationin seminar,
1 course of approved Independent Study with an oral defense of the research
report. Application should be made no later than the first term of the senior year.
Minor: 5 courses, including 111,112 and 3 Upper Division courses; CHM 115,116
(or 105,106).
Human Biology
Basic biological mnfrom an anthropocenhic p i n t of vim,An attenrpt
to answer such questions as: What makes man just another meabw of khe
biotic fold? Does man have a niche in the ecosystem? What influence does
man have on the environment? What influence does the environment, especially the urban environment, have on man? (3 hours lecture. A student may
not receivecredit for both 101and 103.Does not apply to the major or minor)
103 Human Anatomy and Physiology
A professional course in the structure and function of the human body. 3
hours lecture, 3 hours laboratory. (A student may not receive credit for both
101 and 103. Does not apply to the major or minor)
105 Biology and Society
What are some of the biologically-based problems with which our society
must deal? A survey of the environmental and health implicationsof pollution, non-renewable resource depletion, waste disposal, war, occupational
safety and health. An historical survey of American agriculture, world food
supply and biological determinism. A critical evaluation of the social application of biological concepts. (3 hour lecture. Does not apply to the major or
minor)
108 Microbiology
Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. (3 hours lecture, 3 hours
laboratory. For student nurses, health majors, or consent of instructor.
Prereq.: CHM 110or consent of instructor.Weekend College. Does not apply
to the major or minor)
109 Special Topics in Biology
Offered periodicallythrough Augsburg's Conservationof Human Resources
(CHR) program. Generally conducted off campus with community people
taking the course together with college students in a co-learning model.
Topics will vary depending upon needs and interest. (Does not apply to the
major or minor)
111,112 General Biology
A comprehensive introduction to biological science for biology and other
science majors. The courseincludesanintroductionto molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms,
anatomy, physiology, ecology, and phylogenetic relationships of organisms.
Must be taken in sequence except by permission of instructor. (3 hours
lecture; 4 hours laboratory. 111,Fall; 112, Spring)
199 Internship
Lower Division Internship. (Prereq.: 112)
201 Methods in Biological Research
An examination of methods commonly employed in biological research,
which may include electrophoesis, column separations, ultracentrifugation,
microscopy, cell culture, radioisotopic techniques, gas chromatography, and
physiological recording. The theoretical basis of each method is discussed
and experimentsare conducted to demonstrate the utility of each method. (3
hours lecture, 3 hours laboratory. Prereq: 112. Spring)
203 Principles of Nutrition
A study of the six classes of nutrients and their digestion, absorption,
transport, metabolism, interaction, storage, and excretion. A special effort
will be made to differentiate "fact from fiction" in this controversialbiological field. (3 hours lecture. Prereq.: 112 or consent of instructor. Fall)
101
Directed Study
Independent Study for Lower Division credit. (Prereq.: 112)
Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology,
behavior, life history, and evolutionary relationships. (3 hours lecture, 4
hours laboratory. Prereq.: 112. Altemate years, Spring)
Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the vertebrates. (3
hours lecture, 4 hours laboratory. Prereq.: 112. Fall)
Genetics
The principles of heredity with emphasis on recent advances in human
genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4
hours laboratory. Prereq.: 112. Spring)
Plant Biology
A survey of the major divisions of the plant kingdom including the study of
anatomy, physiology, life histories, taxonomy, and ecology. (3hours lecture,
4 hours laboratory. Prereq.: 112. Fall)
Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates,
lipidsand nucleic acidsincludingintermediarymetabolism.(3hours lecture.
Prereq.: 112, CHM 223 or 352 or consent of instructor. Fall)
Immunology
A study of the structure and function of the immune system at molecular,
cellular, and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (3 hours lecture,
4 hours laboratory. Prereq.: 112. Alternate years, Spring)
Internship
Upper Division Internship.Studentsmust be juniors or seniors. Prereq.: 112)
Plant Physiology
A consideration of the chemical and physical mechanisms involved in
photosynthesis, respiration, growth, and development, and water relations
in vascular and nonvascular plants. The relationships of these processes to
plant structures. (3 hours class, 4 hours laboratory. Prereq.: 112. Altemate
years, Spring)
Cellular Biology
A study correlating function with ultrastructure in both prokaryotic and
eukaryotic cells. (3hours class,4 hourslaboratory.Prereq.: 112367orconsent
of instructor. Alternate years, Spring)
Animal Physiology
A study of animal function with emphasis on the vertebrates. Wherever
possible, functions are explained on the basis of physical and chemical
principles. (3 hours class, 4 hours laboratory. Prereq.: 112; CHM 106 or 116;
PHY 103or 122or consent of instructor. Fall)
Developmental Biology
A consideration of the physiological and morphologicalchanges which occur
during the development of organisms with emphasis on the vertebrate
animals. Experimental as well as descriptive studies are included in the
laboratorywork. In addition to embryonicdevelopment, the topics of malignancy, aging, and regeneration are discussed. (3 hours class, 4 hours lab.
Prereq.: 112. Spring)
Microbiology
An introduction to the study of microorganisms with emphasis on bacteria
and viruses. Microbial taxonomy, morphology, physiology, genetics, and
pathogenicity are considered as well as certain methods. (3 hours class, 4
hours laboratory. Prereq.: 112.Fall)
481 Ecology
A m e y of reprewntative biological communities; the study of reciprocal
relationships between organisms and their environments. (3 hours class. 4
hours laboratory, some Saturday field trips.P m q . : 112,361 or consent of
instructor. Spring)
491 Seminar
A weekly meeting of biology majors under the direction of Beta Beta Beta
Biological Honor Society. Active participation by juniors and seniors is
required. Guest speakersare often invited. A noncredit requirement for the
major.
499 'Independent Study
Individual laboratory, field, or library research under the direction of an
instructor. Intended for biology majors who are juniors or seniors. (Prereq.:
112,and previous arrangement with instructor)
476
V Business Administration
and Economics Department
The Department of Business Administration and Economics is committed to developing both the theorelid and practical tools necessary for
entry into and advancement in business and other organizationsas well
as preparation for graduate study. To this end, the Deparhent offers
s p d i z a t i o n in a varieg. of areas including:Accounting Applied
Economics, Economics, Finance, hternational Business, Management,
Management Information Systems (MIS), Marketing, as well as a Combined Business and Economics concentration.
Each of these areas is dependent upon a strong foundation in the liberal
arts with an emphasis on solid communication and analytical skills.
R ~ ~ ~ g n i zthe
i n goccupational realities of the business and economic disciplines, the Departmenk is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fostering close
ties with the corporate community which in turn provides a wealth of
practical expertise and a wide variety of Internship opportunities, as well
as future job prospects.
Departmental faculty believe they can best serve both the student and
the community by contributingto an education which is ethically based,
technically competent and socially aware.
Business Administration and Economics Faculty: Amin Kader (Chairperson),
Diane Busico, Thomas Busico, John Cemto, Peter Gillen, John Cosgrove,
Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Mark Hassenstab,
Richard Herzog, Marilyn Horowitz, Mary Jo Johnson, Jane Kammerman,
Robert Kramarczuk, Roy LaFayette, Dan McNamara, Fekri Meziou, Thomas
Morgan, Paul Pender, David Riley, Edward Sabella, Hamed Sallam, Milo
Schield, Stanley Solnick, Stuart Stoller
+ Business
Business Administration Major (BUS) Core courses for the Accounting, Finance,
Management and Marketing specializations:
BUS 175,221,222,242,252,279,331,391, ECO 112,113,313,311 or 312 or 315.
Specialization in Accounting: 12Core courses,322, 323,324, either326or 423 or 425.
Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or
415.
Speaalization in Management: 12Corecourses, 340,440, ECO318, PSY 373 or SOC
301.
Specialization in Marketing: 12 Core courses, 352,357,450, ECO 415
Specialization in International Business: 175,221,222,242,252,279,331,391, ECO
112113,313. Also the following emphasis: 3 InternationalBusiness Courses and
an International Economics Course.
BUS 399 or 499 is required, as well as 3 semestersof a foreignlanguage (or tested
equivalent).
Specialization in Management Information Systems: 175,221,222,242,252,279,
331,370 (or CSC 3521,375,475,476,479; ECO 112,113,313,318; MAT 174and 175
or MAT 124 and CSC 170.
Honors Majo~:GPA of 3.5 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination in the major field of concentration.
Minor in Business Administration: 6 courses, including 221,242,252, 331, ECO 112
and 113. Other configurations may be permitted on consultation with the
Department.
Minor in International Business: 6 courses, including 221,242 or 252, ECO 113, and
3 International Business courses. Other configurations may be permitted on
consultation with the Department.
Minor in Management Information Systems (MIS): 6 courses, including 221,242
or 252,370,375,475, and ECO 113.175 is the recommended prerequisite for 370
and 375. Other configurations may be permitted on consultation with the
Department.
C.P.A. Certification: Students who wish to take the Certified Public Accountants
(CPA) examination prior to fulfilling the experience requirement must have
completed the major in Business Administration-Accounting and taken all
accountingand businesslawoffered. Studentsmajoringin BusinessAdministration-Accounting arequalified underthe rules of theMinnesotastate Board of Accountancy to sit for the examination during their last semester.
C.M.A. Certification: Students who have taken a prescribed course of study in
accounting may take the certified management accountant (CMA) examination prior to fulfilling the experience requirement. This certificate indicates
proficiency in the area of managerial accounting.
Notes: Students who plan to major in the Business Administration
department are strongly encouraged to select a department adviser as
soon as possible, in order to carefully plan their program of study.
In addition to the courses listed under the title "Topics in Business
Administration" (BUS 295,4951, the Department has also offered:
Research Methods for Economics and Business, Computer Simulation for
Business, Income Taxes for Individuals, Computer Applications, Discrete
Event Simulation, Entrepreneurship, Micro Computer Accounting,
Ethics in Business, International Management, International Marketing
and Risk Management and Insurance.
Business Courses (BUS)
175
199
221
222
242
252
279
Computers for Economics and Business
An introduction to computerized data processing. Learn a higher-level
language (BASIC). Learn about computerized spread-sheets (LOTUS)and
data bases (DBASD. Learn about word processing and computerized business graphics. (Prereq.: Math Placement Group I1 or high school algebra)
Internship
Lower Division Internship.
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
Principles of Accounting I1
A continuation of 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting,
planning and controllingprocesses, decision-makingand behavioral considerations. (Prereq.: BUS 221)
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability and responsibility,
analysis of the role of the professional manage
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic, and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions,inference, and estimation with emphasis on their
use in applied problems in business and economics. (Prereq.: Math Placement Group I11 or a grade of at least 2.0 in MAT 104)
Topics
Lectures, discussions, meeting with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business
administration. (Prereq.: Consent of instructor)
Directed Study
Independent Study for Lower Division credit.
Accounting Theory and Practice I
An analysis of accounting theory pertaining to financial statements, income
concepts, current and non-current assets. (Prereq.: BUS 221, ECO 113, Fall)
Accounting Theory and Practice I1
A continuation of 322. An analysis of accounting theory pertaining to
liabilities, stockholders' equities and other accounting issues. Additional
emphasis on incomedetermination consideringprice level changes. (Prereq.:
BUS 322. Spring)
Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning,
budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252,279, or consent of instructor)
Tax Accounting
The more common and important provisions of federal income taxes for
individuals and various formsof business enterprises.(Prereq.: BUS 221,331,
ECO 112,113, or consent of instructor)
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long and short term funds, cost of capital, capital
budgeting, leverage, dividend policy, and related topics. (Prereq.: BUS 222,
ECO 113)
Human Resource Management
Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
Marketing Research and Analysis
Research process as an aid to decision making in marketing management;
research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS252,279, ECO 113, or consent
of instructor)
Marketing Communications
This course looks at the communications aspects of marketingby integrating
advertising, public relations, sales promotion, and personal selling into a
coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communications programs, particularly advertising;
selection of media; copy-creative effort; advertiser-agency relationship;
management of the personal selling function including salesforce selection,
compensation, territorial design, and performance appraisal. (Prereq.: Bus
252) Note: 355 and 357 cannot both be taken for credit)
Advertising
An introduction to print and broadcast advertising and promotion as importan t elements in modem marketing and communications. (Note: 355 and 357
cannot both be taken for credit)
International Business
Introduction to the problems and possibilities of doing business in an
internationalcontext. Appreciation of the prospectiverequired for successful
planning and managementof any enterprise operating abroad is emphasized
by foreseeing both the opportunities and the difficulties inherent in international business. (Prereq.: Two business and economics courses or consent of
instructor)
Advanced Computing for Business and Economics
Current topics involving programmable spreadsheets (LOTUS), programmable data bases (D-BASE), graphics, information retrieval using telecommunications, and other packages (statistical analysis, project management,
expert systems, etc.). Solve common problems in economics, finance and
markkting. (Prereq.: One computer course such as BUS 175 or CSC 145,170
or 174. Recommended BUS 279)
Information Systems in the Organization
Use of systems approach in analyzing the use of information systems in the
organization. Analyze business needs and information requirements, identify relevant solutions and communicate recommendations. Emphasis on
management consulting skills including written and verbal communications. (Prereq.: Two computer courses such as BUS 175 and 370)
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizations under the Uniform Commercial Code.
Internship Program
A student may receive course credits through an Internship program which
is applicableto graduation, but not to the major. This program will afford the
student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.:
Consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on internal checks and
controls for accounting systems. (Prereq.: BUS 323, Fall)
Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasison decision
making, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331)
Investment Theory
Appraisal of the riik/return relationships of various types of securitiesfrom
the viewpoint of both individual and institutional investor. Extensive coverage of capital markets and portfolio management. (Prereq.:All Core courses
or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions.
Examplesfrom serviceindustries, non-profit organizationsand manufacturing. Taught from a managerial point df view. Topics include: an overview
of operations, planning operation processes, productivity measurement,
standards, forecasting, concepts of quality, inventory management, prin-
450
475
476
479
495
499
ciples of scheduling, and operational control information systems. (Prereq.:
BUS 242 or Consent of instructor)
Marketing Management
Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352)
Information Systems Analysis and Design
Analyze information requirements and design systems specifications. Utilize relational data base software to quickly
several system de- implement
signs. Utilize project management software to manage the life cycie process
including documentation and implementation. (Prereq.: all lower level core
courses, BUS 375. Recommended: BUS 370 or CSC 352)
Information Systems Projects
Using skills developed in BUS 375 and 475, completean information analysis
and systems design for several business situations. Utilize both case studies
and actual businesses. (Prereq.: BUS 375,475. Recommended: BUS 479)
Intermediate Quantitative Methods for Economics and Business
Utilizing computer packages relevant to statistical analysis. Programming
tools include spreadsheets, Minitab, SPSS and other statistical packages.
Areas of interest include statistical descriptions, analysis of variance and
statistical inference plus linear models, queuing models and Monte Carlo
simulations. (Prereq.: BUS 175,279, Math Placement Group IV or a grade of
at least 2.0 in MAT 114,121, or 122. Recommended: BUS 370)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international
business problems and policies. (Prereq.: Consent of instructor)
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to analyze
some topic or issue in depth. (Prereq.: Consent of instructor)
+ Economics
Major in Economics: 8Economicscourses (112,113,312,313,414, and 3 other Upper
Division); BUS 221,222,279, and MAT 114.
The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers
are also strongly recommended.
Major in Applied Economics: 8 Economics courses (112,113,215,312,313, and 3
other Upper Division); BUS 175,221,222,279,479, MAT 121 and PHI 130.
Combined major in Economics-Business Administration: 6 Economics courses
(112, 113, 312, 313, and 2 other Upper Division); 8 Business Administration
courses (221,222,242,252,279,331, and 2 other Upper Division).
Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration.
Minor in Economics: 112, 113,312,313, and 1additional Upper Division course.
Other configurations may be permitted on consultation with the Department.
Notes: Students who plan to major in the Department are strongly encouraged to
select a Department adviser as soon as possible in order to carefully plan their
program of study.
In addition to the courses listed below, these topics have been offered under ECO
295, 495 Topics: Consumer Economics, History of Economic Thought, Research
Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Comparative Economic Systems.
ECO 110,112, and 113 will satisfy general education requirements. ECO 110 will
satisfy the urban concerns requirement.
Economics Courses (ECO)
110
112
113
175
199
215
279
295
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are: Population "Crisis,"
CrimePrevention, Ecology and IncomeDistribution; DistributingFree Bread;
Mass Transit Systems, etc. Fundamental microeconomic tools introduced to
facilitate discussion of the above mentioned topics. (This is a basic course
designed for those students who do not plan to major in Economics or
Business Administration. It does not apply toward an Economics major or
minor. Students who plan to major in Business Administration and/or
Economics should enroll in ECO 112 and 113 which are also open to nonmajors.)
Principles of Macroeconomics
An introduction to macroeconomics; national income analysis, monetary
and fiscal policy, international trade, economic growth. Application of
elementary economic theory to current economic problems. May be taken
independently of 113or 110.112and 113may be takenin either order, ormay
be taken in the same term for the student to progress rapidly to the other
courses.
Principles of Microeconomics
An introduction to microeconomics, the theory of the household, firm,
market structures and income distribution. Application of elementary economic theoryto market policy. Maybe taken independently of 112or 110.112
and 113may be taken in either order, or maybe takenin the sameterm for the
student to progress more rapidly to other courses.
Computers for Economics and Business
(See under Business)
Internship
Lower Division Internship.
Elements of Mathematical Economics
Economic concepts explained using mathematics as a tool. Examples from
finance, management, and marketing are also examined. (Prereq.: ECO 113)
Quantitative Methods for Economics and Business
(See under Business)
Topics
Lectures, discussions, meeting with members of the staff or visiting faculty
regarding research methodology and current national and international
economics problems and policies. (Prereq.: consent of instructor)
Directed Study
Independent Study for Lower Division credit.
Public Finance
Analysis of the principles of taxation and public expenditures;the impact of
fiscalpolicy on economic activity; debt policy and its economicimplications.
(Prereq.: ECO 112,113. Fall)
Intermediate Macroeconomics
Determinants of national income, employment and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth and
the business cycle. (Prereq.: ECO 112, Fall)
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112,113)
Management Science
Provides a sound conceptual understanding of the modern techniques of
management science to prepare students to make better business and economic decisions. Emphasisis onapplications, whichare taken from the areas
of transportation, marketing, portfolio selection, environmental protection,
the shortest route, inventorymodels, informationsystems, etc. (Prereq.: ECO
313. Spring)
International Trade and Finance
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of payments; exchange rate systemsand commercialpolicy. (Prereq.: ECO 112,113
or consent of instructor)
Internship Program
A student may receive course credits through an Internship program which
is applicableto graduation, but not to the major. This program will afford the
student the opportunity to spend one full term working with some organization. In addition, the student will writeareport onhis/her activities. (Prereq.:
Consent of instructor)
Labor Economics
Analysis of labor markets; labor as a factor of production; determination of
wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313 or consent of instructor. On demand)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts
of economic theory. (Prereq.: ECO 313 or consent of instructor)
Managerial Economics
Integrates economic theory and correspondingpractices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, price and non-price competition, production and
cost considerations, and an analysis of economic problems of relevance to
management. (Prereq.: BUS 279, ECO 313. Spring)
416
479
495
499
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro and macro economictheory. (Prereq.: EC0312,313
and at least MAT 122or equivalent or consent of instructor. On demand)
Intermediate Quantitative Methods for Economics and Business
(See under Business)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international
economic problems and policies. (Prereq.: Consent of instructor)
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to analyze
some topic or issue in depth. (Prereq.: Consent of instructor)
V Chemistry
Department (CHM)
Chemistry is the science of the changes in matter, examining those
changes and working toward an understanding of them. Correlating the
results of physics and opening the vistas of molecular biology, chemistry
has been described as the central science, since matter includes the entire
physical world such as the things we use, the food we eat and even
ourselves.
Chemists as scientists must be well versed in the science of chemistry,
knowledgeable in fact and theory for solving scientific problems, capable
of providing a public understanding of their work including potential
problems as well as benefits.
Chemists as people must be broadly educated in order to understand
themselves and their society. The liberal arts core of religion, humanities,
the arts and the social sciences is imperative if a chemist is to be truly
human and therefore truly scientific.
The Department is on the List of Approved Schools of the American
Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields.
Consonant with these ideas, the Department of Chemistry has established the followingobjectives to help its students develop into mature
scientists.
To provide a course of study of sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or
research positions.
To provide programs of study for professional goals in addition to the
traditional positions as chemists.
To provide an atmosphere of learning so that students will want to
remain lifelong learners thereby remaining competent in their field
however that may change after graduation, and be able to move into
new areas as opportunities arise.
To encourage students to take a broad view of their education and to
seriously study areas outside of the sciences; and
To present the excitement of chemistry to non-science majors as an
example of the methodology of the natural sciences in examining the
world around us. The presentation of major concepts underlying the
changes in matter, the opportunity to examine change in the physical
world, and the reflection of the implications of science in our society
will enhance the ability of non-science persons to make better value
judgments concerning science questions in their own endeavors.
Chemistry Faculty: Earl R. Alton (Chairperson), Arlin E. Gyberg, John R.
Holum, Joan C. Kunz
Graduation Major (Bachelor of Arts) in Chemistry: 115,116, (or 105,106) 351,352,
353, 361, 363 and 1 additional course from 364 and 365, 464, 481, 483, or
Biochemistry.Participationin seminar; PHY 121,122;MAT 124,125.SinceUpper
Division courses have mathematics and physics prerequisites, students should
plan to take MAT 124, 125 in the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or
105,106); CHM 351,352,353,361,363,491; 1advanced course. PHY 121,122 and
2 additional physicscourses;ModernPhysics and Electronics arerecommended.
Students are advised to consult with the Education Department early in their
planning.
Pre-Medical Chemistry Major: The same as the graduation major. In addition,
medical schools expect at least 2 courses (and usually more) in biology. Students
should consult members of the ChemistryDepartmentfor assistancein planning
a course program early in their college career.
Bachelor of Science: Persons completing the ACS major and meeting the graduation requirements of the College shall be awarded the degree Bachelor of
Sdence.
American Chemical Society Approved Major (Bachelor of Science): 12 courses
including 115,116 (or 105,106) and a31 chemistry courses above 350 (excepr 399,
497,4991, Chemistry Seminar participation; MAT 124,125,224; PHY 321,122
(which should be taken during khe sophomoreyear). Reading abilityinGerman
equivalent to 2 semesters and computer proficiency are also required. Modern
Physics, additional mathematics and research experience are recommended.
Honors Major: Full ACS mapr; average of 3.5 in chemistry, mathematics, and
physics, 3.0 overall; 1summer or course of approved research; participation in
seminar.
Minor: 5 courseswhich must include 115,116 (or 105,106),353and 2 other chemistry
courses from 351,352,361 or BIO 367.
Note: Credit willnot be granted for both 105and 115, or for both 106and 116.Other
restrictions are in course descriptions.
Most courses in this Department have prerequisites, coursesthat must be completed
before enrolling in the given course. A prerequisite must be completed with a grade
of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These
requirements also must be met when using the first term of a two-term course in
registering for the second term.
Placement in 105 or 115is determined by the score on the Mathematics Placement
Examination: 105 requires Group I1 placement; 115 requires Group 111placement.
High school chemistry is a prerequisite for 115.
105,106 Principles of Chemistry
Sornwhat less rigomus than 115,1116;designed e s p d y for students who
will not major in chemistry, although students may go from 106 to 352,353.
Conceptsand laws underlying chemistry illustrated by a variety of examples
including organic and environmental systems, (3 one-hour lectures,3 hours
of laboratory. Prereq.: Math Placement Group II. 105, Fall;106, Spring)
109,110 General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamental principles of
general, organic and biolopcal chemistry for careers in allied health areas
such as nursing(includingAugsburg'sUpper Division Progmm), inhalation
therapy, histotechnology, physical education, and others. Open also to
students in the humanities and social scisciences. Erst term,general chemistry
principles and an introduction to organic chemistry. Second term, organic
and biological chemistry with special applications to human physiological
chemistry. (3 onehour lectures, 2 hours of laboratory. This course does not
apply toward the major or minor in chemistry. Credit cannot be earned for
both 109and 105or 115, nor can credit be earned for both 110and 351. Prereq.:
High school chemistry within the last 3 years. Weekend College)
115,116 General Chemistry
An intensive course for premedical students and future chemists. First
semester includes chemical equations and calculations, energetics, and
bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: High school
chemistry, Math Placement Group 111.115, Fall; 116, Spring)
199 Internship
Lower Division Internship.
223 Elementary Organic Chemistry
This onesemester course is designed for students whose professional goals
require some background in organic chemistry but not the rigor of the yearlong organic course. As a survey course, topics covered will include synthesis, properties, and reactionsof selected aliphatic and aromatic compounds.
This course will not count to ward a Chemistry Major, nor will credit be given
for this courseif Chemistry351-352is taken, nor does it fulfillthe prerequisite
requirement forChemistry352.Credit cannotbe given forchemistry110 and
Chemistry 223, nor does Chemistry223 meet Biochemistryrequirements for
other programs. (Prereq.: 106or 116.Three lectures and one three-hour laboratory per week. Offered Term 11)
299 Directed Study
Independent Study for Lower Division credit.
351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means
of modern theories of chemical bonds, energyrelations, and reaction mechanism; many applications of organic chemistry to biological, environmental
and industrial fields. (3 one-hour lectures, 1four-hour laboratory. Prereq.:
106 or 116; 351, Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemicaland spectrophotometric
techniques of analysis. The laboratory involves quantitative analysis of a
variety of samples, and includes trace analysis. (3 hours of lecture, 1fourhour laboratory. Prereq.: 106 or 116. Fall)
361,364 Physical Chemistry
Thebasictheoretical concepts of chemistry:thermodynamics,kinetics, quantum theory, and states of matter are studied in the first semester. Applications
of these conceptsto areas of molecular structure, equilibriaand electrochemistry in the second semester. (3 one-hour lectures. Prereq.: 106 or 116; PHY
121,122; MAT 124,125.361, Fall; 364, Spring)
363,365 Physical Chemistry Laboratory (112course each)
Physical Chemistry Laboratory introduces students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. 363 is to be taken the first half of the Spring semester and
involves experiments related to 361.365 is to be taken the second half of the
semester by all persons taking 364, except that special students may ask the
Department for exemption.
Internship
Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. Junior standing.
Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the
laboratory. Lecture topics include structure-spectracorrelationsfor IR, UV,
NMR, and mass spectroscopy;use of the literature (includingBeilstein); and
further study of organic reactions. Infrared, nuclear magneticresonance, and
ultraviolet spectra routinely used. (3hours of lecture, 6 hours of laboratory.
Prereq.: 352,353,361 or consent of instructor; some reading knowledge of
German. Fall)
Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and
molecular spectroscopy as applied to analytical methods as well as chromatographicand electroanalyticaltechniques of analysis. (3hourslecture, 1four
and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor.
Spring)
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and
molecular orbital models. Coordination chemistry is discussed in terms of
ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (3 one-hour lectures, 1 three-hour
laboratory. Prereq.: 352,361, or consent of instructor. Fall)
Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses
the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop
molecular orbitaltheory for molecules. Includes commutators,electron spin,
angular momentum and group theory. (3 one-hour lectures. Prereq.: 361 or
consent of instructor. Spring)
Chemistry Seminar
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Introduction to Chemistry Research
Chemistry majors pla~ingresearch
careersneed research experiencebefore
graduation. Such experience may be obtained by working on a summer research project in the Department (not counted as a course) or by research
participation during the academicyear (which may be counted as a course).
Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Junior standing)
Independent Study
Chemistry majors who are interested in non-laboratory research such as
theoretical or historical chemistry may pursue their interest via Independent
Study. (Junior standing)
V East and
Southeast Asian
Studies
Khin Khin Jensen, Director
+ Program Options
Major or minor in East Asian Studies through Augsburg and the other
Associated Colleges of the Twin Cities (ACTC). This is an intercollege,
interdepartmental program which provides a foundation for careers in
international business, government, teaching, global ministries, work
with social and recreational agencies, or graduate study.
Two years of Japanese are taught on one of the five ACTC campuses, or
Augsburg students may take Chinese courses at Hamline University.
There also is a contractual arrangement with the University of Minnesota
East Asian Studies Department for Chinese and Japanese language
courses.
Opportunities for language study abroad are available in Japan, China,
Taiwan, Korea, Hong Kong and Singapore. Summer institutes are
available in the People's Republic of China and in the U.S. See the
Director for information and procedure to register for any of these
courses or travel.
Non-majors in the program are eligible to take the Chinese or Japanese
language courses, which may be taken for distribution requirement.
Major in East Asian Studies: 10 courses, including 4 courses (2 years) of basic
college Chinese or Japanese, or equivalent competencies;2 muss in History,-2
courses in culturaI specializationor comparative studies; and 2 courses from a list
of appmved electives.Major coursesmust have the written approval of the Director
of the program.
Minor in East Asian Studies: 5courses, including 2 courses (1year) of basic college
Chinese orJapan- or equivalent competenaes;l courseinhistoryofEastAsia;and
2 Upper Division coursesin cultural specialization from a list of approved electives.
Minor courses must have the written approval of the Diseaor of the p r o p .
Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. It is designed to be
useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies: 5 courses, 2 from HIS 322,323,324; 1
from PHI 355, REL 356, SOC 336; 1from HIS 474, POL 351,363,382; and 1from HIS
226,399,495,499. HIS 104 is strongly recommended.
Note: Interim courses related to the East and Southeast Asian Studies
program may be substituted when appropriate, with the consent of the
Director.
Asian and Asian-American Women in Public Life in the 20th Century
(See under History Department)
Directed Study
(See Director of pmgram)
Modern Southeast Asia
(See under History Department)
Modern China
(See under History Department)
Modem Japan
(See under Histoj Department)
Communist Political Systems
(See under PoliticalScienceDepartment,ComparativePoliticsand Analysis)
Communist Foreign Policies
(See under Political Science Department, International Politics)
Marxist Visions: Past, Present, and Future
(See under Political Science Department, Political Theory and Analysis)
Internships
(See Director of program for guidelines to apply for an Internship)
The World and The West
(See under History Department)
Seminar
(See Director of program)
Independent Study
(See Director of program for guidelines)
Economics (ECO)
See Business Administration and Economics
V Education
Department
I M- ~
Students interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will
find opportunities in the Department of Education.
Professional Education combines the study of theory with practice, and
field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in
the Twin Cities.
The career that first comes to mind for graduates of teacher education
programs is classroom teaching. Augsburg graduates are found in many
classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign
countries.
The teacher education program coupled with the liberal arts program
serves as a solid base for graduate education. Some teaching fields
require graduate work beyond the initial license in either elementary or
secondary education.
Not all graduates choose to teach in school settings. Teacher education
graduates are also found in business, working in managerial, sales,
production, and service areas.
As of April 1,1988, all persons are required to have taken basic competency tests (prescribed by the Minnesota Board of Teaching) in reading,
writing skills and mathematics prior to beginning Upper Division
courses.
Licensure in Elementary Education is available both through day school
and Weekend College. Selected secondary education programs are also
available in Weekend College.
Fl
Education Faculty: Mary Endorf (Chairperson), Sheldon Fardig, Ann Fleener,
Rich Germundsen, Kathy Heikkila, Lynn Lindow, Marie McNeff, Karen
Morgan, Vicki Olson, Lauretta Pelton, Mary Jo Stump
+ Elementary Education (EDE)
Mary Endorf, Coordinator
Kindergarten-Elementary Major and Licensure Requirements: 255,341,351,352,
381,382,383,384,386,387,481,482,483; HPE 114,115; S W K 260; a college level
mathematics course; academicminor (major recommended). For persons taking
their first Education courses in the Fall of 1989 or later, 1additional 1/2 course
will be required: EDE 388 Human Relations. If those persons also desire
kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten will alsobe required. GPA of 2.5 overall and 2.5 in major and academicminor
and grades of P in student teaching courses required h r licensure as well as
mhimum grades of 25 in d Education courses; fulfill quiremen ts of M i m e
sota Board of Teaching 5 MCAR 3,041 in Ruman Relations. The prafessional
semester for juniors for 198849wdlincluds 341,352,381,382,384,386, and 387
(341,381,382,383,384,386,387 are1/2 courses.) Beginningin the fall of 1989,professional semester for juniors will include: 352, 375,381,382,384,386, and 387.
Acceptance into the AugsbuxgEducationhprtment Limsurel7mgmnis a n+
quired prerequisiteto the professional semester.The criteria for accepmce into
the Department Licensure Program are available in the Education Department.
199
Internship
Lower Division Internship.
255 Orientation to Education in an Urban Setting and Field Experience
Investigation of various aspects of the teaching profession and opportunity
for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: sophomore standing or
above)
282 Introduction to Special Education
(See Special Education)
295,495 Topics in Education
Study of selected topics in educationthat are not treated extensively through
current course offerings. Specific topics will be announced.
299 Directed Study
Lower Division Independent Study.
341 Media Technology (11
2' course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and
evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course. (Fall, Spring 198889, Interim 1989-90 and after)
351 Techniques of Teaching Reading
The study and utilization of a variety of techniques and resources in the
reading and the diagnosisand correctionof reading difficulties. (Fall, Spring)
Creating Learning Environments: Kindergarten-Elementaryand Field Experience
The study of strategies and methods of teaching and Ieaming in the contexts
of educational, psychologiml and sociological theories. Membership in one
of the professional teacher organizationsis required. (Pmq.:255orED5265
or consent of instructor. FA,Spring)
Discovery Learning In the World of Kindergarten (112 course)
Study and utilbtion of a variety of techniques and murces far teaching
kindergarten. (Required for all persons d n g kindergarten licensurewho
take their first Education course in the Fall of 1989 or later. Concurrent
registration with 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Art, Music (112 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Mathematics (112 course)
Examination and preparation of materials and resources for mathematics at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Physical Education, Health (112
course)
Eminatianand prepmition of materials and resourcesfor physical educatian and health at the kindergarten and elementary levels. Laboratory
experiences. (Pmq.: 255 or IDS 265. Fall, Spring)
Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course)
Examination and preparation of materials and resources for social studies
and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Children's Literature, (112 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementarylevels.Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Language Arts (112 course)
Examination and preparation of materials and mourcesfor language arts at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
255 or EDS 265, concurrent registration in 352. Fall, Spring)
Human Relations (112 course)
Emphasis on the study of values, of commmicationW q u w , and of the
major minority gmups in Minnesota for the dwloprnent of interpersonal
relations skills appLicabIetoteaching and other pmfessiod vocations.Open
to all.
Internship
The student may select from a variety of situations for professional work
experience.A learningcontract must bedeveloped and must have Education
faculty approval.
School and Society
(See Secondary Education)
,482,483,484 Student Teaching Kd and Seminar
Observingand facilitatinglearningat the kindergartenand elementarylevels
under the supervisionof collegeand elementaryschoolpersonnel. Member-
491
498
499
ship in one of the professional teacher organizations is required. Students
must apply to Student Teach at least 3 months prior to enrolling for the
courses. Four courses in student teaching (481, 482, 483 and 484) are
recommended unless otherwise advised by the Education Department.
(Fmeq.:All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education
Department Limnsure kagmm and admission for Student Teaching)
Practicum and Seminar in Special Education
(See Special Education)
Independent Shrdy (1/2 come)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Independent Stady
Opportunity for advanced and specialized research prows not otherwise
provided for in the Departmental curriculum.A projected promust be
o u t l i d and approved by the kindagartenetementaryeducation faculty.
+ Secondary Education (EDS)
Mary Endorf, Coordinator
Itistherespnsibilityof eachshldenttomeetaZ1speaficrquitmentsof~e
Education Department. Secondary Education students are advised ta consult UTith Education faculty regarding state requirements for teacher ficensure, in addition to confemng with the student's major field adviser.
Licensure Requ3ements of thestateof hrlinnesata for teachingin serondaryschcaIs
are met through the Augsburg College Education Department Liensure Frogram: Baccalaureatedegree; amdeaic major in anapproved teaching area;265,
334,388,478, methods course(sS in major area, 48l,482 (and 483 for Art, Music,
and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.5
overall, 2.5 in a11 education courses, 2.5 in academic major and P in student
teaching. Applicationfor and acceptance into the Augsburg Licensure Program
required. Criteria for admission to the program are available in the Education
Department.
Art, Music and Physical Education Licensure: A person preparing for licensure in
one of these areas follows the secondary education program even though he or
she plans to teach at the elemenfaq school leveL A person with a major in one
of these special areas will take three courses instudent teaching and do some
studentteaching at both the secondaryand elementarylevels. Inaddidon to 334,
the arkmajor will register for 361,362; the physical educationmajor for 365; and
the music major for 355.
Art and physial education teacher education programs lead to licensure for
g r a d s K-12. Music teacher educatjon pmgrams lead to licensureinthe following m s : 1-Band (K-12)and classmrn music (5-12); 2-Orchestra K-12) and
classrmm music 6-12};3-Vocal and classroom music (K-9); or 4 V 4 and
classroom music (5-12).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), see Major Department for information on the required competency
exams.
Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching
in selected fields in which a person has received a minor. Students must be
accepted into the Education Department Licensure Program, take the minor
subject area methods course, and student teach in the minor area to receive
licensure or be recommended for an endorsement by Augsburg College.
The Professional Term. School and Society and Student Teaching are taken jointly
in one full-time term in professional education. Attendance at special afternoon
or evening seminars is also required. All students are expected to be involved
full-time in the activities of the professional term.
199
Internship
Lower Division Internship.
265 Orientation to Education in an Urban Setting and Field Experience
Investigatesvarious aspects of the teaching profession, with opportunity for
in-school work. Open to all students. Membership in one of the professional
teacher organizations is required. (Prereq.: Sophomore standing)
282 Introduction to Special Education
(See Special Education)
295,495 Topics in Education
Study of selected topics in educationthat are not treated extensively through
current course offerings. Specific topics will be announced.
299 Directed Study
Independent Study for Lower Division credit.
341 Media Technology (U2 course)
(See Kindergarten-Elementary Education) (Fall, Spring 1988-89. Interim
beginning 1989-90)
350 Reading in the Content Areas (112 Course)
The study and utilization of a variety of techniques and resources to assist
students in teaching reading through the content areas. Major: Required for
Secondary Education. Upper Division. (Fall, Spring)
354 Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their applicationfor teaching inlearning settings.
Laboratory experiences. Membership in one of the professional teacher organizations is required. (Prereq.: 265, PSY 105. Fall, Spring)
355 Music Methods (K-12)
Trends and issues in music education. The development of music skills and
teaching procedures for school music K-12. Workshopsand laboratory experience. (Spring)
356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (U2
course each)
Study and application of instructional methods, materials, and techniques.
361 Art Methods (Elementary and Junior High School)
Procedures, materials and issues relatingto the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Fall)
Art Methods (Senior High School) (112 course)
Procedures, materials and issues relating to the teaching of art in the senior
high school. (To be taken concurrently with 361.Fall)
English Methods
Materials and methods suitable for students in secondary schools. Emphasis
on the preparation of lesson and unit plans. Some teaching experience in a
local high school. The study of adolescent literature is included. (Spring)
(Prereq.: EDS 354: Creating Learning Environments)
Physical Education Methods (K-12)
(See Physical Education Department)
Foreign Language Methods (112 course)
Language learning theory. The theory and practice of language teaching.
(Consult with the Foreign Language Department)
Natural Science Methods (lI2 course)
Course structures,goals, and procedures in science education.Consideration
of ability levels of students. Survey and assessment of classroom textbooks
and materials. Development of a file of teaching materials and references.
Consult with the Education Department.
Social Studies Methods (112 course)
Introduction to the teaching of social sciencesand history in secondaryschool
classrooms. Emphasis on instructional strategies and curriculum develop
ment. Consult with the Education Department.
Speech and Theatre Arts Methods (lI2 course)
The teaching of basic speech, interpretative reading, discussion, and theatre
and the directing of co-curricular speech and theatre activities. (Spring)
Mathematics Methods (112 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department.
Human Relations (112 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skillsapplicableto teaching and other professional vocations. Open
to all.
Internship
The student may select from a variety of situations for professional work
experience.A learning contract must be developed and must have education
faculty approval.
Health Methods
(SeeHPE 410Administrationand Supervisionof the SchoolHealth Program)
School and Society
Emphasis on p i n t s of view about the role of school in modern scoiety and
final theoretical preparation to approach student teaching. Membership in
one of the professional teacher organizations is required. (Prereq.: Senior
standing; concurrent registration with 481,482,483,or 484)
,482,483,484 Student Teaching and Seminar
Observingand directing learning at the secondarylevel under supervision of
college and secondary school personnel. Three courses recommended of all
majors and required of Art, Music, and Physical Education majors. Four
courses required of double majors. (Concurrent registration with 478)
498
499
Independent Study (112 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Independent Study
h
not otherwise
Opportunity for advanced and speciakd r ~ c projects
provided for in the Departmental curridurn. A projerted program must be
outlined which meets the approval of education faculty.
+ Special Education (EDE, EDS)
Mary Endorf, Coordintaor
Minor: Minimum of 6 courses (282,491;PSY 351,357; 1coursechosenfrom HPE 354,
MUS 110 (Interim)or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and
1course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course.
282 Introduction to Special Education
Introduction to the field of special education. An examination of the nature,
c a m , and educational intenentione for such exceptionalities as mental r e
tardation, physicat disability, hearing and vision impairment, learning disabilities, behavior disordersand giftedness. (Spring)
491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar.
(Prereq.: Completion of courses for special: education minor or consent of
instructor. Students planning to take this course should consult with the
Special Education Coordinator about a placement prior to registering for the
course. Fall)
V Engineering
Ken Erickson, Adviser
Augsburg College has cooperative arrangements with three universities
to allow the student to earn a Bachelor of Arts degree from Augsburg
College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School
of Engineering and Applied Science, St. Louis, Missouri; or Michigan
Errcause of the special
T~hnologicalUniversiky, Houghton,
requirements and opportunities of these programs, early consultation
with the Augsburg Engineering Adviser is necessary. Applications for
thew programs require the recommendation of the Augsburg Engineering Adviser.
+ University of Minnesota
The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs:
Bachelor of k W a c h e l a r of Engineering CB.A./BB.l enables students to
r ~ e i vaeBachelor of Arts degree from AugsburgCollege and a Bache10r of
Enginewing degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of
Technology.
Studentsmay apply for the program afses completing thesophomoreyear.
At that time, they will 'be informed of their status in the program and any
further conditions necessary for find acceptance into the program- Formal
application to the Institute of Technology may be completed during the
second semester of the junior year at Augsburg.
Ba&eJ.or of Arts/Master of Engineering (BJVM.EF enables students to
receive a Bachelor of Arts degree from Augsburg College and a Master of
Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./B.E. curriculum with the addition
of several extra courses that are completed at Augsburg during the senior
year to mininizethe numberof undergraduatecourses, if any, that students
must take at the University kfore proceeding through the graduate curriculum.The n u d m of such murses varies by IT department and area of
emphasis within a department.
Application for admission into the B.A/ME. program should be initiated
during the second semester of the junior year at Augsburg. Formal application for the program may be completed daring the senior year. Those
admitted will receive special counseling from the Institute of Technology
staff regarding courses that should be taken during the senior year at
Augsburg. Participants in the B.A./M.E. program are not guaranteed
admission to the Institute of Technology.
+ Washington University (Three Year Plan)
+ Michigan Technological University (Dual Degree Plan)
These programs enable students to receive a Bachelor of Arts degree from
Aupbutg and a Bachelor of Enpeering degree from Washington University School of Engineeringand Applied Science or Michigan Technological
University in a five-year period.
The first h r e e years are spent at Augsburg foIIowed by two years at the
affiliated university. Studentsacceptedinfo the program will be consided
foradmission to theen@eringxhooI if they willcompletecourserequire-
ments, have the requisite cumulative grade point average, and are recommended by the Engineering Adviser of Augsburg College.
Students are also encouraged to exploreopportunitiesfor graduate work at
Washington University and h4ichigan Tecl-tnological University. Further
information on these and other graduate programs is available from the
Augsburg Engineering Adviser.
Financial Aid: Students receiving financial aid who are partidpants in these dual
d e g r e programs will be encouraged to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need
and academic performance as aiteria.
Minimum Course Requirements for Admission to the Dual Degree orThree-Two
Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226; PHY 121,
122;additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally MAT 124,125 and PHY 121,122are taken in the
freshman year. Students interested in Chemical Engineering also should take
CHM 351,352.
e
7 - -
@
-a,
.,
-.r
V English
Department (ENG)
.
3
...-.
Those who study English believe that an intense concern for words,
ideas, and images helps us understand who we are and who we can
become. Writing helps us clarify and share our thoughts. Literature helps
us contemplate the pains and joys of human existence. Through the
study of English we see life's complexity, experience life as others do,
and understand better the world in which we live and work.
English relates closely to other majors. With the other arts, English is
concerned with the pleasure that comes from artistic creation and with
the contemplation of works of art. With psychology and ~ o l o g y ,
English is concerned with individual and group khavior. With philo*
phy, English is interested in ideas and in the relation between meaning
and language. With dence, English is interested in discovering order
and det crmining structures. With speech and ~ommunications,English
studies the effective use of language. With history and the other social
sciences and humanities, English studies the way people have acted and
thought at different times and in different cultures.
The Augsburg English Department integrates its program with the
cultural opportunities of this vital urban area. Augsburg students can
walk to assigned or recommended plays, films, a n d readings available
near the campus. English majors have the opportunity to use and refine
their skills through Internships on a n d off campus, tutoring in the
Writing Lab, or participating in the Co-op Ed Program.
Students with a n Augsburg English major pursue careers i n elementary,
secondary a n d college education, journalism, government, law, the
ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions a n d businesses. English majors may
start o n a slightly lower rung of the career ladder than those with more
specialized training, but will move to higher rungs more quickly because
of their broad background, their skill in analysis, a n d their superior
communication skills. Skills i n reading perceptively and writing effectively enhance a n y career and make life more enjoyable and understandable.
English Faculty: Catherine Nicholl (Chairperson), Barbara Andersen, Joseph
Bodziock, Cathleen Dalglish, David Garrison, Douglas Green, Joan Griffin,
John Mitchell, Ronald Palosaari, Kathryn Swanson
Major: 9 courses above 111, including 225; 1 course in American literature; 1 course
in Western literary tradition (271 or 272); and 3 courses in British literature, 1on
literature before 1660 (for example, 331 or 438) and 1that surveys a number of
writers (336,337,423). Majors are encouraged to take ENG 245 early in their
college work and to consult their Departmental adviser regularly. A student
with a double major or special program that involves considerable work in the
English Department should also work closely with an adviser in the Department.
Note: Transfer students must take at least three of their English courses at
Augsburg.
English-Language Arts Teaching M a j o ~10 courses, including those listed under
the major, a coursein the English language, and an Internship in the teaching of
writing. One course must include a cornpanent in non-Western literature. In
addition, the ACTC courses CommunicationSkillsin the EnglishClassroomand
Teaching Mass Media are required. Courses in early American literature,
Shakespeare, and film are recommended. Students are encouraged to take
courses toward their major during the freshman and sophomore years, and
apply for teacher education not later than the spring of their sophomore year.
Students in this program must work with advisers in the English Department
and the Education Department in order to meet the professional requirements
within the Education Department as well as the requirements for the major.
Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to
Department Chairpersonby October 15 in senior year for Department approval.
Submit paper to Departmentby April 20 and defend it before facultycommittee.
Honors project may be an Independent Study program.
Minor: 5 courses above 111, including at least 2 literature courses, 1 of which must
be in British literature, and 1 writing course above the freshman level.
Note on Concentration: In addition to meeting requirements for the major, English
majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration.A student arranges a concentrationby careful selection of electives in
the major, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department.
English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will
often fit well into a concentration.
The English Placement Test: A writing sample is required of students who score
19 or below on the verbal section of the ACT test or 78 or below on the verbal
section of the PSAT tests. Also required of students who have not taken either
the ACT or PSAT.
Students who do not show competence in composition skills such as stating and
supporting a thesis, organizing clearly, and constructing paragraphs and sentences are required to enrollin Developmental Writing in which they will receive
more individual instructionthan is possible in Effective Writing. These students
must pass Developmental Writing before enrolling in Effective Writing.
Note on Prerequisites: 111is strongly recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division course is
successful completion of a Lower Division literature course or consent of the
inshctor.
Developmental Writing
A preparatory coursefor EffectiveWriting required of students identified by
a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own
observations, experiences, and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in
writing.
111 Effective Writing
Emphasis is on exposition, including learning research techniques and
writing critical reviews. At least one work of literature is assigned. Attention
is given to increasing students' effectiveness in choosing, organizing, and
developing topics, thinking critically, and revising for clarity and style. A
Writing Lab is provided for those needing additional help. The minimum
passing grade for this course is 2.0.
217,218 English as a Second Language (ESL)
Consistent, repeated work on pronunciation, vocabulary and American
idioms, grammar and sentence patterns make up a major part of these
courses. In-class drills and exercises, assignments, and sessions with ESL
tutors are means for students to improve oral skills and to increase their
fluency. Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing will determine placement in these courses, and testing, as
well as other course work, will determine whether the ESL requirement is
met. These courses are graded either P/N or 2.0-4.O/N. Students will con101
tinue in 218 until the requirement is completed. By successfully completing
the courses, students will be exempted from the foreign language requirement.
Writing f o r Business and the Pmfessions
A practical course designed toimprove writing skillsfor those preparing for
business and professional careers.Thewriting of reports, letters, and proposals will be emphasized. Students will be encouraged to use material from
their own areas of specialization. (Prereq.: 111)
Intermediate Expository Writing
The development of essays in a variety of rhetorical modes, which may
include identification, definition, classification, illustration, comparison and
contrast, and analysis. Particular attention will be given to stylistic and
organizational matters through the course's workshop format, in which
students' papers are read and discussed. (Prereq.: 111)
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction but
including journal keeping, drama, and creative prose.
Journalism
This is an introductory newswriting course. Emphasis will be placed on
writing for the print media, but students will learn to write for radio and t e l e
vision as well. Students will consider how to recognizenews, how to gather
and verify facts, and how to write those facts into a news story or news
feature. The course will cover basic copy preparation and editing practices
and include an introduction to legal and ethical questions faced by journalists. (Prereq.: 111)
Introduction to Cinema Art
An investigationof the artistic qualitiesand the historical development of the
film medium. The courseincludestheviewing and discussingof both feature
length and short films. (Spring)
Introduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developingcritical and analytical skills in reading and
writing about literature. Strongly recommended for English majors and
minors.
American Literature to 1920
Reading and analysisof some significantworks of selected American writers
from colonial times to the emergence of literary naturalism. Attention is also
given to the writer's contribution to the historical development of American
literature.
Modern Fiction
Significant works of selected prose writers, chiefly European, of the 20th
century. Some non-Western works will be included.
European Literature: Homer to Dante
A study of major works of Greek and Roman literature, for example the epics
of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides,
the comedies of Aristophanesand Ovid's Metamorphoses.Dante's Inferno will
be studied as a work in which the Christian and the classical traditions are
combined. These works will be studied with reference to their mythological
foundations, their cultural background, their influence on later literature,
and their enduring relevance. (Fall)
European Literature: From the Renaissance to the Modem Period
Study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring)
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year will be listed in
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
Directed Study
Independent study for Lower Division credit.
Advanced Journalism Interviewing and Editing
Emphasisis placed first on interviewing and then on organizing and writing
the interview story. The second half of the course will concentrateon editing
the work of others and learning layout and design. The course will include
workshop sessions during which students conduct interviews and critique
the interview skills of fellow students. There willalso be laboratory sessions
devoted to layout and design. (Prereq.: 227. On demand)
British Literature, Chaucer to the Elizabethans
Chaucer and the medieval milieu will be studied as well as the development
of English poetry and drama in the English Renaissance.
Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be
examined. (Alternateyears 1989-90)
British Literature, Seventeenth and Eighteenth Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets up to Blake, with attention to the historical, intellectual,
and social influences and the major literary movements. (Fall)
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic poetry,
Victorian poetry, Victorian prose and two or three novels of the period.
Relationships among these writers and their influence on one another will be
emphasized as well as their relationship to their own age and their lasting
contribution to the forms of poetry and prose. (Spring)
Advanced Expository Writing
Designed for the self-motivated writer, the course will emphasize the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. By the end of the course, the
student will be expected to write reliable reports and articles of publishable
quality. (Prereq: 225 or consent of instructor)
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creativewriting ina single genre, as announced in theclass schedule. (Prereq:
226 or consent of instructor on the basis of submitted work)
American Literature Since 1920
A study of some recent and contemporary writers and literary movements.
Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and
symbol in modern American literature.
399
423
438
498
499
Internship
The Department offers on-campus Internships in teaching writing and ESL,
and various off-campus Internships. Interested students should consult the
Department Chairperson.
Studies in the British Novel
A survey of the development of the novel in England from its 18th century
beginnings up to the 20th century. Novels studied will be selected from the
works of such authors as Defoe, Richardson, Fielding, Sterne, Austen,
Dickens, Bront$ Thackeray, Eliot, and Hardy. Attention will be given to the
conditions contributing to the rise of the novel and its emergenceby the 20th
century as the dominant literary form. (Alternate years, 1988-89)
Shakespeare
Study of ten or twelve major plays -comedies, histories, tragedies -with
attention to the development of Shakespeare's dramatic and poetic art.
Additional plays assigned for reading analysis.
Independent Study -Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of
Department Chairperson. Ppvidesdirected Independent Study which makes
use of the resources of Augsburg's urban location, such as theaters, poetry
readings, and writers' groups.
Independent Study
Open to junior or senior English majors with a grade of 3.0 or consent of
Department Chairperson. Provides directed Independent Study in the area
of the student's choice.
V First Year
Experience (FYE)
Patricia Parker (Associate Academic Dean), Diane Pike
The initial months after entering college as a freshman are a period of
transition. The faculty and staff wish to assist students to make the
transition to being a college student successfully and to help them
become part of this academic community. Students are introduced to the
character of the College, its heritage as an urban liberal arts college of the
church, the process of learning in a community where ideas are valued
and treated seriously, and the logistics of being a college student.
The First Year Experience (FYE) is composed of four parts: Summer
Registration, Fall Orientation, FYE Seminars, and FYE Interim Term
Courses.
Participation in the Fall Orientation program and in the FYE Seminars is
required of all students who begin Augsburg College as freshmen in the
day schedule program. Students who meet the requirement satisfactorily
by attendance at and participation in an FYE Seminar will receive a
notation of a passing (P) grade for FYE 005 on their official transcript.
Students without a P for FIE 00.5 will not be permitted to graduate with
an Augsburg degree.
005
FYE Seminar
A series of fall term meetings with an FYE faculty adviser to discuss issues
related to becoming an active member of the Augsburg College community
of learners. Discussion will be based upon readings from a variety of
disciplinesand sources collected in The Augsburg Anthology. (P/N grading
only; evaluation based on attendance and participation)
V Foreign Language
Department
The Foreign Language Department at Augsburg College contributes in
many ways to realizing the College's mission of providing liberal arts
education for service in today's world. The Department is committed to
the view that education should go beyond career preparation. So viewed,
foreign language study goes beyond the development of new cornmunications skills to foster an abiding awareness that the splendid diversity
of human languages, literatures, and cultures represents a rich historic
legacy developed in different ways by many nations to be shared by all
in common. The Departmental faculty believe that familiarity with the
language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education
of Augsburg students.
The Foreign Language Department offers language, literature, and
culture courses in French, German, Norwegian, Russian, and Spanish.
Courses in Chinese, Japanese, Latin, and Greek are available to
Augsburg Students through the College's affiliation with ACTC, a
consortium of Twin Cities colleges.
A special perspective on language is also available to Augsburg students
in the linguistics courses offered by the Foreign Language Department.
Linguistics goes beyond the study of individual languages to investigate
the general principles which operate in and shape all languages and in
this way the study of linguistics affords the student a unique view of one
of the most intriguing and central facetsof the human mind.
Foreign language skills, perhaps combined with the study of linguistics,
are essential in preparing for a number of careers and represent a
valuable special qualification in many others. Anticipated careers in a
number of fields such as foreign language teaching translation, the
diplomatic corps, or international business may require a foreign language major, perhaps combined with a major in some other field. In
addition, students pursuing careers in many other fields such as health
care, social work, the ministry, psychology, or philosophy, to name just a
few, often find that a foreign language minor and/or the study of
linguistics qualifies them for special assignments in their chosen field.
Foreign languages Faculty: Mary Kingsley(Chairperson),Nancy Aarsvold, Ruth
Aaskov, Nancy Giguere, Mary Johnson, Angelika Rauch, Gunta Rozentals,
Steve Sakai, Donald Steinmetz
Placement Levels: Studentswith previous foreign language study must register in
coursessuited to their levelof preparation.Placement is accordingto thenumber
of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5
6 = 211; 7 = 212; 8 = 311. Students in doubt about their placement level should
consult the Chairperson. Be sure to sign placement form.
Students should arrangeto take the LanguagePlacement Test if they wish to take
a course above the level determined by previous studies in that language.
Studentswho elect to take a coursebelow the one in which they are placed by the
Department may do so, but grading must be P/N only. The Language requirement will be satisfied onlyby completion of the course in which the student was
originally placed. Credit and grading for that course may be traditional.
Basic Requirements: Majorsmust take4of theupper Division coursesat Augsburg
College and 4 abroad. Minors must take 2 of the Upper Division courses at
Augsburg College. 311 is prerequisite to all Upper Division courses.
Transfer students intending to major or minor must take a minimum of 1Upper
Division course per year at Augsburg. See Department facultyfor limits on nonAugsburg courses and career information.
Teaching Licensure: Teacher candidates in French, German and Spanish must
consult with the Department of Education for specific information and enrollment in the programas well as for information on Special Methods courses. A 3.0
averagein Advanced Conversationand Compositionis a Departmentalrequirement for teaching majors. Licensure requires successful completion of the
Competency Exam. See Requirements for State of Minnesota Licensure for
Teaching in Secondary Schools, under Department of Education.
Honors Major: Majors seeking Departmentalhonors must apply in the junior year.
Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis dernonstrating ability in Independent Study for one course credit. Consult Department
Chairperson for details.
+ Chinese (CHN)
Chinese language studies are possible through a contractual arrangement
with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian
Studies Director.
+ French @RE)
Major: 8 courses above 212, including 311,312 or 411,331 or 332,350 or 355,351 or
353,450 or equivalents. Study abroad required.
Minor: 4 courses above 212, including 1 in conversationcomposition, 1 in civiliiation, and 1 in literature. Interim, Summer, or Semester in France strongly
recommended.
Teaching Licensure Minor: 5 Upper Division courses beyond 212, including 1 in
conversationcomposition, 1 literature, 1 in civilization. Study in France
strongly recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog.
Directed Study
Conversational French, readings. Once weekly. No credit. (Spring. On
demand)
111,112 Beginning French
Aim to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall/ Spring)
199 Internship
Lower Division Internship.
211,212 Intermediate French
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work. (Fall/Spring)
243 French Literature in Translation
Major representative works of French literature are read in English translation. ~ h r o u ~individualized
h
background reading and class discussion,
students become acquainted with artistic qualities and cultural-historical
011
significanceof these works. Sophomorestanding.Fulfillsonly literature distribution requirement. Does not count toward a French major or minor. (On
demand)
Directed Study
Independent Study for Lower Division credit.
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. Post-intermediate level. A prerequisite to other
Upper Division courses. (Fall)
French Expression
A two-pronged approach to coherent and correct expression in speaking and
writing. Attention to grammatical structures, French turns of phrase and
elementary stylistics for business and personal use. French phonology and
speech group practice, study of written models. (Prereq.: 311 or consent of
instructor. Spring. On demand)
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings
to the modern period. Special attention to cultural manifestations of French
intellectual, political, social and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of
instructor. Alternate years)
French Civilization Today
Topics in 20thcentury problems, ideas. Cultural manifestations that promote understanding of Frenchspeakingpeople and their contributionto the
contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years)
Introduction to Literahue for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through
reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
353 Survey of French Literature
The study of major French authors and literary movements in France,
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: 311 or consent of
instructor. Alternate years)
Twentieth Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theatre, poetry, the essay, and criticism. Classes, oral
and written reports, and laboratory texts in French. (Prereq.: 311 or consent
of instructor. Alternate years)
Internship
Upper Division Internship.
Advanced Conversation and Composition
By means of reading, speakingand writing on topics of intellectual, social, or
450
499
political interest, the student acquires extensive training in the four skills at
an advanced level. Attention to accuracy and effectiveness, characteristic
levels of expression, refinements in style and organization as individual
needs indicate. Provides for self-improvementand self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand)
French Seminar: Novel, Drama, Poetry, Short Story
Study in depth of a topic or genre in French literature. Student presentations
in French. For advanced students.(Seealso Interim offerings. Prereq.: 311 or
consent of instructor. On demand)
Independent Sttrdy
Individual pursuit of a topic, movement, or genre at an advanced level.
Designed to compl&ea balanced program, enhance research, or meet individual interests. In literature a mapr paper and its defense are included.
(Consultationswith French teachers required. Junior standing. Fall, Interim,
Spring. Subject and plan to be clarified early with study adviser)
+ German (GER)
Major: 8 upper division courses, including 311; 411, 1 in civilization, and 1 in
literature. Semester in Germany required.
Minor: 4 Upper Division courses, including 311 and 411. Interim, Summer or
Semester in Germany strongly recommended.
Teaching Licensure Minor: 5 courses beyond 212,induding 1 in conversationcomposition, I in literature, 1in dvilization, and 2 electives. All m u m must be
Upper Division course. Study in Germany s~rongIyrecommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
111,112 Beginning German
Course 111is for students with no previous background; 112is for students
who have had 111or equivalentor less than two years of high schoolGerman.
Aims at developingbasic skills.Classroompractice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in
simple German, insights into German culture and participation in short
conversations. Laboratory materials available.
199 Internship
Lower Division Internship.
211,212 Intermediate German
For students with two terms (or two years high school) of previous German.
Aims at developingbasic skills into working knowledge of German. Review
of basic structures with emphasis on extending range of vocabulary and
idiomatic expression through reading and discussion of materialsrepresenting contemporary German life and literature. (211, Fall; 212, Spring)
244 German Literature in Translation
Principal works of German literature representing various periods and
movements are read and discussed in English. The readings are considered
not only in the particular context of German cultural history, but also
discussed interms of their relevanceto perennialhuman problems. Credit for
this course does not apply to a German major or minor. (Sophomorestanding. On demand)
Independent Study
Independent Study for Lower Division credit.
German Comersation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary
and idiomatic expressions most common in colloquial German. Intensive
practice in speaking is supplemented with exercisesin written composition.
Fall)
German Civilization and Culture I
The Early Background. Follows the cultural and social development of the
German-speaking peoples from the prehistorical Indo-European origins (ca.
3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of
Roman civilization, the re-emergence of German cultural self-awareness
during the Middle Ages, and the intellectual and religious upheavals of the
Reformation. In German. (Prereq.: 311 or consent of instructor. Alternate
years)
German Civilization and Culture I1
Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual,
geopolitcal, artistic and scientific history of the German-speaking peoples. In
German. (Prereq.: 311 or consent of instructor. Alternate years)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different a p
proaches to literary analysis. Students apply the elements of theory through
reading, analyzing and discussingselected works. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
German Literature through the 18th Century
Brief surveyof heroic, courtly, Reformation, Baroque, Auflclarung and Sturm
und Drang literature. Extensive readings and dicussions in Classic and
Romantic periods. Readings in German, supplemented by lectures on the
history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in German.
(Prereq.: 311 or consent of instructor. On demand)
German Literature: The 19th Century
Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism
and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism,
technologyand mass man. Readingsin German. Class discussionshelp to improve students' ability to deal with concepts and express themselves in
German. (Prereq.: 311 or consent of instructor)
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed:Kafka, Hesse, Mam, Brecht. Readings in
German with class discussions are designed to aid students' self-expression
in German. (Prereq.: 311 or consent of instructor. On demand)
399
411
451
452
499
Independent Study
Independent Study for Upper Division credit.
Advanced German Composition and Conversation
Aims at developingand refining the student's use of German as a vehicle for
expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as
classroom language. (Prereq.: 311 or consent of instructor. Fall)
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Leaures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On
demand)
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns. Lectures
treat the historical development of the drama. (Prereq.: 311 or consent of
instructor. On demand)
Independent Study
Independent Study for Upper Division credit.
+ Japanese WN)
Japaneselanguage studies are possible through a contractual arrangement
with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian
Studies Director for more information.
+ Linguistics
199
289
299
311
(LIN)
Internship
Internship for Lower Division credit.
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles, with
focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholinguistics (inquiry in to the mechanics of
language learning and the structure of the mind as revealed in language).
Theoretical questions will be approached by studying samples of various
languages. No prerequisite. Recommended for all language majors and
minors. (On demand. ACTC)
Directed Study
Independent Study for Lower Division credit.
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatorygoals which distinguish
them. The theories will be contrasted with those of adjacent disciplinessuch
as anthropology, psychology, logic, and communication theory to explore
ways in which each theory seeksto overcomethe inadequaciesof traditional
grammar. (On demand)
399
499
Internship
Internship for Upper Division credit.
Independent Study
Independent Study for Upper Division credit.
+ Norwegian (NOR)
Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway
required.
Minor: 4 courses above 211, including 1 in conversation-composition, 1 in civilization, and 1 in literature. Study in Norway encouraged.
Recommended Supporting Preparation: A second foreign language, linguistics,
European history.
111,112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress on spoken rather than literary Norwegian. Laboratory
work expected. (111, Fall; 112, Spring)
199 Internship
Internship for Lower Division credit.
211 Intermediate Norwegian
Continued conversation and composition to improve comprehension and
facility of expression. Selected readings in Norwegian used as basis for class
discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent)
299 Directed Study
Independent Study for Lower Division credit.
311 Norwegian Conversation and Composition
Intensive practice in spoken Norwegian with emphasis on pronunciation
and original composition. Some attention given to regional variations in
spoken Norwegian and to differences between the two official languages of
Norway. Some laboratory work and field experience required. (Prereq.: 211
or equivalent)
312 Old Norse
An introduction to the structure of Old West Norse through the study of
selectionsfrom Old Norse literature. Some attention given to Old East Norse
and aspects of the history of four modern Nordic languages. Knowledge of
one of the latter is desired but not required. Norwegian language majors/
minors will have special assignments. (On demand)
331 Norwegian Civilization and Culhue
This study of Norwegian cultural history will include significant aspects of
the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible), the domesticand foreign influencesat work in the
comparativelyhomogeneouspopulationof Norway willbe examined.Written
and oral reports in theNorwegian language will be required along with some
field work. (Prereq.: 311 or consent of instructor. On demand)
350
353
399
411
499
Introduction to Literahue for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through
reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
S w e y of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a base for
the study of original works from earlier periods extendingback to Old Norse
literature. All genres are examined, and considerable attention is given to
writings in the Nynorsk language, particularly poetry. Ledures, readings,
oral and written reports are in Norwegian. (Prereq.: 311 or equivalent.
Alternate years)
Internship
Internship for Upper Division credit.
Advanced Norwegian Conversation and Composition
Further intensivepractice in spoken and written Norwegian. Attention given
to the other Scandinavianlanguagesand to the historical development of the
Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand)
Independent Study
Independent Study for Upper Division credit.
+ Russian .(RUS)
Two years of Russian are offered at Augsburg. Russian language studies
may be continued in the ACTC Russian Area Studies Program, which
requires two years of language for the major. See Russian Area Studies
Campus Coordinator.
111,112 Elementary Russian
A i d to developreading, writing, understanding, and conversational skills
through oral classroom practice, developingease in reading, short compositions, and acquaintancewith Russian culture. Extensive use of the language
lab.
211,212 Intermediate Russian
Continuesdevelopingtheskillsof writing, understandingand speakingwith
an added emphasis on reading. Introduction of advanced grammar topics,
idioms and the study of word building in Russian. (ACTC)
+ Spanish
(SPA)
Major: 8 courses above 212, including 311,411,456 or 457,2 of 352,353,354, and
either 331 or 332. Study in Spain or Latin America is required.
Minoc 4 courses above 212, including 1 in conversation-composition,1 in civilization, and 1 in literature. Interim or Summer study abroad strongly recommended.
Teaching Minor: 5 courses beyond 212, including 1in conversationcomposition,
1 in literature, 1 in civilization, and 2 electives. All courses must be Upper
Division courses. Study in Spain or Latin America recommended.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult Department for other
supporting courses in humanities.
111,112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of Spanish-speaking
world. Laboratory work is an integral part of the course.
199 Internship
Internship for Lower Division credit.
211,212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which
stimulate intellectualgrowth and promote cultural understanding, students
review all of the basic structures of Spanish, and build conversational skills
through class discussions. besigned for students with 2-4 years of high
school Spanish or its equivalent. (211 Fall, 212 Spring)
216,316 Intensive Individualized Spanish
(See under Program in Global Community)
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literature representing various
periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted
with the salient artistic qualities and cultural-historical significance of the
readings. Credit in this course does not count toward a major or minor in
Spanish. Sophomore standing preferred. (On demand)
261 Spanish Language
(Seeunder Metro-Urban Studies, SAUS and LISLA)
299 Directed Study
Independent Study for Lower Division credit.
311 Spanish Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratorywork. This course
is a prerequisite for all Upper Division courses. Brereq.: 212 or equivalent.
Fall)
312 Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanishand wish to expand them. Intensivepractice to improve oral
and written expression with emphasis on conversational facility, stressing
idiomatic usage and the finer points of grammar. Readings to stimulate
discussion and broaden cultural background from contemporary literary
texts and magazine articles. Conducted in Spanish. (On demand)
331 Spanish Civilization and Culhue
Study of the Spanishcharacterand of Spanishcontribution to world civiliiation through historical, intellectual, literary, and artisticmovements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years)
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212,
with consent of instructor. Altemate years)
Introduction to Literature for Language Students
350
Theory and practice of literary studies.A theoretical component (in English)
treats the basic principles of literature, Literary genres, and different approaches to literary analysis. Students apply the theory through reading,
analyzing, and discussing selected works of literature. Recommended for
majors and minors. Open to all qualifed students. Brereq.: 311 or consent of
instructor. On demand)
352,353 Survey of Spanish Literature I, I1
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in the language. (Prereq.: 311
or consent of instructor. On demand)
354
Representative Hispanic American Authors
An introduction to Spanish-American literature. Lebures, discussions, written and oral reports in the language. (Prereq.:311or consent of instructor. On
demand)
399
Internship
Internship for Upper Division credit.
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, and written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor)
332
456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reportsin the language. Emphasison theGolden Age and the Modem Period.
(Prereq.: One survey course. Altemate years)
457
Spanish Novel
Studyof the outstanding novelists of the 19thand 20th century in Spain. Oral
and written reports in the language. (Prereq.: One survey course. Alternate
years)
499
Independent Study
Independent Study for Upper Division credit.
General Studies (GST)
Joel Mugge and Donald Warren
Some courses help to integrate learning around topics in ways which are
different from the more traditional disciplines. General Studies include
specialized academic enrichment programs, an integrative pro-seminar
created by cooperating faculty, and offerings of the Center for Global
Service and Education.
009
Cooperative Education
Placement in a Co-op Education assignment, satisfactory completion of
evaluation process, and participation in seminars conducted by Co-op Education staff. No course aedit. (Fall and Spring)
140,141 Introduction to the Liberal Arts (112course each)
An introduction to the philosophy of the liberal arts curriculum and to the
philosophy and student services available at Augsburg College. The course
also focuses on improving those skills so important to academic success:
reading rate and comprehension, note taking and textbook reading, time
management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and
making decisions. (140,Fall; 141,Spring)
230
Cultural Issues Seminar
(See under Program in Global Community)
V Global
Education
Programs
The center for Global Education, a program of Augsburg College, is
committed to education which helps citizens expand their world view
and deepen their understanding of international issues. The Center
believes that firsthand knowledge of other societies and cultures builds
international awareness, informs debate on foreign policy, and contributes to a more just and peaceful world. Toward this end, the Center
offers a variety of experiential education programs which examine the
problems of international development and the dynamics of social
change. A unique dimension of the Center's work is that its programs
include the perspectives of the poor and disenfranchised as well as the
views of decision-makers.
+ Program in Global Community
The Center for Global Education offersa spring semester program, The
Program in Global Community, each year in Cuernavaca, Mexico. It is an
academic program that explores the history of political change, the dynamics of social justice, and the role of the church in Latin America.
Students live together as a community in the Augsburg Study Center,
but also with Mexican families. The semester also includes a trip to
Central America. The cost is equivalent to full room, board and tuition at
Augsburg. Courses are offered for credit in the disciplines as listed.
SPA 216,316 Intensive Individualized Spanish
Intensive, individualized instructionfor three hours a day for six weeks of the
semester. Instruction is geared to individual competency levels and is taught
by Mexican instructors. (Required course. Placement level determined by
Program Director)
INS 311 The Development Process
This seminar focuses on specific global and interpersonal developmental
processes. Particular theories of development and educational approaches
are criticallyexamined. As an integrativeseminar, the courseattempts to pull
together the many aspects of the overall program. The seminar provides
studentsthe opportunity to reflect criticallyon their own educationalprocess
as well. (Required course)
GST 230 Cultural Issues Seminar
This seminar consists of a series of mini-courses offered in a number of
relevant topic areas related to the theme of the program. Each mini-course
consists of 12 hours. Any four mini-courses fulfill the requirements of the
seminar. (Either this course or HIS 347 required)
HIS 347 Mexico: A Historical Perspective
Four specific mini-courses together provide a rather comprehensiveview of
Mexico's historical development from preColumbian times to the present
day. (Either this course or GST 230 required)
299 Directed Study
499 Independent Study
This preferably is in a student's major or minor discipline, developed ahead
of time in consultationwith a Departmentaladviser on the home campus and
the program director. The topic a student chooses should be relevant both to
the discipline and the theme of global community. (Optional fourth course)
REL 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an
examination of the emerging 'Theology of Liberation" as articulated by
prominent Latin American theologiansas well as by people directly involved
in local parishes and development projects in Cuernavaca. (Prereq.: 1course
in religion or theology. Optional fourth course)
+ Human Services in a Latin American Context
The Center for Global Education offers a fall semester program, Human
Services in a Latin American Context, each year in Cuernavaca, Mexico.
Throughout Latin America new models for education and human care
have evolved during the last 25 years. The methodologies used attempt
to teach critical thinking skills, raise people's consciousness and increase
their ability to work together to change their situation. H u m a n Services
i n a Latin American Context is a 3 1/2 month study program designed to
introduce participants to the central issues currently facing the third
world, and to focus on Latin American models of education and service
and their contribution to the process of social change. These models have
grown out of the sense that the achievement of basic human rights goes
hand i n hand with the empowerment of individuals a n d groups to control their own lives.
This semester program is co-sponsored with Pacific Lutheran University.
The semester includes a trip to Central America. The cost is equivalent to
full room and board a t Augsburg College. Courses are offered for credit
in the disciplines as listed.
SPA 216,316 Intensive Individualized Spanish (Spanish)
Intensive, individualized instructionfor three hours a day for six weeks of the
semester. Instructionis geared to individual competency levels and is taught
by Mexican instructors. (Required course. Placement level determined by
Program Director)
SWK 361, SOC 271 Social Policy and Social Justice (Social Work or Sociology)
Social policy related to the health, education and well-being of members of
Mexican society from an historical perspective. The course will examine the
distances between policy and reality, particularly for the poorest groups, the
impact of international economics and politics, and movements that have
emerged dedicated to bridging the gaps between needs and policies. This
course, with a different set of student objectives and a differentbibliography,
can be taken for social work or sociology credit.
SWK 399 Internship (Social Work)
A supervised learning experience in an agency setting with emphasis on
acquiring an overviewof how the agency functionsand how populations are
served.
POL 295 Global Perspectives: The World in Change (Political Science)
A survey of global issuesaffectingthe human condition in a rapidly changing
and increasingly interdependent world; modernization and development;
economic change and international trade; diminishing resources; war and
revolution; peace and justice; cultural diversity. Emphasis on the development of a global perspectivewhich recognizes human commonalities as well
as diversity in perceptions, values and priorities.
EDE /EDS 412 Latin American Models of Education (Education)
A comparative approach to learning some basic goals and methods of
educational models being developed in Latin America. Students will apply
their knowledge of educationalconceptsused in the U.S. to an understanding
of basic processes employed by Latin American educators in teaching critical
thinking, consciousness-raising and cooperative problem-solving. A focus
throughout the course will be on exploring the transferability of these
learning models to North America.
V Health and
Physical Education
Department (HPE)
Virtually all students at Augsburg College will interact at some point in
their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation
in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental
activities.
The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several
major and minor programs: general education in Physical Education
(Lifetime Sports); men's and women's intercollegiateathletic programs;
intramural programs for men and women; and athletic facilities for
developmental and recreational activities.
Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA
and community services, municipal park and recreation departments, as
adult fitness instructors, and in working with people with disabilities.
Health and Physical Education Faculty: Richard A. Borstad (Chairperson),Carol
Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Joyce Pfaff,
Edwin J. Saugestad
I
+ Health Educatjon
J
Majol: 110,'11<11<, 320.35; 410; BIO 103,108,111; CHM 105or 109;PSY 105; SOC
Teaching Major: Same as Health Education mapr plus 355. Students wishing to
become licensed teachers should consult with the Education Department for
requirements.
Teaching Minor: 110,114,115,320 or 410; BIO 103; SOC 231.
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
Internship
Internship for Lower Division credit.
Health and Safety Education (112course)
Principles and practices of safety education in school and community life.
Includes information about school health programs and prevalent health
needs and problems of school age children, and American Red Cross First
Aid course.
Health and Chemical Dependency Education (112course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health programs and prevalent health needs and
problems of school age children.
Human Sexuality
A study of the psychological, social, and biological components of human
sexuality. Open to all students.
Directed Study
Independent Study for Lower Division credit.
School Health Curriculum
Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All coursesin the major sequencenumbered in the 100and 200 seriesand
consent of instructor)
Teaching the Exceptional Child (112 course)
Education of the exceptional child with special reference to the analysis of
functional and organic abnormalities and the role of school health and
physical education programs. (Prereq.: 350. Spring)
Tests and Measurement (112course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Spring)
Internship
Internship for Upper Division credit.
Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships
to community health program and resources. Methods and materials in
health education with laboratory experience in classroom and community.
(Prereq.: 320. Odd number years, Fall, Interim)
Independent Study
Independent Study for Upper Division credit.
+ Physical J3ducation
i/
J
"
1J
"'
' - 1 1
Major: 114,115, 3 5 4 7 ~ 5223,231;
;
232,'243,350,351,471:472,474,475;
BIO 103.
Teaching Licensure Major: 114,115,354,355; 223,231,232,243,350,351,365,471,
472,474,475; BIO 103. Students wishing to become licensed teachers should
consult with the Education Department for requirements.
Major with Specialization in Adapted Physical Education: Consult Department
Chairperson for individual program planning.
Minor: 114,115;223,231,232 or 472,243. Thereisno PE teaching minor inMinnesota
Public Schools.
Coaching Endorsement: 243,351 (Prereq.:BIO 1031,475 (Prereq.: 350), 1of 476483
(except 481), and practicum in coaching (499 is an optional method for meeting
the practicum requirement).
Notes: Coaches entering their first headcoaching assignment in Minnesota high
schools are required to have a coaching endorsement and a current Minnesota
teacher's license.
002,003 Lifetime Sports
199
223
231
232
234
243
299
350
Three hours per week. Two Lifetime Sports meet the general education
requirements. (Part-time students should consult with Department Chairperson) No course credit.
Internship
Internship for Lower Division credit.
Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports. (Fall)
Recreational Activities and Rhythms (112 course) .
Theory and practice in performing American heritage and international folk
dances. Exposure to New Gamesconcepts and activities. Practice in teaching
and performing selected social dances. (Interim)
Outdoor Education (112 course)
This course will look zt a wide variety of outdoor activitiesthat can be taught
in a school setting. The following activities will be emphasized: canoeing,
back-packing, cycling, outdoor cooking, campingand water safety. Students
must be prepared to spend some weekends participating in these activities.
(Even numbered years, Spring)
History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
Directed Study
Independent Study for Lower Division credit.
Kinesiology
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prereq.: BIO 103. Fall)
Physiology of Exercise
The mapr effects of exercise upon the systemsof the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO
103. Spring)
Teaching the Exceptional Child
(See Health Education)
Tests and Measurement
(See Health Education)
Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the
elementary and secondary levels. (Fall)
Internship
Consult Department Chairperson.
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interested in learning the
art and practice of sailboat cruising. The course will focus on taking the
participant to a competent level of sailboat handling (anchoring, mooring,
helming and crewing). (Interim)
Physical Education Programming
Procedures and techniques of management, leadership and decision making
for physical education and interscholastic athletic programs. Curriculum
analysis and preparation. (Prereq.: 243. Fall)
Gymnastics (112 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and
perform in all apparatus events and tumbling. Experience in spotting and
skill analysis. (Fall)
Swimming and Aquatics (112 course)
Theory and practice in teaching swimming, lifesaving, and water safety.
Open only to junior and senior Physical Education majors and minors.
(Prereq.: Swimming competence as determined by pre-test. Fall)
Prevention and Care of Athletic Injuries (112 course)
Emphasis placed on preventing injuries. Treatment of common athletic
injuries. Practical experience in taping and training-room procedures. (Prereq.: 350, Fall, .lst half of term, and even numbered years, Interim)
Coaching of Football (112 course)
Theory, technique and administrative aspects of coaching football. (Odd
numbered years, Fall, 1st half of term)
Coaching of Basketball (112 course)
Theory, technique and administrative aspects of coaching basketball. (Odd
numbered years, Interim)
Coaching of Hockey (112 course)
Theory, technique and administrative aspects of coaching hockey. (Odd
numbered years, Interim)
Coaching of Track and Field (112 course)
Theory, technique and administrative aspects of coaching track and field.
(Odd numbered years, Spring, 2nd half of term)
Coaching of BasebalYSof tball(112 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Odd numbered years, Spring, 2nd half of term)
481
483
499
Officiating of Basketball (112 course)
Mechanics, techniques and practical experience of officiating basketball.
Prepares student for certificationby the Minnesota State High School Association. (Interim)
Coaching of Volleyball (112 course)
Theory,technique and administrative aspects of coaching volleyball. (Odd
numbered years, Fall, 1st half of term)
Independent Study
Directed intensivestudy in an area of physicaleducation.Open only to junior
or senior majors.
V History Department
(HIS)
History is to society what memory is to an individual; it brings to a
civilization an understanding of its identity. The distinguished Medievalist J.R. Strayer expresses it this way: "No community can survive and
no institution can function without constant reference to past experience.
We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of
common experiences which makes scattered individuals into a community."
A society's history is also a storehouse of human experiences that
enables us to deal more knowledgeably with the continuities and
changes in current issues. Established disciplines, as history long has
been, train the mind by developing concepts and skills that enables one
to deal with masses of information. Many have found that history is an
entree into the richer enjoyment of travel, cultural events, and the broad
reading enjoyed by the educated person. Accordingly, history has long
heid a major role in the liberal arts. This is true at Augsburg.
The Department has smngth in and requires of its majors work in four
main areas: ancient and medieval, modern Europe, United States, and
the non-Western world. The Department's graduates are well represented among professional historians; at present, six are in graduate
schools preparing for such careers. More have distinguished themselves
as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that
field for history majors. For most of our students, however, the study of
history provides one of the better undergraduate liberal arts experiences,
valuable both for personal enrichment and a wide variety of career
choices.
History Faculty Richard Nelson (Chairperson),James Brothen, Gregory Bruess,
Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen, John R Jenswold
Major: 8 courses plus 1 seminar. At least 4 of these courses must be Upper Division.
A major must have at least 1 course (either survey or upper level) from each of
the 4 areas: Ancient and Medieval; Modern Europe; U.S.; and non-Western.
Major for Teaching Licensure: Students interested in secondary education may
take a History Major in combinationwith specified social sciencecourses and the
required educational courses, in compliance with the state requirements. For
more information, see the Department Chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least 3 of which must be Upper Division.
Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances,
applicationbefore the end of the first term of the junior year; 2 years of a foreign
languageat the collegelevel (orits equivalent);an honorsthesis (equalto 1course
credit) to be defended before a faculty committee.
Notes: First year students should enroll in 1 or more of the 101-104 courses.
Distributioncredit is normally given only for courses 101-104.200level courses are
normally reserved for sophomore or Upper Division students. Upper Division
courses are numbered 300 and up. Lower Division students are normally required
to take at least one 100 level course before enrolling for an Upper Division course.
There are 16 Upper Division courses (numbered 300 and up) in this Department.
Severalare offered each term. Offeriigsdepend upon faculty schedulesand student
registration.
101
102
The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world
of Greece and Rome, and the middle ages of Europe into the 13th century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
middle ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introduction to various centersof cultural and political power in Asia and
Africa of the last 200 years.
Internship
Lower Division Internship.
U.S. History to 1877
A survey of Americans from Jamestown through the efforts to reconstruct a
nation tom apart by the Civil War.
U.S. History Since 1877
An assessment of the century which precedes our time with an effort to
consider the various social, economic, intellectual and political forces and
events that have created the modern United States.
Asian and Asian-American Women in Public Life in the 20th Century
An exploration of the experiences and contributions of selected women in
China, Japan, India, Korea, Philippines, and the state of Hawaii. Includes
crosscultural perspective, responses to impact of modernization and Western education.
Scandinavian History Prehistoric to 1750
An introduction to the settlement and development of the Scandinavian
countries with emphasis on their impact on and contributions to the development of European society.
Scandinavian History 1750 to the Present
An introduction to the history of the Scandinaviancountries from the early
modern period to the present with emphasis on the place of Scandinavian
society in European and world history.
Directed Study
An opportunity for a student to do readings or study on topics not covered
in the scheduled courses. The proposed study must be approved by the
directing faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the
major.
Modem Southeast Asia
A study of the major historical events, personalities and political developments in this area. A comparative analysisof the nationalist movements and
the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam.
Modern China
A selective treatment of Chinese history since the Opium War of 1839. The
erosion of China's isolationism and collapse of the imperial system. The
Nationalist and Communist revolutions of the 20th century.
Modern Japan
An examinationof the emergence of Japan as amajor world power in the 20th
century. Components of the course will include a study of the distinctive
features of the Pre-Meiji era, modernization factors since 1868, interaction
and encounter with China, urban development, ecological problems, role of
women and Japan's trade in Asia and Africa.
Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excluding foreign
policy; see History 332). The specific topics to be offered will be announced
prior to registration.
History of American Foreign Policy
The relationship of foreign policy to general American development is
stressed.
Mexico: A Historical Perspective
(See under Program in Global Community)
The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times through
its extension and elaboration by the Greeks. Emphasis is placed on the
development of writing, achievement in the arts and sciences and-political
institutions.
Hellenistic Greece and Rome to 330 A.D.
A study of the development of Alexander's Empire, the Hellenistickingdoms
and the rise of Rome as the world's greatest power. Emphasis is placed on
personalities, the arts and sciences and Rome's contributions in law and the
political process.
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state
through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation.
Internship in History
A limited number of Internships may be available for qualified Upper
Division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative
Education program.
England in the Tudor and Stuart Periods
A study of Englishhistory from a 15thcenturybackground through 1714.The
emergence of modern constitutionalism is the major theme of the course.
Emphasis is also placed on 16th and 17th century aspects of England's
subsequent role in the world economy and on the Englishliteraryrenaissance
of Elizabethan and early Stuart periods.
Europe in the Seventeenth Century
The study of this century as the most critical period in the rise of the modem
state. Emphasis is also placed on the emergence of modern science and its
effect on intellectual history. The chronological boundaries may be listed as
1560-1714.
Topics in World History
This course will investigatetopics in world history which are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
The World and The West
This coursebegins with Europe's discoveryof the rest of the world, considers
cultural interaction and conflict, and the building of European empires in
Asia and the Americas, and concludes with the breakdown of these imperial
systems at the end of the 18th century.
495
499
Seminar
Selected topics which will be announced prior to registration. This course is
designed for history majors of at least junior standing. Admissionbypermission of the instructor. Offered at least once each year.
Independent Study
Majors with an average of 3.5 or above in history courses are encouraged to
apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major.
V Humanities
(HUM)
Bruce Reichenbach (Chairperson), John Benson and Richard Nelson
The Humanities major provides the opportunity to reflect across departmental lines, to experience the ways in which different academic disciplines approach simiIar questions and issues, and to participate in interdisdplinary learning experiences. You can, in effect, m a t e your own
major by choosing a theme or topic you wish to study,and then by
taking courses in various departments relating to that theme.
The major was created especially to encourage students not majoring in
the humanities but in such areas as science, business, or social science to
broaden their insights and perspectives by taking a broadly-based
second major.
Major: g murses, including 275. Elve of the courses must be Upper Division.
Courses must be selected fmm at least 4 of these 7 departments- Art, English,
Foreign Languages, fTistory,l%3osophy, Religion, and Speech,Communication
and Theatre Arts. No more than 3 courses from anyone department can be used
to satisfy the requirement.
I
Note: Each student taking a humanities mapr will focus on someparticular theme
or perspective which will constitute the core of the major p r o m . Six ofthe 9
courses must be t a k a in this core.The core adopted and the courses chosen to
meet the requirement will be worked out with the student's adviser in the
humanities, and must be approved by the Humanities Major Committee. The
theme or perspective of the corecan k chosen from those listed in the Humanities Handbook or can be created by the skudent in consultation with an adviser
in the humanities. Further information concerning the core can be found in the
Humanities Handbook.
A student may not list a double major in humanities and in one of the component
disciplinesunless the distribution of courses selected in the humanities major is
significantly different from the other major.
275
Perspectives on the Humanities
An introduction to the humanities which focuses on different themes, depending upon the instructor. The course correlates ideas, principles and
values from the perspectives of several of the humanities disciplines.
499
Independent Studies
Individual study and w r c h on some intdsciplinary humanities topic,
worked out in consultation with an adviser. The study must be approved by
the Humanities Committee.
V Interdisciplinary Studies
(INS)
(See Metro-Urban Studies, Global Education Programs, and Women's
and Minority Studies)
V International Relations
Norma C. Noonan, Director
International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or
geographic area of the world. The program consists of a core of 7 courses
and 6 electives chosen from a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for
Interim or a Semester. Competency in one language is required, and
some students study two languages.
The goal of the program is to give students a broad exposure to intenational studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin
America, the Middle East, Western Europe, the USSR, the Far East,
Southeast Asia, and others.
Recent students have had double majors in History, Political Science, or a
foreign language. Numerous combinations of majors and minors are
possible with the International Relations major.
Major: 13courses. (1)7 required courses: ECO 112 or 113;HIS 103or 104; POL 158
or 160; 2 of the following: HIS 332, POL 363,461; POL 490; the fourth term of
college work in a modern foreign languae. Q )6 ofthe following electives (not
more than 3 from any one disciplinemaybe countedtoward the major);ECO 360,
495; HIS 322,323,324,440,474; PHI 355; POL 330,351,381,382,455,459; REL 356;
SOC 336; Interim courses, seminars, Independent Study, topics courses and
courses at other colleges/universitiescan be considered here with the approval
of the Program Director; fourth term or higher of college work in a second
language.
Minor: 7 courses and 1year of foreign language. Required ECO 112or 113, HIS 103
or 104, and POL 158 or 160.One come of HIS 332, POL 363 or 4 1 .One year of
foreignlanguage. Any 3 courses from the list ofapproved electivesforthe major.
Not more than 2 courses horn any department could count toward the minor.
Note: Only the fourth or higher term of languages cuurth t o w a d the major; prerequisite courses or competencies mmot be credited toward the 13 required
courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major, for example, a concentration on a gmgraphic area or in one of the major disciplines in the program.
V Mathematics and
Computer Science Department
At least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract
concepts, and analyzing and solving problems. Coupled with the more
modern needs of quantitative thinking, these skills are still essential for
any liberallyeducated person. Mathematics and computer science
courses at Augsburg are intended to help develop these skills.
Mathematical ideas in and of themselves have had a formative impact on
the development of civilization, and the development of computers has
already begun to influence modern society. To the extent that a liberal
education must include a variety of perspectives on our culture and
heritage, a study of these influences is important.
An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department
serves students majoring in a wide variety of fields.
Majors within this Department axe prepared for graduate school, work in
industry,or semice professions, with opportunities to focus on either the
itheoretical or the appIied areas of their vocations. Internship and Coop
erative Education options help students takeadvantage of Augsbwg's
proximity to the many technically-oriented enterprises in the city. Thus
the Department aims to provide its own majors with skills necessary to
serve the larger community through a variety of careers.
Mathematics/Computer Science Faculty: Ken Kaminsky (Chairperson),
Larry Copes, Tarry Crockett, Beverly Durkee, Matthew Foss, Noel Petit,
Larry Ragland, Beverly Stratton
Mathematics Major: 9 courses in mathematics including MAT 124,125,215,224,
314,324, and 3 electivesfrom MAT courses about 210, at most 1 of which is at the
200 level; participationin Departmental colloquium. Also required: CSC 170.At
least 2 Upper Division mathematics courses must be taken at Augsburg. Fm
teachinglicensuw, the 3 electives must be 351,373, and 441. Studentswishing to
become licensed teachmare advise3 to consult with the Education Department
for other requirements.
Computer ScienceMaj or: 9 coursesincluding 240,345,350,445,450;270 or BUS 175;
and 3 electives from CSC courses above 260 or 1 of SOC 363 or BUS 479;
participation in Departmental colloquium. Also required: MAT 174, 175 (or
MAT 124,125,171,224and CSC 170);MAT 215; MAT 373 or BUS 279 or SOC 362.
At least 2 of the Upper Division courses must be taken at Augsburg.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent Study at an advanced level.
Mathematics Minor: 5 courses, including 124,125, (or 174,1751,224, and 2 electives
from MAT courses above 210, at most 1 of which is at the 200 level. For a teaching
minor the2 additional courses must be selected from MAT 215,314,328,351,373,
441.
Computer Science Minor: 6 courses including 170,171 (or MAT 174,175), 240,345,
350, and 1 course from MAT 355, BUS 279, SOC 363, or any CSC courseover 260.
PrerequisiteslPlacement Exam - Before enrolling in any mathematics course in
this Department the student must have scored appropriately on the Augsburg
MathematicsPlacement Exam or an equivalent exam, or have completed college
courses equivalent to prerequisites. A course must be completed with a grade
of 2.0 or higher to count as a prerequisite.
The Placement Exam is given during college registration sessions and at other
announced times during the year. It is required of all entering students except
those who have received a grade of C or better in a college-level mathematics
course taken at another college, or have passed the College Board Advanced
Placement Exam. These students, and those who place into Group V, should
consult with the Department about appropriate courses to take.
+ Mathematics
(MAT)
Basic Mathematics
A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios,
percents, metric system,exponents, radicals, and evaluation of algebraic
expressions.Counts as one c o w e i n semester%load but d w not give credit
toward graduation. Admission only by Augsburg Mathematia Placement
T=t. (Prmq.: Placement Group I. P/N grading only)
104 Intermediate Algebra
A self-pacedcourseforstudentsnoedinga rwiew ofbasic algebraicskillsand
concepts. Topics include operations with polynomialsand rational expressions; exponents and radicals; solving linear and quadratic equations and
inequalities;and graphing of linm and quadratic functions. Counts as one
course in semester's load but does not give credit toward graduation.
Admission onlybyAugsburg Mathematics Placement Exam. (Prereq.: Placement Group 11. P/N grading only)
114 Elementary Functions
A study of functions: alpbraic, exponential, logarithmic, and trigonomehic,
For students planning to take 124 or 174. Students who have completed 124
or 174 may register f o r d i t edywithconsent of instructor.
104or
Plament Group III. Spring)
121 Finite Mathematics
Topics of linearity and probability with applicationsto the social and behavioral sciences. (Prereq.: 104 or Placement Group 111)
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applicationsto the
social and behavioral sciences. Students who have completed 124 may not
register for credit. (Prereq.: 104 or Placement Group 111. Spring)
124,125,224 Calculus I, 11, HI
Differentialand integral calculus, including calculusof severalvariables and
series, with applications primarily from the physical sciences, integrated
with topics from plane and solid analyticgeometry. Primarily for students in
mathematicsor the sciences. (Prereq.:114or Placement Group IV for 124; 124
for 125; 125 for 224.124, Fall; 125, Spring; 224, Fall)
131 Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of civilization. Primarily for students not intending further study in
mathematics. (Prereq.: 104 or Placement Group 111. Fall)
103
m.:
Discrete Mathematics
Topics in discrete mathema tics such as seb and logic, combinatorics, probability, relations and functions, vectors and matrices, boolean algebra, and
graph theory. (Prereq. 114or 121or Placement Group IV. Fall)
174,175 Mathematics for Computing I, I1
A study of discrete and continuous mathematics with applications to computer science, integrated with learning structured programming. Primarily
for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174; 174 for 175)
171
Honors Mathematics for the Ijberal Arts
Like 131, but for sophomores in the Honors Program. (Prereq.: 104 or
Placement Group 111, and freshman honors courses; or permission of instructor. Spring)
Number Theory
An introductory study of the integers and their properties. (Prereq.: Consent
of instructor)
Elementary Linear Algebra
A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 224 or 175. Spring)
Differential Equations
Solutions of ordinary differential equations with applications; solutions by
special integral transforms; systems of differential equations with matrix
algebra techniques; series solutions. (Prereq.: 224. Spring)
Directed Study
Independent Study for Lower Division credit. (Prereq.: Consent of instructor)
Abstract Algebra
A rigorous investigation of the basic structures of algebra, such as groups,
rings, integral domains, and fields. (Prereq.: 215. Fall)
Analysis
An introduction to the study of mathematical analysis. Includes a rigorous
study of major concepts used in the calculus and their application to more
abstract situations. (Prereq.: 224. Spring)
Complex Variables
An introduction to complex numbers and functions, limits, differentiation
and integration,series, analyticfunctions, conformal mappings, and applications. (Prereq.: 224. Alternate years, Fall 1988)
Modern Geometry
A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods with projective axioms as abasis. (Prereq.:
122or 125. Alternate years, Fall 1989)
Numerical Analysis
A study of methods used to solve problems on computers. Analysis of
computational problems and development of algorithms for their solutions,
applications of a procdureoriented programming language in numerical
analysis. Topitsinclude thegeneralconceptof iterativeformulae,solution of
equations, Newton's method, l i n w systems,intapolation, numerical differen tiation and integration, Pmeq.:175;or 224, CSC 170. Alternateyears, Fall
1989)
Probability and Statistics
An analyticstudy of probability and statistics,including probabilitydistributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224 or 175.Fall)
Internship
A combined effort of student, faculty, and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices of
the Cooperative Education office as well as the Mathematics Internship
Supervisor.
441
481
491
499
Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems.
(Prereq.: completionof or concurrent registration in 314 and either 324 or 328;
or consent of instructor. Alternate years, Fall 1988)
Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract
algebra, topology, probability, statistics, or computer science. (Prereq.: 314
and either 324 or 328; or consent of instructor. Spring)
Mathematics/Computer Science Colloquium
This colloquium, which has no course credit, meets weekly to keep the
mathematics and computer science community informed about contemporary developments in the field and about interesting ideas that don't arise in
courses. Junior and senior majors must attend, and others are welcome. All
seniors give a talk. Other sessions are presented by faculty members or
outside visitors.
Independent Study
Topics defined through consultation between student and Department.
+ Computer Science (CSC)
Computing for the Liberal Arts
An introduction to computers, programming, and computer applications, as
well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not applytoward either
a computer science major or minor.
170 Structured Programming
An introduction to computer languages and algorithms. Applications from
mathematics, business, and natural sciences. Programming in a higher level
language such as Pascal. (Prereq.: MAT 124. Spring)
171 Discrete Mathematics
(See MAT 171)
174,175 Mathematics for Computing I, I1
(SeeMAT 174, MAT 175)
240 Survey of Computer Science
An introduction to computer organization and structure, assembly and
machine languages, computer logic design, number and character representations, and functions of components of computer systems. Continued
development of structured programming concepts. (Prereq.: MAT 175; or
both 170 and MAT 124 and concurrent registration in MAT 171. Fall)
261 Electronics
(See PHY 261)
270 FORTRAN
Study of the FORTRAN programming language. (Prereq.: 170, or MAT 175.
Interim)
340 Digital Communications and Computer Networks
Principles and methods of data communications, distributed processing
systems, network protocols and security, and general computer interfacing.
(Prereq. 240. Fall)
145
Computer Systems and Assembly Language
Survey of computers, languages, systems, and applications.Developmentof
competence in assembly language programming. Elements of computer operation, including input-output, interrupts, and an introduction to operating
systems. (Prereq.: 240. Fall)
Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems.
Applications to data management systems, file organization, information
retrieval, list processing, programming languages, and storage devices.
(Prereq.: 240. Spring)
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, including the development of an elementary database system.
(240 is recommended before 352 is taken. Spring)
Internship
A combined effort of student, faculty, and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices of
the CooperativeEducation office as well as the Computer ScienceInternship
Supervisor.
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management, interactions among major componentsof computer systems, and a detailed study of
the effects of computer architectureon operating systems. (Prereq.: 345, MAT
215. Spring)
Theory of Programming Languages and Compilers
Structure of computer programming languages, including data types and
control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.:
350, MAT 215. Fall)
Mathematics/Computer Science Colloquium
(See MAT 491)
Advanced Topics in Computer Science
Study of advanced topics from such areas as computer graphics, artificial
intelligence, computability, and automata. (Prereq.: Consent of instructor)
Research Project
An extensive group or individual project selected in consultation with a
faculty member. If directly supervised by a faculty member the course may
be taken for credit. (Prereq.: 345,350. Spring)
Independent Study
Topics defined through consultation between student and Department.
V Metro-Urban Studies (INS)
Metro-Urban Studies is a transdisciplinary major and minor taught by
faculty in sociology, economics, history, political science, psychology and
other related disciplines. The Metro-Urban Studies program seeks to
blend classroom and field experience, theory and Internships which
focus the content of liberal learning on the metropolitan community and
the process of urbanization.
The Metro-Urban Studies major and minor are designed to provide
undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. The program
and college-wide urban concerns requirement introduce students to the
wide variety of developing careers related to urban and metropolitan
affairs, equipping students with the analytical and theoretical tools
required to understand the metropolitan community.
Cooperative Education and Internships are available as ways to enhance
the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of
the Twin Cities (ACT) enrich the overall program.
Metro-Urban Studies Faculty: Gany W. Hesser (Director),Andrew Aoki, Robert
Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, John Jenswold,
Myles Stenshoel
Major: 15 courses, including 10 core requirements: ECO 123,279 or SOC 362; HIS
431; POL 122,384 or SOC363; SOC 211,381; a minimum of 1 course of Internship
or Independent Study; 2 non-social science courses with an urban emphasis, at
least 1 of which must be in the humanities (currentoptionsincludeART 102, BIO
105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended, as are the HECUA programs.
To complete the major, the student has a choice among 3 emphases or tracks:
General/Liberal Arts, Planning or Public Administration. These 5 elective
courses must include a minimum of 3 disciplines. Options include a wide variety
of courses, Int&s,
Internships, Independent Studies, and urban courses at
other ACTC colleges. Participation in the urban programs offered through the
Higher Education Consortium for Urban Affairs (HECUA) is highly recommended.
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses
are required for the concentration: ECO 120 or 123; POL 122; SOC 211,381; an
approved Social ScienceResearch Course; an approved Internship and/or Independent Study. Other combinations are possible and may be approved by the
Director.
199
299
399
498
499
Internship
Lower Division Internship. Consult Program Director to determine project.
(Fall, Interim, Spring and Summer)
Directed Study
Independent Study for Lower Division students (Prereq.:Consent of instructor and SOC 121 or 211. Fall, Spring, Summer)
Internship
Consult theProgramDirector for details. (Prereq.: Consent of instructor. Fall,
Interim, Spring)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, perfomances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department facultymember. (Prereq.: SOC 121
or 211 and consent of instructor. FA,Spring, Summer)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: SOC 121 or 211 and consent of instructor. Fall, Interim, Spring)
4 Urban Studies Options Through HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs (HECUA), a consortium of 16 colleges and
universities. Augsburg's Metro-Urban director served as its president
from 1982 to 1987. Through HECUA, Augsburg students have access to
five interdisciplinary field learning programs of exceptional quality,
located in Scandinavia, South America, Central America, San Francisco
and the Twin Cities.
I. Metro-Urban Studies Term (MUST)
This program focuses upon the Twin Cities metropolitan area.
358
359
399
Readings Seminar: Urban Issues
Reading materials are assignedto complement morning field seminartopics.
Included are government and institutional publications, journal articles and
books.
Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with
specialists in various fields, and investigate current issues in the Twin Cities
area. Topics include: geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social
services.
Internship
Students are placed in a variety of public and private agencies or businesses
for work experience. A learning contract is developed with MUST faculty
approval. Students may choose an Internship of one or two courses.
11. Scandinavian Urban Studies Term (SUST)
This interdisciplinary field learning program is at the University of Oslo
and examines cities and urban life in Scandinavia.
372
377
393
394
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature.
Note: For Language credit the student should consult with the Chairperson
of the Foreign Language Department.
Scandinavia in the World
Global perspectives of Scandinavian societies. Exploration of Scandinavian
viewpoints as small power nations in a world of super powers and their role
in issues of peace, conflict resolution and arms control, East-West relations,
European security, trade, and the Third World. Emphasis on Norway with
field travel to Scandinavian capitals and to Leningrad for discussions with
advocates of competing perspectives.
Norwegian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected
in its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theaters,
museums, galleries) and discussions with artists active in a variety of media.
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices as
a reflection of issues of the modern welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinaviancapitalsfor a comparativeperspective.
499
Independent Study
Students with advanced Norwegian language proficiency have the option of
conducting Independent study &search, using Norwegian language skills,
on a topic approved bytheSUSTProgramDirector and the appropriatehome
college faculty adviser.
111. South American Urban Semester (SAUS)
This "semester in the city" program is located in Bogota, Colombia. It
focuses upon urbanization and development in the Third World.
261
361
362
363
499
Spanish Language
Spanish instruction at intermediate or advanced levels.
Introduction to Colombia
Overview of Colombia and economic development.
Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of
SAUS staff and visiting Colombian urbanists.
Field Seminar: Wealth, Poverty, and Community Development in the
Latin American City
Structured field course focusingon plight and prospects of the urban poor in
Bogota, with field trips to other Colombian and foreign cities for comparison.
Visits to various types of barrios and to public and private agencies dealing
with urban problems.
Independent Study
In consultation with SAUS faculty, student elects a specific topic for library
and/or field research related to subjects of seminar and/or major academic
interests.
IV. City Arts
A program that explores the arena of human creativity by bringing participants directly into contact with the practice, administration, politics,
and economics of the art world of the Twin Cities.
300
300
399
Field Seminar: Arts in the Cities
Field study of art worlds and their role in the Cities. Topics include the social
organization of the arts, doing business in the arts, arts and the urban
landscape, making a living as an artist, funding for nonprofit arts organizations, artists and audience, the dispersing city and problem of audience.
Research Semina~:The Creative Process
An investigation of contemporary studies of intelligence, creativity, and
thinking processes that uses both academic literature and discussions with
artists and other resource people. Special workshops on topics such as
writing and thinking, visual studies and communication, and photography,
encourage studentsto try out new ways of working and different approaches
to learning.
Internship
Individually developed Internship or mentoring arrangements with Twin
Citiesartists or arts organizations. Students may choosean Internship for one
or two courses.
V. Literature, Ideology and Society in Latin America (LISLA)
This Spring semester program is a n interdisciplinary field study that
provides extensive study-travel in Colombia, Nicaragua a n d Puerto Rico.
Immersion in Spanish language a n d Colombian culture a r e stressed.
261
360
364
367
499
Spanish Language
Spanish instruction at intermediate or advanced levels.
Latin American Literature: Perspectives on Social Change
Selected works of literature and theatre that express writers' and artists'
perspectives on Latin American society and social change. Emphasis on
contemporary period with considerable field study, including interviews
with community arts and "street" theatre groups, writers, literary critics,
composers, performers and filmmakers; small-group field assignments on
current arts activities; site visits to museum and gallery exhibits, movies,
plays concerns and a variety of community arts events.
Latin American Arts and Society
Introduces theoretical frameworks for examining the relationships among
arts, ideologyand society. Provides historicalbackground through survey of
Latin American thought in major artistic periods: Colonial, Republican,
Romantic, Positivist, Modernist, "Indigenismo," Realist and Contemporary.
Readings and seminar lecture-discussions.
Ideologies of Social Change in Latin America
Introduction to the study of ideology and .historical o v e ~ e wof Latin
American ideologies, especially in relation to issues of development and
social change. Comparative study of current ideological debates and their
impact, with special attention to diffusionism, "dependencia," Marxism and
liberation theology. Field study emphasizes local resources, including interview-discussions with proponents of competingideologies; interviews with
government, business, church and community people; site visits to projects
reflecting ideology-in-practice.
Independent Study
By special permission from LISLA faculty, students with advanced Spanish
proficiency can be exempted from Spanish and conduct Independent Study
research instead.
V Music
Department (MUS)
Throughout the ages, music has been seen as an aesthetic expression of
the deepest and highest human emotions and thoughts. Thus music has
long been seen as an integral part of a liberal arts education, offering an
important component of personal, social, and intellectual development.
The Music Department at Augsburg College offers courses in music and
music performance to give students access to this essential aspect of
human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental
ensembles which perform locally, nationally, and internationally.
Augsburg College is an institutional member of the National Association
of Schools of Music. The Music Department serves the general education
needs of students and offers professional training in music. The music
major combines a broad education in the liberal arts with preparation for
a wide range of graduate and professional opportunities. Student majors
may choose from among four majors in three degree programs: Bachelor
of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor
of Music-Music Education Major; and Bachelor of ScienceMusic
Therapy Major.
In addition to opportunities as professional musicians, teachers of music,
and music therapists, graduates have access to a wide variety of careers.
Leaders in the professions and business regard a liberal arts major as an
excellent preparation for satisfyingand effective service in many occupational areas.
Music Faculty: Robert Karlkn (Chairperson), Robert Adney, Laine Bryce,
Wayne Dalton, John Dunham, Stephen Gabrielsen, Merilee Klemp,
Angela Kretschmar, Nicholas Lenz, Cynthia Lohman, Adele Lorraine,
Steven Lund, Roberta Metzler, Kathryn Mickelson, Patricia Nortwen,
Celeste OfBrien, Marlene Pauley, Nicholas Raths, Thomas Rolfs,
Thomas Rossin, Pauline Sateren, George Stahl, Mary Wilson
Music Coordinator: Mary Ella Pratte
Entrance Procedures: Freshmen will enrollin the regular Bachelor of Arts program.
Those wishing to become Bachelor of Music candidates must perform (Level I1
repertoire) in their major performance medium for a faculty panel. They must
then apply, by petition, to the Department before the end of their second
semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation,
subject to Departmental approval of performance hearing and petition during
their first semesterinresidence. Music Education majors must apply, by petition,
to the Department during the sixth term of study. All other music major and
minor candidatesmust apply, by petition, to theDepartment prior to registration
for Upper Division courses. Additionally, Music Education majors must apply
to the Education Department for acceptance into the music education licensure
program. Departmental approval and a cumulative GPA of 2.5 in all music
courses is necessary for the education licensure program. All transfer students
must take the theory placement examination at the first class meeting of 101or
102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel.
Auditions for memberships in ensembles are scheduled, following application,
during the senior year of high school, summer orientation sessions or at another
time preceding initial registration.
Honors Major: Candidates for the honors program are nominated each spring from
among those juniors who have attained a CPA of at least 3.0 in music courses. A
faculty committee must approve the candidate's honors project proposal and
certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of
graduate quality; composition of a work for vocal and/or instrumental ensemble
of 15 minutes duration; conducting an ensemble concert; or combinationsof the
above.
+ Degree and Major Requirements
Core Curriculum (Required of all Majors): 101,102,111,112,201,211,231,232,311,
341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and
recital requirements as given under each specific degree and major. (SeeApplied
Music section.) French or German study as stated in general education requirements.
Bachelor of Arts
Music Major: Offersthe broadest education in liberal arts and prepares the student
for the greatest range of graduate, business and professional opportunities.
Students who intend to pursue non-performance graduate study, or desire to
enter one of the many music-related business fields of employment, most often
choose this course of study.
Requirements: 13 course credits: Core curriculum plus 1 course credit of music
elective;Performance studies -6 quarter courses and 2 half courses in the major
instrument or voice, 2quarter coursesin the minor instrument or voiceand a half
senior recital 458; keyboard proficiency and passing three Music Repertoire
tests.
Requirements for the Music Minor: 6 course credits: 101,102,111,112; 231 or 232;
341; 342 or 344; 4 consecutive quarter courses in a major ensemble concurrent
with 4 quarter courses in Performance studies. Music minors must pass one
Music Repretoire test.
Bachelor of Music
Music Education Major: Offers students the preparation necessary to become
teachers of music in the public schools. This preparation includes coursework
which allows the student to become certified to teach at the elementary through
the secondary levels.
Requirements: 17 course credits: Core curriculum plus 202, 212; Performance
studies- 2 quarter courses, 4 half courses, 2full courses in the major instrument
or voice; 2 quarter courses in the minor instrument or voice; a half junior recital
358 and a full senior recital 459; improvisation competency on major instrument
or voice; keyboard proficiency, passing 3 Music Repertoiretests, and achieving
a cumulative GPA of 2.5 in all music courses and in the major performance
medium.
Vocal emphasis -251,252,253,254,435
Instrumental emphasis -151,155, and 1course credit of music elective
Otherrequirements: 10 1/2coursecredits: HPE 114,115,PSY 105,EDS265,354,355,
356,357 or 358,388,478,481,482,483. Consult the EducationDepartment, Music
Department Guides and program adviser.
Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosenby
students who wish to become professional performers, private instructors, or
who intend to pursue a graduate degree in music performance.
Requirements: 20 course credits: Core cumculum plus 202, 212; Performance
studie-2 quarter courses and 6 full courses in the major instrument or voice; 2
quarter courses in the minor instrument or voice; full junior and senior recitals
358,459; keyboard proficiency test, passing 3 Music Repertoire tests and achieving a cumulative GPA of 2.5 in all music courses and in the major performance
medium.
Voice -251,252,253,254,435,l course of music elective, 2 courses of French or
German above the B.A. requirements
Piano or Organ -301,302,436,456,1/2 course credit of music elective
Instrument -301,302,11/2 course credits of music electives
Bachelor of Science
Music Therapy Major fulfills academic and clinical requirements for registration
with the National Association for Music Therapy, and prepares students for the
professional certification examination developed by the Certification Board for
Music Therapists. This course of study is chosen by students who wish to
become registered music therapists.
Requirements: 18 course credits: Core curriculum plus 1 course credit of music
elective; 2 of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479;
Performance studies - 6 quarter courses in the major instrument or voice, 2
quarter courses in the minor instrument or voice and a half senior recital 458;
keyboard proficiency, guitar proficiency, passing 3 Music Repertoire tests, and
achieving a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103; SOC 362 or PSY 264.
Graduates are eligible to take the National Association for Music Therapy
certification examination.
Applied Music
Ensembles (MUE): One quarter course credit per semester is granted to members
of major ensembles (MUE 111,112,121,141). Other ensembles carry no aedit.
Traditional grading is required for music majors and minors in ensemble
courses. The general student may register for credit with either traditional or P/
N grading, or may choose no credit status with audit (V)designation. A
maximum of 2 course credits in ensemble may be counted toward graduation
requirements.
Performance Studies (MUP): All students enrolled in Performance studies for
credit with traditional grading arerequiredto satisfy each of the three synergistic
elements: lessons, performances, and listening. The general (non-music major or
minor) student, taking private lessons for no credit, is not required to fulfill the
additional performance and listening requirements.
Lessons: Private instruction in voice, piano, organ and any instrument is available
for all students in the following categories:
No credit -one half-hour lesson and three hours of practice per week.
One quarter course credit- one half-hour lesson and four hours of practice per
week.
One half course credit -two half-hour lessons and eight hours of practice per
week.
One course credit (B.M. only) - two half-hour lessons and twelve hours of
practice per week.
Performances: All students registered in performance studies for credit must
perform each year in a general student recital, at the end of each semester for a
faculty panel, and as additionally required by the instructor.
Listening: All students registered in performance studies for credit are required to
attend 15designated music events during the academic year and pass the Music
Repertoire test. Failure to attend the required number of Faculty Artist Series
recitals, major ensemble home concerts, or other designated music events is a
factor in determining the final grade received in performance studies. Music
majors must pass a total of three Music Repertoire tests; music minors must pass
one. (See Music Department Guides for contents of Music Repertoire tests.)
Recitals: A committee composed of the student's teacher and two other music
faculty members will determine the final grade for all recitals and will conduct
a prerecital hearing for senior B.M. Performance major recitals. Concurrent
registration in performance studies in the major performance medium is required for recital performance.
B.A. and B.S. Candidates -one half senior recital 458 at repertoire level 111.
B.M. Music Education Major -one half junior recital 358 at repertoire level 111and
full senior recital 459 at repertoire level IV.
B.M. Performance Major -full junior (level IV) and senior (level V) recitals 358,
459.
Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarityby passing the Piano Proficiency test. This test may be
taken at the beginning or end of Fall or Spring semester.(See Music Department
Guide for contents of Piano Proficiency test)
Music Courses (MUS)
Theory
101
102
111
112
201
202
211
212
301
Materials of Music I (112course)
Notation, scales, intervals, triads, keyboard harmony and principles of part
writing. (Fall)
Materials of Music I1 (112course)
Diatonic harmony, secondary dominants and simple modulations. (Spring)
Aural Skills I (112course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing
and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent
registration in or completion of 101. Fall)
Aural Skills I1 (112course)
Development of listening and reading skills to parallel progress in 102.
(Prereq.: 111and concurrent registration in or completion of 102. Spring)
Materials of Music 111 (112course)
Continuation of 102with chromatic harmony and modulation. (Prereq.: 102.
Fall)
Form and Analysis (112course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: 201. Spring)
Aural Skills 111 (112course)
Melodic, harmonic dictation and sight singing to parallel progress in 201.
(Prereq.: 112 and concurrent registration in or completion of 201. Spring)
Aural Skills IV (112course)
Further development of listening skills to parallel progress in 202. Brereq.:
211 and concurrent registration in or completion of 202. Spring)
Counterpoint I (112course)
16ththrough 18thcentury contrapuntaltechniques includingdoublecounterpoint, pasacaglia, fugue and canon. Brereq.: 201,211. Alternate years. Fall
1988)
302
311
312
341
342
344
Counterpoint I1 (112course)
Study of contemporarycounterpoint including works of Schoenberg, Bartok,
Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring
1989)
Composition I (112course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Fall)
Composition I1 (112course)
Advanced arranging for vocal and instrumental ensembles of varying sizes
and types. Contemporary techniques, atonal systems, and larger forms are
studied and used. (Spring)
Basic Conducting (112course)
Study of fundamental conducting patterns and baton technique.Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall)
Choral Conducting (112course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Spring)
Instrumental Conducting (112course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring)
The following courses will not be offered until the specific B.M. major in theorycomposition is accredited by the National Association of Schools of Music.
401 Counterpoint 111(112course)
Advanced contrapuntal writing. (Prereq.: 302. Fall)
402 Counterpoint IV (112course)
Continuation of advanced contrapuntal writing Brereq.: 401. Spring)
411 Composition III (112course)
Individual and class instruction in all styles. Brereq.: 312. Fall)
412 Composition IV (112course)
Advanced compositional techniques. (Prereq.: 411. Spring)
History and Literature
130
230
231
232
330
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
Electronics in Music
Exploration and creation of sounds heard in 20th century music. The study
and application of practical electronic technology used in music will be
combined with aesthetic considerationsin the creativeaspects of the art. For
non-music majors.
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: 201,112.
Fall)
History and Literature of Music I1
Continuation of 231 from 1750 to the present. (Prereq.: 201,112. Spring)
Ethnic Music
Hispanic, Black, Indian, Asian and other ethnic music and its cultural
relationship. For the general as well as the music student. (Interim)
The followingfour half courses are extensive studies of special eras in the history of
music. (Prereq.: 231,232)
331 Music of the Baroque Era (112course)
(Alternate years, Fall 1989)
332 Music of the Classical Period (U2course)
(Alternate years, Spring 1990)
333 Music of the Romantic Period (112course)
(Alternate years, Fall 1989)
334 Music of the 20th Century (U2course)
(Alternate years, Spring 1990)
432 Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as themusic and theology
student. (Spring)
435 Voice Repertoire (112course)
Interpretation, style and programming of the song literature from the 16th
century to the present. (Prereq.: 231,232. Alternate years, Fall 1988)
436 Piano Repertoire (U2course)
Study of the piano literature from the 17thcenturyto the present by listening,
analyzing and performing. (Prereq.: 231,232. Alternate years, Spring 1989)
498,499 Independent Study (U2course each)
Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the
faculty.
Technique
151,152 Voice Methods (114course)
Fundamentals of tone production and singing.
155,156 Piano Methods (114course)
Basic keyboard familiarity, simple accompaniment and music reading skills
necessary to meet specific degree requirements.
157,158 Guitar Methods (114course)
Beginning techniques of classic guitar.
251 English Diction (U4course)
Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students
registered for vocal instruction. (Fall semester)
The following threequarter coursesare continuationsof 251 with applicationfor the
Italian, German and French languages.
252 Italian Diction (114course)
(Prereq.: 251. Fall semester)
253 German Diction (114course)
(Prereq.: 251. Spring semester)
254 French Diction (114course)
(Prereq.: 251. Spring semester)
358 Junior Recital
B.M. candidates only. Half recital at repertoire Level 111, Music Education
Majorsor full recital at LevelIV, Music Performancemajors. No coursecredit.
456
458
459
Piano Pedagogy (112course)
Principles, methods, materials and techniques for teaching piano. Survey of
various pedagogical schools of thought. (Prereq.: Consent of instructor.
Alternate years, Spring 1990)
Senior Recital
Half recitalby B.A. or B.S. candidates at repertoireLevelII1. No course credit.
Senior Recital (112course credit)
B.M. candidates only. Recital must be preceded by a prerecital hearing by
faculty committee. Repertoire Levels IV for Music Education majors and V
for Music Performance majors.
Therapy
Music Therapy: A Clinical Overview
A survey of the music therapy programs in Minnesota, with field trips to
various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad
background in the ways in which music is used as a therapy. (Interim only)
271 Music Therapy Techniques and Materials (112course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings.
274,275 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
372 Psychological Foundations of Music I
An objectiveapproach to musical stimuli and response, with an emphasis on
acoustics and sociopsychologicalaspects of music. An understanding of the
research process and development of an experimental research project.
373 Psychological Foundations of Music I1
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music,
musical talent, and performance.
374,374 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
472 Influence of Music on Behavior
A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding
of the theory of music therapy.
473 Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music.
474,475 Music Therapy Practicums (1/4course each)
Volunteer work under the supervision of a registered music therapist, two
hours per week. (Prereq.: 3 of 274,275,374,375)
479 Music Therapy Clinical Internship (1/2course)
Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
110
+ Ensembles and Performance Studies
Ensembles (MUE)
These musical organizations exist not only for the benefit of the music
student, but for any student who wishes to participate. Membership is
determined by audition during the first week of fall semester. (Special
circumstances may permit entering at other times.) Assignment to an
ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes Interims.
While the Department strongly encourages both formal and informal
ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major,minor or distribution requirements. Instruments
are available for rent.
111 Augsburg Choir (114 course)
112 Chorale (l/&course)
114 Festival Choir (0)
121 Orchestra (114 course)
122 String Ensemble (0)
131Woodwind Ensemble (0)
141 Concert Band (114course)
142 Brass Ensemble (0)
143 Jazz Ensemble (0)
Performance Studies (MUP)
Private instruction for credit is graded traditionally. AU areas of study are
available to the non-music major or minor. Group lessons in piano, voice
and guitar are available at a reduced fee. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by
accompanying,ensembIeparticipation and other performanm. Representative programs of study in private insttuction are o u t h e d in Music
Department Guides. These repertoire lists are graded I-V to indicate levels
of achievement and the following expectations: No-credit study has no
repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain 111; B.M. Education Major -enter I1 and attain IV;B.M.
Performance Major -enter 11and attain V.
Ilx Voice
12x Strings: Violin, Viola, Cello,
Bass
13x Woodwinds: Oboe, Bassoon,
Clarinet, Saxophone, Flute
Recorder, Horn
14x Brass: Trumpet, Trombone,
Baritone, Tuba
15x Piano
16x Guitar
17x Percussion
18x Organ
Class Lessons:
011 Voice class
015 Piano class
016 Guitar class
Note carefully the following provisions:
1.
2.
3.
4.
5.
Instrumental rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office.
Seniormusic majorswho haveattained acumulativeGPA averageof 3.0 in their
major instrument or voice will be awarded a Senior Performance Scholarship
which provides for free lessonsin that major medium during the two semesters
preceding graduation. Similar scholarshipsare available to entering freshmen.
A semesterof study is 14weeks of lessonsand coaching.Any lessonsduringthe
Interim or summer are arranged privately with the teacher.
A student who cannot come for a scheduled lesson is required to notify the
teacher at least 24 hours in advance; otherwise, except for illness immediately
prior to a lesson, the student will forfeit the right to a make-up lesson.
The music faculty reserves the right to limit or even prohibit performance
outside the Department if it interfereswith musical growth for the student. The
Department recommends, and on occasion assigns, the teacher to the student
and permission is required for subsequent change. Credit is granted only for
study with faculty members of the Augsburg College Music Department.
V Natural Science
Earl Alton, Coordinator
The Natural Science Licensure program for teachers is designed to
provide strong preparation for science teaching and to satisfy Minnesota
licensure requirements.
The program of courses is designed to provide a broad, basic background in science and allow for specializationin an area. The following
programs assume that the student will meet the general education requirements of the College, the requirements for appropriate majors, and
the courses required in the Department of Education, and, in the physical
sciences, have at least one year of calculus. Consult with the Department
of Education for requirements in Education. Early consultation with
adviser is essential.
Licensure Program f or Teachers: The Minnesota Board of Teaching has approved
the licensure program for science teachers and authorized Augsburg to recommend candidates in:
Life Science, grades 7-12
Life Science (minor), grades 7-12
Physical Science (Chemistry major or Physics major), grades 7-12
Chemistry (minor), grades 7-12
Physics (minor), grades 7-12
Middle School Science, grades 5-9
Broad Base Requirement: 7courses: 2 in earth science (Astronomyor Meteorology,
Geology), 2in GeneralBiology, 3 inPhysicalScience (Physicsfor the Life Sciences
or a year of General Physics, and 2 courses of General Chemistry).
Biology Major: (For licensure in Life Science) The Broad Base requirement plus 8
courses: 7 BIO courses, including 491 and at least 1from each of the following
groups: (I)351 (Invertebratezoology)or 353 (Comparativevertebrate Zoology),
(11)355 (Genetics)or 474 (Developmental Biology), (In)361 (PlantBiology)or 481
(Ecology), (IV) 471 (Cellular Biology) or 473 (Animal Physiology), (V)440 Plant
Physiology) or 476 (Microbiology), and 1course in Organic Chemistry.
Chemistry Major: (For licensure in Physical Science) The graduation major in
Chemistry: CHM 115,116 (General Chemistry) (or 105-106), 351,352 (Organic
Chemistry),353 (QuantitativeAnalytical Chemistry), 361 (Physical Chemistry),
363 (PhysicalChemistryLaboratory), 1Advanced Chemistrycourse, and Chemistry Seminar. In addition a year of General Physics and 2 additional physics
courses above General Physics; Modern Physics and Electronics are recommended.
Physics Major: (For licensure in Physical Science) The graduation major in Physics:
PHY 121,122 (General Physics), 245 (Modern Physics), 351 (Mechanics I), 362
(Electromagnetic Fields I), 395 (ComprehensiveLaboratory) and 3 additional
coursesto be selected from 261 (Electronics),352(MechanicsII),363 (Electromagnetic Fields II), 481 (Thermal Physics), 486 (Quantum Physics D, and 488
(QuantumPhysics 11). In addition, ayear of General Chemistryand 1courseeach
of Organic Chemistry and Analytical Chemistry.
Licensure with Minor: For Life Science, Broad Base Requirement plus 7 courses in
Biology; for Chemistry, the Chemistryminor and an additional Upper Division
course; for Physics, the Physics Minor plus 1additional course above PHY 122.
Science (For Middle SchoolLicensure- grades 5-9): Broad Base Requirementand
an additional 7 Natural Science courses, 2 in Earth Science (Meteorology and
Mineralogy or equivalent), 2 biology courses above General Biology, and 3 in
Physical Science, at least 1each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it
is a program for licensure. Students must still complete a College major.
Nursing Department (NUR)
Augsburg offers an Upper Division major in professional nursing
leading to a Bachelor of Science degree. The program is accredited by the
National League for Nursing. Graduates of the program are eligible to
apply for Public Health Nurse Certification in Minnesota.
Requirements for admission to the major are: completion of an associate
degree or diploma program in nursing with a minimum overall grade
point average of 2.5; a current license to practice as a registered nurse in
the state of Minnesota; and completion of courses in inorganicchemistry,
organic ar biochemistry, anatomy and physiology, microbiology, English
composition,introductory mciology and introductory psychology.
Students must take these courses at Augsburg or another acaedi ted
college or university prior to admission to the nursing major. The
prerequisite courses in sociology, psychology, English, chemistry and
biology listed above may apply toward distribution requirements as well
as toward admission to the major. All prerequisite courses must have
been completed at the 2.0 level. Courses with grades below 2.0 must be
satisfactorily repeated or challenged.
In addition, applicants must successfully validate their theoretical
knowledge via written testing prior to acceptance to the major. These
tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the
past five years. This may include 1) graduation from a school of nursing,
2) work experience, or 3) completion of a nursing refresher course or an
acceptable equivalent.
Nursing Department Faculty: Beverly Nilsson (Chairperson), Mag o n e Audette,
Marian Enos, Sharon McDonald, Sharon Ostwald, Pam Weiss, Teri Welcher
Major: 10 courses in nursing including 305,306,310,311,330,350,403,404,423,427;
PSY 355 or an approved Upper Division biology course; and an ethics course,
either PHI 380 or REL 483. Courses in interpersonal communication are supportive to the major. A minimum grade of 2.0 in each nursing course and the
required biology and ethics courses, and a cumulative GPA of 2.5 at the
completion of the courses of study are required.
Courses in the nursing major are offered on weekends and are designed so that
they may be completed within two to three years. However, more time may be
required to complete the total course of study depending on the number of
credits transferred from other colleges or universities. Students in nursing may
take non-nursing courses in both day school and Weekend College. Students
interested in pursuing the nursing major should consult with anadviser from the
Nursing Department for program planning.
Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the
Department Chairpersonby November 1 of the senior year; recommendationby
nursing faculty; honors thesis to be defended beforeafacultycommitteeby April
15. Candidates register for 499 to complete the thesis.
305
Contemporary Nursing I: Communication
A transitional course that introduces the componentsof the professional role
and begins the professional socialization process. The communicativeprocess is emphasized as one means by which the nurse-client relationship is
negotiated. Interactive, group, and learning theories are explored for their
applicabilityto changing professional roles and practice. A teaching project
is required. (Prereq. or current enrollment: PSY 355)
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of
professional dwdopmmt. The function of theory in guiding nursing p m timis emphasized.Selectednursing conceptual modelsare studied and their
applicationto practiceisexamined using the nursingproms format. Clinical
application is required. (Prereq.: 305)
Community Health Nursing I
The focus of this course is on community health delivery systems and the
practiceof public health nursing. Concepts of health a m examined as they
apply to current cornmunity health problems and issues. Qinical application
of course content involves making a health assessment and exploring a
community health issue. Ethicalissuesrelatedto community health decisionmaking with aggregate groups are explored. (Prereq.: 330)
Community Health Nursing 11: Practicum*
This course provides a basis for understanding community characteristics
and cultural diversity related to health care. The nurse's role as a generalist
and as a member of the health team is explored. This course is primarily a
clinical course. The student will demonstrate knowledge of community
health concepts in providing care to a selected caseload of clients.
310)
Trends and Issues in Nursing
This course is designed to investigatethe current responsibilities of the professional nurse. Contemporary economic, social, political, and professional
trends and issues are explored in relation to their implications for nursing
practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment)
c rer re^.:
Introduction to Nursing Research
Theresearch process and methods appropriateto nursing arethe focusof this
course. Issues of ethics in nursing research are explored. Students critique
nursingresearch for its applicability to nursing practice. (Prereq.: 330;maybe
taken concurrently with 310)
Contemporary Nursing III: Families
This course provides a theoretical basis for family nursing care. Content
includes family as a primary group and family dynamics in light of situational and developmental events. Consideration is given to the role of the
nurse in family health care. (Prereq.: 311,350. To be taken prior to or concurrently with 423)
Contemporary Nursing IV: Leadership and Management
T h i s course pmvfdm a theoretical basis for leadership and management as
emerging professional nurse rules. Conceptsofchange,&nflict,communication and system dynamics are explored. Ethics, accountabilityand advocacy
provide the basis for role development and professionalism. (Prey.: 403)
Practicum in Nursing I: Nursing of the Family
A clinical practicum offering the student an opportunity to apply content
from 403 in providing complex nursing care to families in a selected practice
setting. (Prereq.: 403 or concurrent enrollment)
Practicum in Nursing II: Leadership and Management*
This clinical practicum utilizes knowledge and skills from 404. Opportunity
is provided to apply leadership and management theory in a selected agency
setting. (Prereq.: 404 or concurrent enrollment)
432
499
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the needs and
interests of the faculty and students. (Prereq.: Senior standing or consent of
instructor. On demand)
Independent Study
This learning experience provides the opportunityfor the student to study a
selected topic or issue in depth. Students consult with faculty and submit
written study proposals, objectives, and methods of evaluation prior to
registration.
*If the practicums in nursing are not taken concurrently with their respective
theory courses, studentsare required to consult with faculty prior to registration regarding review of the theoretical content.
V Occupational Therapy
Adapting to disabilities and reshaping lives so that they are productive
and meaningful are some of the goals of the occupational therapist.
Occupational therapy is an applied science that teaches people skills to
enable them to perform the tasks of everyday living when a physical or
emotional disability has affected them. The ultimate goal of the occupational therapist is to provide people with the necessary skills to develop
a sense of wholeness and independence.
Given the orientation of this applied science to development of the
abilities of the whole person, it is appropriate that such a career preparation be founded in the liberal arts. Augsburg College has a cooperative 32 arrangement with Washington University in St. Louis, Missouri, to
allow students to earn a Bachelor of Arts degree from Augsburg College
and a Bachelor of Science or Master of Science degree in Occupational
Therapy from Washington University. The Bachlelor of Science requires
four semesters at Washington University, and the Master of Science
requires five.
Students spend their first three years at Augsburg College pursuing the
academic major of their choice and meeting general education requirements in the liberal arts. A student may choose any major at Augsburg
College while gaining the minimum prerequisite courses for the Occupational Therapy degree. Students are encouraged to consult the program
adviser and plan their programs carefully since fulfilling necessary
requirements in three years may be difficult in certain majors. Majors in
Biology, Psychology, and Sociology offer the least complicated alternatives.
Students accepted into the 3-2 program are guaranteed admission to the
Bachelor of Science program at Washington University provided they
have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. They will be given preference for admission to the Master of Science program at Washington
University if they fulfill the above requirements and receive two additional recommendations from health care professionals, faculty or work
supervisors.
Prerequisite courses for the Washington University Occupational Therapy Program: ENG111,BIO111,112,and473or353;CHM105or115;PHY103;PSY105,
351,362; SOC 121,241; SOC 362 or MAT 373.
V Philosophy
Department (PHI)
The Philosophy Department assists students in understanding issues
raised in the traditional areas of philosophy. To this end, we consider
problems of knowledge and questions of truth, the nature of reality, the
basis of values, and rules for correct reasoning. Our goals are to instill in
students a love of truth, to inspire a curiosity about significance and
meaning, and to develop the skills of critical analysis and creative
synthesis.
The liberal arts curriculum provides an opportunity for students to
explore different:aspectsof the world from a variety of perspectives or
disciplines. Philosophy plays a central role in the liberal arb by helping
students to explore questions about themselves, human experience, right
and wrong the world, and God. Beginning with hva Somatic principles:
'The unexamined I i k is not worth living," and 'Know yourself," the
study of philosophy assists students in the realization of their unique
potential for understanding and self-fulfillment.
At Augsburg the philosophy major i s founded upon the princi p1e that
philosophy is best learned at the feet of the masters. Therefore, the care
of the major consists of four courses in the history of philosophy leading
from the ancient Greeks and Romans, through the Medieval and the
Renaissance periods to the present. In these courses students are taught
how to read, understand, and criticize the great texts of the finest minds
in Western civilization.In addition, majors are expected to prepare
themselves in the discipline of philosophy by taking the various seminars which the Department offers, as well as exploring the opportunities
to study tutorially with the individual members of the Philosophy
faculty.
This major has been carefully planned so that students can easily supplement the study of philosophy with other studies. Though some majors
g o on to graduate school in philosophy, most use the major to prepare
for other professional studies such a s law, medicine, or Christian ministry. Many enter the market place, feeling that the study of philosophy
has given them the ability to think critically.
Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey,
Bruce Reichenbach, Paul Holmer
Major. 9 courses, including 130,141,242,343,344, and a course in the 400's (other
than 499). Five of the courses must be Upper Division.
Honors Major: Admission to the Philosophy Honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end
will consist of an honors thesis on an approved
of the junior year. The
topic of the student's choice, involving research above the course level, and a
defense of this thesis before the faculty of the Department.
Minor. 5 courses, including 2 from 141,242,343, and 344.
Note: 110,120,130, and 141 are recommended for fulfilling the general education
requirement.
110
120
130
141
Introduction to Philosophy: Ideas and Method
Though each person has his or her own set of ideas and beliefs, m l y have
theybeen critically analyzed or evaluated for rheir consistency, adequacy or
truth. One reason for this is that individuals lack the needed skills. Another
is that they may have had little opportunity to examine critically some of the
ideas basic to w e e m culture.The purpose of this course is to provide the
student with someexperienceinexamining ideas, and therebyto sharpen the
&ti& and analytical skills required to evaluate and construct a system of
ideas arid beliefs.
Ethics
This course studies moral judgments about personal and social issues, and
evaluates possible grounds for making moral decisions. It also investigates
the nature of happiness and its relation to the moral life.
Logic
Suppose someone gives you reasons, and then says you must accept a
particular conclusion. Must you? When does a conclusion validly follow
from premises? Here we examine the rules which govern valid arguments
and work to develop your ability to recognize and construct sound arguments.
Introduction to Philosophy Readings in Classical Texts
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students will read and analyze
some of the keyworks by Plato and Aristotle. In addition, other philosophical
schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism in order to familiarize the student with the other
elements that constitute classical philosophy. An advanced introductory
course in philosophy for honor students, those contemplating a philosophy
major or minor and those students wishing a more in-depth approach to
philosophy at the introductory level. Excludes students enrolled for 110.
(Spring)
-
Internship
Internship for Lower Division credit.
History of Philosophy: M e d i d and Renaissance PhiIosophy
The Middle A g e was a period of great synthesis of elements of m s t i a n
metation, classical phiIosbphy and Islamic culture. In this course students
will read writings by St. hselm, St. Banaventme, Occam, St. Thomas
Aquinas and Nicholas of Cusa In order to understand the process of philosophicalassimihtioninvolved incanstrvcting a Christian philosophy. S i
the Remissanm intensified the medieval synthesis, students will.be exposed
to the thought of Pico, Ficino and Bruno. (Fall)
Directed Study
Independent Study for Lower Division credit.
Ksfoy of PhiIasophy:Enlightenment and 19th Century FMosophy
Does knowledge begirt with innate ideas or with experience? Can we get
beyond our own concepts to h o w the world itself? What isan idealist view
of the world? This course studies the major rationalists of the 17th century
(Descartes, Spinoza, Leibniz), the major empiricists of the 18th century
(Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested
prior course, 141 or 242)
History of lhitcsophy: Twentieth Centuiy Philosophy
love affair with language? Is
What lies k h i n d 20th century philosophy"~
truth that which works? Can we remake philosophy as a ligorous sdence?
These and other issues are dealt with in a study of the major representatives
of linguistic analysis, pragmatism, existentialism,and phenomenology. (Suggested prior course, 141,242, or 343)
Philosophy of Religion
What is the relationbetween faith and reason?Does God exist, and if so, what
can be said about God? Can we reconcile the goodness of God with human
and animal suffering? Are we really immortal? Are &des possible? We
will conduct a systematic inquiry into these gumions which form the basis
of religious beliefs. (Suggest=&: 1prior course in philosophy) (Cross-listed
with Religion 350)
Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested:1prior course in philosophy)
Poli ti& PMIosophy
Ey studying the writings af political philosophers from antiquity up to the
modern period, students win be asked to examine m c i a l questions concerning the organization of human society. Therelation of thenature of the smte
to religion, the home and the city will be took& at through the eyes of Mato,
Aristotle, Cicero, Dante and Machiavelli.
Philosophy of Science
The scientist's knowledge of the world is purported to be profoundly
different and better than that of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science
cannot answer? How certain are the methods used by the scientist to recover
knowledge? In addition to dealing with these questions, students will work
in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or 1course in natural science)
370
380
399
410
430
499
Existentialism
Studies in the writings -both philosophical and literary - of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld, and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested: 1 prior course in philosophy)
Ethics of Medicine and Health Care
Application of ethicalprinciples to problems which arise inthe areas of health
care and delivery, human experimentation, human engineering, abortion,
care for the dying and euthanasia.
Internship
Internship for Upper Division credit.
Topics in Philosophy
Advanced studies covering a specificarea of philosophy, such as philosophical movements, the history of an idea or specific problem, or interdisciplinary
problems. Seminar format. May be taken more than once for credit. (Suggested prior courses, any from 141,242,343,344 or consent of instructor)
Studies in Individual Philosophers
Advanced studies in the philosophy of particular philosophers, e.g., Plato, St.
Thomas, Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 141,242,343, or consent of instructor)
Independent Study
Individual study and research on some philosophical topic of interest to the
student, worked out in consultation with the faculty adviser.
-
V Physics
:
-+
b!
Department (PHY)
Physicists are not only curious about the world, but ambitious as well.
Their aim is to understand the fundamental principles which describe
and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by
means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in size from sub-atomic particles
to the largest of galaxies, and from the relative stillness of near absolute
zero temperature to the fiery activity of the stars. As a fascinating and
expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to
society's understanding of such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing
challenge, the Department intends to bring to the students not only basic
concepts but also insights into recent developments. In this process, the
faculty expects challenges to arise, be met, and stimulate sound thinking,
perceptive judgment, and an interest in experimental techniques.
To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in
physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science
and meteorology, astronomy, oceanography, biophysics, environmental
science, engineering and medical and health related fields for many
physics graduates.
In addition, the Physics Program at Augsburg functions in a supportive
role for students majoring in mathematics, chemistry, biology and
computer science. The Department also supervises the Pre-Engineering
program with degree programs available at cooperating universities at
both the bachelofs and the advanced degree levels.
Cooperative Education, Internship, and Undergmduate Research programs provide opportunities for students to apply fheir physicaI science
knowledge and problem solving skills in practical situations in industrial, governmental, and academic settings. Students may participate in
alternating term Co-op programs or work part-time during two or more
academic terms. Internship opportunities alone generally involve only
one semester.
The Department serves the liberal arts tradition by offering courses for
the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the
basic starting point for further study and the opportunity to enable
students to follow new developments with some degree of comprehension.
Physics Faculty: Mark Engebretson (Chairperson),Nick Arge, Kenneth
Erickson, Jeffrey Johnson, William Monsma
.
. .
B.A. Major; 9murres, including 121,122,2k,351,362,363,395and 396 (l/2course
each), plus 2 courses above 122.
B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396
(1/2course each), and 486, plus 2 courses above 122.A yea. of introductory
chemistry is also required.
B.A. Major with Concentration in Space Physics: 13 courses, including 121,122,
245,261,320,351,352,362,363,395 and 396 (1/2 course each). 420 and 486, plus
1 course above 122. A year of introductory chemistry is also required.
In planning their courses of study, students are encouraged to workclosely with
members of the physics faculty. Normally, students should have MAT 124,125,
and PHY 121,122 the freshmanyear, and MAT 224 and 226 the sophomore year.
Teaching Licensure Major: The same as the major. Students are advised to refer to
the EducationDepartment sectionof the Catalogand consultwith the Education
Department early in their planning.
Honors Major: A GPA of 3.6 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the f i s t term of the
senior year.
Minor: 5 courses, including 121,122, and 3 courses above 122.
Soaety of Physics Students: The Augsburg chapter of Society of Physics Students
provides students the opportunities of membership ina national physics society
and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics.
Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics
honor society is open to those students who have completed the equivalent of a
minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper
third of their class.
101
103
106
Astronomy
A descriptive course covering our solar system, stars and galaxies that
q u i r e s elementaryalgebra-Thenecssaryopticalinstruments areexplained
and use is made of a 12-inchreflecting telescope, an Sinch Celesbn, and a
3-in& Questar. Occasional night viewing. (3 one-hour lectures. Prereq.:
Mathema tics PIament Group TI)
Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to
demonstrate the relevance of physics to the life sciences. The course is
designed to serve students in biology, psychology, physical educatisn (therapy programs), medical technology and other health science programs. The
course is also a very suitable elective or distribution requirement for the
liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Mathematics Placement Group 111. Spring)
Introductory Meteorology
A study of the science and wonders of theatmosphere. The courseis designed
to provide a working knowledge of the basic science principles required for
understanding weather and climate. Attention will be given to the overall
weather patterns of theearth and to themany varied aspectsof weather, some
of which include: clouds and precipitation, thunderstorms, tornadoes and
hurricanes, weather monitoring and forecasting, the influenceof weather on
pollution, fronts and cyclones, and opticalphenomena of the sky. The course
is designed to be an elective or to satisfy the distribution requirement for the
liberal arts student. (3 one-hour lectures. Prereq.: Mathematics Placement
Group 11)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science.
Attention will be given to the interaction of physics and its associated technology with philosophy, religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to discussion of the meaning of 20th
century physics and of the role of electronics and computers in modern
society. Microcomputers will be used extensively in the laboratory. (3 o n e
hour lectures, 2-hour laboratory. Prereq: Mathematics Placement Group 11.
Fall)
121,122 General Physics I, I1
A rigorous study of classical physics including mechanics, wave motion,
thermodynamics, electricity, magnetism, and optics. Designed for physics
majors, pre-engineering students and other specified majors. Must be taken
in sequence. (3 one-hour lectures, 3-hour laboratory. Prereq.: MAT 124 or
concurrent registration. 121, Fall; 122 Spring)
199 Internship
Internship for Lower Division credit.
245 Modem Physics
An introduction to modern physics from a historical and experimentalbasis.
Relativity, quantum effects, atomic and molecular physics, nuclear and solid
state physics. This courseindicatesthe need for, and develops the experimental basis of, quantum mechanics. (3 onehour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronicscomprisesthe
first half of the semester. The second half includes study of digital electronics
culminating in analysis and use of microprocessors and microcomputer
systems. (Prereq.: 103,111 or 122; and MAT 122 or 125)
299 DirectedStudy
Independent Study for Lower Division credit.
320 Introduction to Space Science
A s w e y of the earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics. Topics include
solar flares, solar corona, the solar wind, the bow shock, magnetopause,
radiation belts, plasma sheet, magnetic storms, and magnetosphere-ion*
sphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation,and aurora. (3onehour lectures. Prereq.:
245)
327
Special Functions of Mathematical Physics
at an intermediate level, with
A; introduction to mathematical
emphasis on functionswhich have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex
numbers and partial differentiation, topics include Fourier series, series
solution of selected differential equations, Legendre, Bessel, and other orthogonal functions, partial differential equations, and functionsof a complex
variable. (Prereq.: 122 or consent of instructor; MAT 224 or equivalent)
351,352 Mechanics I, I1
A careful study of classical mechanics in terms of Newton's laws of motion
and the Lagrangian and Hamiltonian formalisms.Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics
of two-particle systems and noninertial reference frames. (3 one-hour lectures. Prereq.: 122, MAT 226.351, Fall; 352 Spring)
362,363 Electromagnetic Fields I, I1
The classical e l m m a g n e t i c field theory is dweloped using the vector
calculus throughout. Electrostatics, rnagnetostatics, solution of Laplace's
and Poisson's equations, electric and magnetic properties of materials, and
the theory of electromagnetic radiation based on Maxwell's equations. (3
one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring)
395,396 Comprehensive Laboratory (112 course each)
An emphasis on independent laboratoryinvestigations,including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physicrs, electronics, electricity, magnetism, optics, and
modern physics. (1 th~+hourlaboratory and 1 seminar hour per week.
Prereq.: Junior standing or consent of instructor)
399 Internship
Internship for Upper Division credit.
420 Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts and particle motion, electric and magnetic fields,
kinetic theory, and Maxwell-Boltzmanndistribution functionand Boltzmann
equation,magnetohydrodynamics, plasmawaves and instabilities,and transport processes. The applications of plasma physics to laboratory and space
plasmas will be emphasized. (3 one-hour lectures. Prereq.: 362, 363 or
concurrent registration)
481 Thermal Physics
The study of properties of systemsand processes for which temperature is an
important variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical, microscopic statistical mechanics. (3 one-hour
lectures. Prereq.: 351. Spring)
486 Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedingerequation, operators, wavefunctions, expectation values, angular momentum, and approximation methods. Specific problems studied
include potential wells and potential barriers, the harmonic oscillator, and
the hydrogen atom. (3 one-hour lectures. Prereq.: 245,351. Fall)
488 Quantum Physics I1
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (3 one-hour lectures. Prereq.: 486. Spring)
499 Independent Study
An opportunity for students to explore systematically a problem in experimental or theoretical physics, worked out in consultation with a faculty
adviser. Open to juniors and seniors with Departmental approval.
I
I
V Political
Science
Department
(POL)
Firmly grounded in the liberal arts tradition, political science has roots in
the humanities, including philosophy and history. Through its use of
statistical analysis, it relates not only to other behavioral sciences, but
also to mathematics and the sciences generally. The role and significance
of authority in human affairs establish the focus of political science;
because politics is a central and enduring reality in the world, it affects
and is affected by many other human concerns.
As an academic discipline, political science uses systematic inquiry and
analysis to examine political reality and to suggest and test alternatives.
The student who majors in political science will explore political ideas
and values, investigate political cooperation and conflict, analyze and
compare political systems, and develop perspectives on international
relations. In the process, the student will be encouraged to relate insights
from other liberal arts disciplines such as philosophy, psychology,
economics, history, and sociology to the study of politics.
Providing work in several sub-fields of political science, the major
supplies the breadth appropriate for graduate work in the discipline, as
well as in public adminstration, public policy analysis, law, and other
professions.If also serves as a foundation on which to deveIop careers in
public service, business, communications, and other fields. Legislative
and ofher Internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the
Twin Cities area; combined with broad, balanced and flexible course
offerings, these special opportunities enhance the student's potential for
graduate study and a successful career.
Augsburg political science students have the benefit of an experienced
faculty that brings a balanced expertise to the course offerings, as well as
special strengths in interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of
liberal learnings.
Political Science Faculty: Norma Noonan (Chairperson), Milda Hedblom,
Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, Joseph Goldman,
Myles Stenshoel
Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 1220r 160 or
170; 158; 384; and at least 5 other Upper Division courses in 4 out of 5 political
science areas. A seminar in 1of the 5 areas may be counted for that area.
Honors MajOG The Honors Majm in Political Science includes the requirements
Listed above, plus the following:The student's gradcpoirrt averagemust be 3.5
in the major and 3.0 overall. The student must take an Honors Independent
Study and a seminar, and must submit, not later than March I of the senioryear,
an HonorsTh&sta be defended beforea faculty committee. Students maywork
with any member of the Department on their Honors Thesis. For specific
requirements,mnsul t the Departmental Chairperson.Students should applyfor
the Honors Major no later than the first term of the junior year.
Minor: 5 courses, including: 121 or 122 or 170; 158; and at least 3 Upper Division
courses in 3 out of 5 political science areas.
Political Science Areas: (I) American Government and Politics 01) Comparative
Politics and Analysis (111) International Politics (IV) Public Law (V)Political
Theory and Analysis. Any course listed in more than one area may be counted
in only one area toward major or minor requirements.
Note: Students interested in secondaryeducation may take a political science major
in combination with specified social science courses, in compliance with state
requirements. For more information, see the Department Chairperson.
See the class schedule for precise listing of terms in which courses are offered.
I. American Government and Politics
121
122
325
326
American Government and Politics
The politics of American government including the forms of political ideas;
the pattern of participation; the dynamics of congressional, presidential and
bureaucratic policymaking; and current issues in American society.
Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modem urban complex. Discussionlecture, simulation, and meetings with political experts and activists.
Public Administration
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.:1coursein political
science or consent of instructor)
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties and
interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: 1 course in political science or consent of
instructor. Fall term of election years)
342
370
371
421
Mass Communications in Society
Effects of mass communicationson individualbehavior; the uses and control
of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Junior
and senior students only)
Constitutional Law I
(See Section IV for description. Alternate years)
Constitutional Law I1
(See Section IV for description. Alternate years)
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to be
included in subtitle. (Prereq.: 1 course in political science or consent of
instructor. On demand)
11. Comparative Politics and Analysis
158
350
351
381
459
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing
on political behavior, institutions, and processes. (Prereq.: 1course in political science or consent of instructor)
Communist Political Systems
A comparativeanalysis of the Soviet Union and other Communist states in
terms of political behavior, institutions, processes and politics. (Prereq.: 1
course in political science or consent of instructor)
Democratic Theory and Practice
(See Section V for description)
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons of political processes such as political participation, communications,
political developments, political change, and revolution. Topic to be included in subtitle. (Prereq.: 1course in political science or consent of instructor. On demand)
111. International Politics
160
363
World Politics
Introduction to the processes and issues of international politics, including
the dynamicsof the international system, theories of international relations,
and a focus on recent problems.
Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign
policies of Communist nations with emphasis upon the Soviet Union and
China. (Prereq.: 1course in political science or consent of instructor)
461
490
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: 1 course in political science or consent of
instructor)
Seminar in International Relations
Capstoneseminar for studentsmajoring ininternational relations; analysisof
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: 4
courses in the international relations sequence)
IV. Public Law
170
370
371
375
Law in the United States
A surveyof American law and legal process. Theories of law;law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
Constitutional Law I
The legal-political-philosophicalrole of the SupremeCourt in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: 170 or consent
of instructor. Alternate years)
Constitutional Law I1
Constitutionallimitationsof the Bill of Rights and of the Fourteenth Amendment as applied by the SupremeCourt to the protection of human rights and
civil liberties of individuals. (Prereq.: 170 or consent of instructor. Alternate
years)
Media Regulation, Law, and Ethics
A study of key issues and contemporary conflicts in media ethics and
regulation, including the uses of law to settle disputes about content in the
media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.:
Lower Division political science course, speech/communications course,
SPC/POL 342, or permission of instructor)
V. Political Theory and Analysis
158
380
381
Political Patterns and Processes
(See Section I1 for description)
Western Political Thought
A study of influential political philosophers, emphasizingthe values, goals,
and assumptionswhich continueto inform and to rationalize humangovernance. (Prereq.: 1course in political science or consent of instructor)
Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the
emergence of political democracy, capitalism and the welfare state in comparative perspective. (Prereq.: 1 course in political science or consent of
instructor)
382
484
Marxist Theory: From Marx to Mao
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political,
social, and economic dimensions of the theories, with some focus on the
preferred futures envisaged in the doctrine. (Prereq.: 158 or consent of
instructor)
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including in examination of the requirements of science as a model for
political study; major research required. (Prereq.: Statistical Analysis; 158
and 2 Upper Division courses, or consent of instructor)
VI. Seminars, Independent Study and Internships
199
295
299
399
490
495
498
499
Internship
Lower DivisionInternship.Consult Internship Supervisorin theDepartment
to determine project. (P/N grading only unless Internship Supervisor grants
exception. Fall, Interim, Spring)
Lower Division Seminar
Specialtopics.Consult Department Chairpersonconcerningtermsand subject
matter. (On demand)
Directed Study
Independent Study for Lower Division students. (Prereq.: consent of instructor. Fall, Interim, Spring)
Internship
Consult Chairperson or Internship Director to determine project. (Prereq.:
consent of instructor. P/N grading only unless Internship Supervisor grants
exception. Fall, Interim, Spring)
Seminar in International Relations
(See Section III for description)
Seminar
Selected topics. Consult Department Chairperson concerning terms and
subject matter. (Prereq.: Consent of instructor)
Independent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: Consent of
instructor. Fall, Interim, Spring)
Independent Study
Topics defined through consultation between instructor and student. ( P r e
req.: Consent of instructor. Fall, Interim, Spring)
V Psychology Department
(PSY)
Psychology, with its emphasis on behavioral observation and data,
provides a perspective on human activities which is an integral part of a
liberal education. The goal of the Psychology program is the improved
understanding of human behavior by studying how people cope with
their environment and interact with each other.
The Department's courses have three basic goals: (1) to introduce the
student to the current information and methods in psychology as well as
earlier approaches to psychological questions; (2) to develop the ability
to analyze, interpret, and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department
program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas.
Cooperative Education and Internships are designed to provide students
with practical pre-professional experience. On the job experience gives
students the opportunity to test career fields and develop professional
contacts.
Psychologists use a variety of methods to study behavior, including
experimentation, observation and clinical case analysis. Faculty members
in the Department of Psychology at Augsburg have varied professional
specializations which include areas such as counseling, physiological
psychology, human development, personality and computer
applications.
The Psychology program's emphasis on the use of a problem solving
approach, the acquisition of information about human development and
interaction, and the development of human relations skills can be
beneficial in careers in business, education and other social services, the
church and government, as well as in careers such as research, law, and
medicine.
Student interns are placed in the metropolitan area where they can
acquire practical, pre-professional experience and develop professional
contacts. This program mutually benefits the students and the
community.
Psychology Faculty: Lyla Anderegg, Grace Dymd, Norman Ferguson,
Paul Hirdman, Duane Johnson
Major: 10coursesincluding 105,264,265,381,399, and 493. A minimum of 5 courses
must be from Augsburg. Students are also expected to select 1course from the
Developmental/Personalitycourses and other electives to complete the major.
Not more than 2 courses from among 299,399 and 499 may be counted toward
requirements for a major. It is recommended that psychology majors take
additional course work from other areas that will complement and strengthen
their particular interests in psychology; for example, areas such as business administration,biology, or communication. All psychology majors MUST have an
adviser in the Psychology Department.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminatingthe major program. Application for honors
consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not
more than 1course from 299,399, and 499 may be counted toward the minor.
Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399, CSC
145, SOC 363, and approved elective. These courses are designed to provide the
cognitive background and skill development to perform well as a research
assistant for agencies or firms which do program evaluations or self-assessment
programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For
further information contact Norman Ferguson.
105
199
General Psychology
An introduction to the methods and approaches used in psychology for the
purpose of understanding behavior.The structure of the field of psychology,
including its major sub-areas, is emphasized.
Internship
Internship on Lower Division level. Cooperative Education Program may
apply here. Students are encouraged to seek an appropriate placement site
by registering with the Augsburg Cooperative Education Office.
Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems.
Emphasis on the processing of environmental information and how this
relates to adaptive behavior and subjective experience. Topics include:
adaptation to novel environments, machine intelligence, and anomalous
perception such as illusions. (Prereq.: 105. On demand)
165 Research Methods: Design, Procedure, and Analysis I, I1
A two-term sequence including experimentation in human learning, problem solving, social psychology, and sensation-perception. Emphasis will be
placed on both statistical and experimental design methodology. Research
Methods I may be taken for credit without continuing in Research Methods
11. Majors in psychology must take both terms of the Go-term sequence; 264
must precede265;265 should betaken inthe termimmediately following 264.
(Prereq.: 105)
Directed Study
Limited registration by special permission. Specific planning for the study
must be completed and approved well in advance of the time of registration.
Social Behavior
Social factors which influenceindividual and group behavior in naturalistic
and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes.
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of
theoretical systems used for viewing the developmental sequence and process. Inquiry into practical implicationsand applicationsof data and theory in
respect to the development of children. (Prereq.: 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data and
theory related to development during the adolescent and young adult
periods of life. (Prereq.: 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data and
theory related to development during the middle adult and older adult
periods of life. Includes perspectives on death and dying. (Prereq.: 105)
Brain & Behavior
A survey of the functions of the nervous system which are responsible for
behavior in animals and human beings. Major topics include: sleep and
wakefulness, motivation and emotion, learning and memory, and mental
disorders. (Prereq.: 105) Additional lab hours required. (On demand)
Environment and Behavior
A study of the influence which the environment, both natural and manmade, has on behavior. Major topics include: overcrowding and environmental stress, territoriality, defensible space and crime, and built environments such as rooms, buildings and cities. (Prereq.: 105)
Learning
earning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105)
Psychological Assessment
Theory, principles and examples of tests of personality and intelligence.
(Prereq.: 105. On demand)
Personality
An introduction to the field of personality study with special attention
directed toward personality theories and contemporary application of those
theories. (Prereq.: 105)
Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic
and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105)
Psychology of the Individual: Female and Male
A study involvingknowledgeof materials bearing on the developmentof sex
differences and roles, the effect of societyupon values and goals, differential
legal status of each sex and psychophysiological data bearing upon these
differences. (Prereq.: 105or consent of instructor)
Organizational Psychology
Theoreticalconceptualizations of organizationalbehavior. Factors and practices such as management styles, evaluationand maintenance of workeffectiveness, and social influences. (Prereq.: 105)
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.: 2 psychology courses)
Internship
Prior to the beginning of the term, interested studentsshould consult with the
Departmental Internship Coordinator regarding requirements and permission to register. Grading is on a P/N basis.
Program Evaluation
The application of scientific research techniques and statistical analysis to
programs for social improvement. Designing information systems for the
ongoing monitoring of programs. Assessing community needs. Assessing
program effectiveness and efficiency. The political and organizational context of program monitoring and evaluation. The role of evaluation research
for social policy and program improvement. (Prereq.: 264 or SOC 362; SOC
363. On demand)
Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Considerationgiven to goals and ethical guidelinesfor a counseling relationship.
(Prereq.: 4 psychology courses)
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published
prior to registration. (Prereq.: 105and consent of instructor. Alternate years)
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychologicalviewpoint.
Consideration of the approaches and methods used by psychologists in
studying such issues. (Prereq.: 5 psychology courses)
Independent Study
Limited registration by special permission for advanced studentsin psychology. Students must present a written plan prior to registration including
carefully considered rationale and purpose for the proposed study.
V Religion
Department (REL)
Augsburg College understands itself as a college of the church and it is
persuaded that the Christian faith provides an appropriate perspective
from which to undertake its educational task. The biblical faith and
tradition of the Christian church have influenced the Western world to a
degree much greater than is sometimes recognized. They have affected
and continue to influence language, literature, history, values, and
political structures.
The student encounters this religious tradition in studying these and
other areas. The study of religion and theology is intended to make such
encounters more meaningful by a better knowledge of biblical history
and that of the Christian church, and by a larger acquaintance with
theological thought.
While it is true that the fundamental orientation of this College is to the
Christian faith, it is also true that the field of religion obviously includes
more than is represented by the Christian faith. Large segments of the
earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks
to introduce students to some of these major religious traditions.
Courses in religion are not intended to be footnotes to courses in other
disciplines and departments. The study of religion and the discipline of
theology have an integrity of their own. It is the hope and expectation of
the Department that students will become better acquainted with the
content and character of the Christian faith and enable them to reflect
theologically on their own religious commitment.
The College offers both a major and a minor in Religion. Students who
wish to work in the church as a parish or youth worker or as a director of
Christian Education may find a major in religion appropriate for that
purpose.
Religion Faculty: Philip Quanbeck (Chairperson), John Benson, Bradley Holt,
Curtis Peter, Stephen Pinsky, Eugene Skibbe
Major: 8 courses, including 111,221,356,481 and 495, the seminar especially for
majors, taken in the junior or senior year. Before taking the seminar, each major
must have written 1 formal research paper and placed it on file with the
Department Chairperson. Only 1 Interim course may be applied to the major.
One Upper Division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111,221,356,358,360 or 483,362,
399,471 or 473,481. These together with specified courses in other departments
can lead to Augsburg certification.
Program for Christian Day School Teachers: Students pursue one of the regular
teacher education programs in the Department of Education to prepare for
licensure by the State of Minnesota. In addition to the licensure program, 5
courses in religion are required: 111,221,362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required
in both a public school setting and in a Christian Day School.
This program prepares students who are interested in teaching in Christian Day
Schools, particularly those of The Evangelical Lutheran Church in America,
although participation is not limited to such schools.
Honors Major: GPA of 3.3 in the major and 3.0 overall; research project approved
by the Department and colloquium with the Department.
Minor: 5 courses. Not more than 1 Interim course may be counted for the minor.
Certificate in Church Staff Work: 9 Religion courses (111,221,356,358,360 or 483,
362,399,471 or 473,481); HPE 232; PSY 105,351,352 or 371,485; SOC 211 or PSY
373, SOC 231; SPC 354. This program meets or exceeds the educational requirements of The Evangelical Lutheran Church in America, but certification by the
church is a separate function. By adding 2 or 3 courses from appropriate departments, the student can develop special emphases in parish education, business
management or diaconal work.
Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval
is necessary before courses taken in other colleges can be accepted for Religion
Department and/or general education course credit. All majors are urged to
consult with the Department Chairperson.
111
199
221
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
Internship
Internship on Lower Division level.
Biblical Studies
The origin, literary character, and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergenceof
the church.
Directed Study
Independent Study on Lower Division level.
Philosophy of Religion
(See under Philosophy Department)
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major denominations and
religious groups. Some contemporary cultic movements will also be considered. (Spring)
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
Lectures plus some discussion of primary documents from these religious
communities. (Fall)
Survey of Church History
A survey of Christian history in the early, medieval, Reformation, and
modern periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life,
its relation to the state, and the development of its doctrine will be major
elements of the study.
Life and Work of the Church
Congregationallifein itsvaried character withattention directed to Christian
education and curriculum, youth work and parish work. (Alternate years)
Religion and Society
An examination of theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch
on religious movements in American society. (Spring)
The Church in the First Four Centuries
A study of the early Christian Church in the context of the Roman Empire,
including such topics as persecution and martyrdom, the development of the
creeds, Christianity in conflict with Gnosticism and mystery religions,
monasticism and mysticism, early Christian worship; also including the
theology of several early Christian leaders and a special unit on the life and
thought of Augustine. (Alternateyears, Spring)
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other
representative figures. (Fall)
Religion in America
A study of the development of religion in America. Special attention to the
rise of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture. (Fall)
Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavianimmigration
to this country. (Offered as funding permits)
The Church and Social Change in h t i n America
(See under Program in Global Community)
Internship
Limited to students who have completed at least four academic courses, have
at least first semester junior standing, and satisfy Department guidelines.
Church Music and Worship
(See under Music Department)
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure and relationships. Attention to
the variety of interpretations given the person of Jesus, including the "quest
for the historical Jesus." (Fall)
Theology of Paul
A study of the ApostlePaul including his historical background, his relationship to the early church, and some of the themes to be found in his writings.
(Alternateyears, Spring)
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. (Alternate
years, Spring)
Judaism
A surveyof the history of Judaism from the end of the Old Testament period
to modern times, with emphasis placed upon the religious development. A
special interest in such modern Jewish thinkers as Buber and Heschel. The
Jewish Chatauqua Society annually makes a grant to Augsburg College in
partial support of this course in Judaismoffered in the Religion Department.
(Fall)
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematicperspective, in thelight of thecontinuing theological task of the Christian Church. (Spring)
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective
for critical reflection upon moral action. (Fall)
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the
traditional Christian view of human nature. Special attention will be given to
the classics in the field by Freud, Jung, and William James, and to those
Christian theologians who have been influenced by them. (Alternateyears,
Spring)
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
Independent Study
Limited to students who are religion majors and satisfy Departmental
guidelines.
V Russian Area Studies
Norma C. Noonan, Campus Coordinator, Staff
Russian Area Studies is an ACTC joint major which seeks to give the
student the broadest possible exposure to Russian and Soviet history,
politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required.
This major is a good foundation for students preparing for careers in
government, teaching, international business, or law, especially when
combined with a second major in a field such as business, economics,
history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies);2 courses in Russian history; 1course in Marxist theory; 1course
in Russian literature; 1course in Soviet politics; 2 other courses from approved
electives.
Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent
competencies);1course in Russian history; 1course in Soviet politics; 1course
in Marxist theory; 1other course from the approved list of electives.
Each student's major program must be approved by the Coordinator.
V Scandinavian
Area Studies (SCA)
Mary Kingsley, Foreign Language Department Chairperson
Major: 8 Upper Division courses.
Minor: 4 Upper Division courses.
Note: Major programs must contain 4 courses listed in the Augsburg
Catalog or transferred to Augsburg as Upper Division Scandinavian
Area Studies courses, i.e., courses taught by a Scandinavian language
department or subdepartment regardless of their content, which may
be linguistic, literary or cultural. Students graduating with a major or
minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under
Foreign Language Department.
Recommended Supporting Preparation: Study in Scandinavia, elective
courses which may lead toward a second major such as English,
history, urban studies, business administration.
Old Norse
(See under Department of Foreign Languages Norwegian)
Contemporary Scandinavia
A broad survey of Scandinavianculture with special emphasis on conditions
and developmentsin the20th century. Knowledge of Scandinavianlanguage
desirable but not required. (On demand)
The Modem Scandinavian Novel
Lectures provide a survey of the Scandinaviannovel. Class discussionbased
on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma
Lagerlof, Piir Lagerkvist, Knut Hamsun, Halldor Laxnessand others. Knowledge of a Scandinavian language desirable. Language majors and minors will
be required to do assigned readings and written work in a Scandinavianlanguage. (On demand)
The Modern Scandinavian Drama
Readingsincludedramatic worksby Ibsen, Bjomson, Strindberg,Lagerkvist,
Munk and other 20th century dramatists. Lectures provide a survey of
Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of
a Scandinavian language desirable. Language majors and minors will be
required to do assigned readings and written work in a Scandinavian
language. (On demand)
Scandinavian Immigrant Church History
(See under Department of Religion)
Norwegian Language and Culture
(See under Metro-Urban Studies, SUST)
Scandinavia in the World
(See under Metro-Urban Studies, SUST)
Scandinavian Arts
(See under Department of Art)
Norwegian Art and Literature: Perspectives on Social Change
(See under Metro-Urban Studies, SUST)
Urbanization and Development in Scandinavia
(See under Metro-Urban Studies, SUST)
Seminar: Ethnidmmigration Experience
(Offered periodically under Department of History 495 Seminar)
Independent Study
In consultation with a faculty member, student selects a specific topic for
study.
V Social Science
Khin Khin Jensen,Coordinator
A student may not list a double major in Social Science and in one of the
component disciplines unless the distribution selected in the Social
Science major is significantly different from the other major.
Non-Western Major: 14 courses: HIS 104; 1 social science methodology course
(ECO279, PSY 264, SOC 362 or 365); and 12courses, in at least 4 disciplines, from
the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382,
461; PHI 355; REL 356; SOC 336; seminars, Independent Studyor Interim courses
on relevant topics in History and/or Political Science. The student planning to
fulfillthis social sciencemajor should consult the Chairpersonof theDepartment
of History in choosing a major adviser.
V Social Studies
Jerry Gerasimo, Coordinator
Students preparing to teach social studies on the high school level must
complete, in addition to the professionalrequirements to be met within
the Department of Education, a competency-based program designed to
provide a broad foundation in the social sciences.
SocialStudiesTeachingLicensure: 7 courses(ECO112or113,Geography, HIS222,
POL 158, PSY 105, SOC 121 and 336) plus a major in 1of 5 fields -Economics,
History, Political Science, Psychology or Sociology.
Studentsconsideringa career in social studies education should consult, as
soon as possible, the Augsburg Department of Education and the Social
Studies Coordir~ator.
V Social Work
Devartment
The Social Work major program prepares graduates for entry-level
professional practice in the field of human services. The program is
accredited by the Council on Social Work Education, and leads to a
Bachelor of Science degree. The program is based on a generalist model
of practice, enabling graduates to work with individuals, families,
groups, communities, and to develop and analyze social policy.
The College's commitment to the liberal arts is highly compatible with
education for professional social work practice. The liberal arts with its
emphasis on breadth of understanding, cultural and ethnic diversity,
openness to new ideas, analysis and synthesis, is an ideal foundation for
social work education. As Sir Richard Livingston has said, "A technician
is a person who knows everything there is to know about his/her job
except its ultimate purpose and social consequence." Effective social
workers should not be technicians. Augsburg social work graduates are
entry level professionals.
Augsburg College's motto, "Education for Service," exemplifies the
philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a
metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated
populace. Social work opportunities abound. Minnesota is known for the
vitality and relevance of its social services. The Twin Cities, as the hub
for these services, provides both a plethora of field placements for social
work students and external experts for the classroom. The ethnic and
economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect,
and work with people different from themselves and to be enriched by
this opportunity to interact with diverse clients and professionals.
The Social Work Program strives to contribute to its environment as well
as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping
to develop a Big Brother/Big Sister program on campus, mobilizing
students to assist a social service agency in their annual Christmas giving
program, and tutoring at a local neighborhood center.
The Social Welfare minor and electives in the Department allow students
to support another major while gaining knowledge about human needs
and growth, human services, and the methods of effective citizenship.
Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that
sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents
and skills to address the needs of society in the interest of the public
good.
Social Work Faculty: Mary Lou Williams (Chairperson),Maria Brown,
Francine Chakolis, Edwina Hertzberg, Rosemary Link
Major: 11Core Program courses: 361,363,364,461,462,463,465,466,467,469, and
SOC365; and 8 SupportingProgram courses:257,260; BIOlO1;PSY 105;SOC 121,
231,265,365,375. (The Sociologysequenceconstitutesa minor in that discipline.)
A minimum grade of 2.0 is required for each course in the core program and a
2.0 average is required in the supporting program.
Concentration:Concentrationin Aging, ChemicalDependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of
courses descriptive of functional, dysfunctional, and programmatic aspects,
plus field work placement in the senior year in the special area. For Social
Ministries, a minor in religion with specific coursework is required. Completion
of a concentration is noted on the transcript.
Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite.
A written self-statement, reference letters, and the completion of all Core and
Supporting Program courses below the 400 level is necessary for candidacy
review.
Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,463;
260 or SOC 375; SOC 265; and 1of 465, POL 121,158,325.
School SocialWork Certif ication: StateDepartmentof Education-requiredHuman
Relations Certification for school social work is available through successful
completion of EDS 388.
Elective courses open to all students:
257
260
299
340
361
399
463
Exploring Human Services
With faculty approval, student selects a placement for 80 hours per term as
a volunteer in a social agency or institution. Opportunity to know human
senrice professionals, minority professionals, clients and communities, social service delivery systems, and career aspects of the helping vocations.
Especially recommended for freshmen and sophomores.
Humans Developing
This course provides the knowledge basic to an understanding of human
growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influencethe growth of individuals and
families in contemporary American society. Emphasized is the role of the
"nurturing environment" in relation to human growth, the impact of "sustaining environment," and other special stressesrelevant to growth. Growth
related to populations and groups which represent ethnic and/or life-style
diversity is also a focus. Students will gain self-understanding through use
of their own experiences.
Directed Study
An opportunity for students to do readings and study on topics of interest.
Proposed study must be approved in advance of registration. (Prereq.: 257
and consent of instructor)
Policies, Program and Skills for the Aging
This course includes the study of the impact of social policy on the older
population, the older population's impact on social policy, services planned
to address needs of older population, and skills needed to work with this
population. Class conducted in senior citizen residence. (Prereq.: Sophomore
or consent of instructor)
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable
and governmental responses to human needs will be emphasized. Guest
speakers and agencyvisits highlight the course. (Prereq.: Junior or consent of
instructor. Fall)
Internship*
Provides field learning experience for the non-major and supplements the
required field work of majors (Prereq.: Consent of instructor)
Community Development and Organization
Locality development and social change through community organization,
social planning, and social action. Emphasis on: 1)survey of historical forms
of communityorganization and social change, 2) understanding the theories,
basic issues, and strategies relevant to social protest and change, 3) examination of the role of staff, and of the functions and interrelationships of
community organizations, and 4) knowledge of and actual practice in the
local community in the essential principles and techniques of organizing.
(Prereq.: Senior or consent of instructor)
Social Policy: Analysis and Development
Includes the study of theories of social policy formulation and methods of
analysis associated with needs and services, and analysis of the impact of
policy on social work practice. Development and implementation will be
viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience.
(Prereq.: 361,463, and senior or consent of instructor)
Special Topics (112 to 1 course)
Current issues in social work theory or practice. To be announced. (Prereq.:
Consent of instructor. Offered periodically in Interim)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: 257 and
consent of instructor)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: 257 and consent of instructor)
*Can be taken in coordination with Cooperative Education, which may
provide payment for work in field sites.
Cour'sesreserved for Social Work majors only:
Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principles and
techniques of social work interventive methods, and practical experience
necessary for social work practice with individualsand small groups with a
diversity of professionals and client groups; development of the student's
repertoire of relationship-buildingskills. Lecture-discussion sessions and/
or laboratory exercises each week. (Prereq.: 361, junior)
Field Work P
Beginning supervised professional experiencein a social work agency focusing on interviewing experience and relationship building. Ten hours per
week, plus one small group supportive/discussion seminar per week. Brereq.: 361, junior, concurrent with 363)
Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills recognizing adaptationsof the
problem-solving model to diverse populations through lecture, classroom
exercise and regular class work. Enlargement of social group work skills,
emphasison development of generalist practice skillsand eclecticapproaches
with a focus on diversity of professionals and client populations. Lectures
and/or laboratory exercises each week. (Prereq.: 2.0 in 363 and in 364,
candidacy status. Concurrent with 462)
363
462
466
467
469
Field Work 11*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups and/or communities in a
social service agency. Ten hours per week, plus one supportive/discussion
seminar per week. (Prereq.: Candidacy status; concurrent with 461)
Field Work I11 (Y2 or 1 course)'
Continuation of 462 (1/2 course option during Interim. Prereq.: Candidacy
status, 2.0 in 461,462,463)
The Social Worker as Professional
Ethical practice, bureaucratic survival, professionaljob attainment, affirmative action and sexual harassment issues, personnel policies and practices,
organizational theory, and resource development will be studied in the
course. The field work practice becomes the laboratory for class exercises.
(Prereq.: Candidacy status, 2.0 in 461,463)
Field Work IV*
Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with
467)
*Can be taken in coordination with Cooperative Education, which may
provide payment for work in field sites.
V Sociology Department
(SOC)
Sociology is a disciplined study of human social behavior. As a relatively
young discipline, sociology provides yet another perspective on a theme
which is common to many of the disciplines in a liberal arts curriculum,
namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes
to exhibit regularized patterns over time. These patterns together form a
society or a social structure.
Sociology seeks to understand these societal patterns. Sociology also
seeks to understand patterns within the great variety of institutions that
exist in a society.
The Sociology Department at Augsburg is designed to help students
think sociologically in terms of obtaining an understanding of society
and developing skills in evaluating social institutions and programs.
Students are encouraged to select as electives some of the non-traditional
learning models available, such a s Internships, Independent Study,
Interim courses, and the co-learning courses offered through the Conservation of Human Resources (CHR) program. The Department urges
students to use Augsburg's urban setting as a "laboratory" for learning.
A major in sociology can prepare one for a variety of careers or for
advanced professional studies. Cooperative Education a n d Internships
enable majors t o apply the theo.ries and research skills of sociology while
they explore career alternatives. Augsburg alumni w h o have majored in
sociology a r e currently employed in the personnel departments of both
government and private corporations, i n industrial relations work, and
in program evaluation. Others have used their majors as preparation for
advanced study in areas such as law, the ministry, social work, and
urban planning.
The Department of Sociology welcomes students who, in their quest for
a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our
world.
Sociology Faculty: Diane Pike (Chairperson), Jerry Gerasimo, Gordon Nelson,
Garry Hesser, Barbara Johnson
Major: 10 courses including 121,349,362,363,375,485. Highly recommended: a
Conservation of Human Resources (CHR) course, Internship, Cooperative
Education, Independent Study or Upper Division Interim course in sociology.
This recommendation is made in the hope that the student will take advantage
of the variety of learning models offered through the Department. Consult
Department Chairperson concerning areas of concentration.
Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0
overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior
year. Candidacyis contingent upon Departmentalapproval of proposal by April
30 of junior year. After acceptanceas a candidate, the student will register for 499
to complete work on thesis. Honors in sociology will be granted to a candidate
who successfully defends the thesis before March 31 of the senior year and
maintains the GPA through graduation.
Minor: 5 courses including 121 and 2 Upper Division courses (i.e., 300 and above).
Certificate in Program Evaluation: 5 courses including 362 (or PSY 2641,363,399,
CSC 145, and approved elective. These courses are designed to provide the
cognitive background and skill development to perform well as a research
assistant for agencies or firms which do program evaluations or self-assessment
programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Department Chairperson.
Principles of Sociology
Sociology is a unique way of understanding the world. As an academic
discipline and a profession, sociology provides insights into culture, roles,
groups, interaction, inequality, and social structure. An essential tool for
discovering the world and one's place in it.
199 Internship
Lower DivisionInternship.Consult Internship Supervisorin the Department
to determine project. (Fall, Interim, Spring, and Summer)
211 Human Community and the Modem Metropolis
The cultural and structural dynamics of the modern world viewed from the
perspective of the metropolitan situation, with a focus on the possibilities of
human community in the context of urban institutions and processes.
231 Sociology of the Family
An examination of the family as a social institution. The structures and
processes within families are studied within their institutional and cultural
contexts.
265 Racial and Minority Group Relations
The dimensions of racial and minority group relations. Major attention is
focused upon prejudice, racism, and the role of self-understanding. (P/N
grading only)
273 Crime and Corrections
This course includes an examination of Corrections programs within the
context of the Adult Criminal and JuvenileJustice Systems. Attention is also
given to definitions of crime, theoretical formulations as to possible causes
and attempts at control. (Aeld visits arranged to correctional facilities.)
299 Directed Study
Independent Study for Lower Division students. (Prereq.: 121and consent of
instructor. Fall, Spring, Summer)
3001301,302,303,304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular courseofferings.May be offeredon campus
in addition to regular course offerings or off campus in conjunction with
Augsburg's Conservation of Human Resources (CHR) Program. (Prereq.:
consent of instructor)
336 Introduction to Cultural Anthropology
The concept of culture examined in anthropology and in the way we see and
live in the world. An analysis of basic assumptions underlying the ideas of
"primitive," "civilized," and "progress." The person's relationto culture. An
analysis of selected aspects of Western culture. (Prereq.: 121)
349 Complex Organizations
Little in contemporary life is unaffected by the existence of organizations.
This course examines organizationsas corporate actors, looking at the topics
of culture, technology, structure and corporate deviance. (Prereq.: 121 or
permission of instructor)
360 Religion and Society
An examinationof theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch
on religious movements and institutions in American society.
362 Statistical Analysis
The fundamentals of descriptive and inferential statistics for the social
sciences. Designed specifically for sociologyand political science majors, but
121
recommended for others needing a statistical background for social science
quantitative analysis.(Prereq.: Group I11Math Placement Test. For majors, to
be taken preceding 363. Fall)
Research Methods
An introduction to the skills involved in research design and data analysis.
The practice of social research is learned through class activitiesand individual projects. Focus on learning usable skills. To be taken immediately after
362. (Prereq.: 362 or consent of instructor. Spring)
Quantitative Analysis and Program Evaluation
Overview of commonly-used research methods, especially experimental
designs and applications to program evaluations. Consumer overview of
methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statisticalanalysis. Designed for
social work majors. Not to be taken by sociologymajors. (Prereq.: Level I11
Math Placement Test. Spring)
Social Psychology
An examination of the idea of "group," its relationshipto individualbehavior
and society. An analysis of the ideas of "self" and "identitf' and what part
they play in understanding interpersonal relations and human behavior. A
sociological view of mental health. A look at the major assumptions and
processes underlying our everyday l i f e a look at the trivial, the ordinary
and the taken-for-granted. "Symbolic interaction," an important orientation
in social psychology, will be used as a way of dealing with the major issues
in the course. (Prereq.: 121, junior or senior students only)
The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confronting the
present and future metropolis. Particular emphasis will center on alternative
theories and approaches to shaping the future metropolis. Current developments in the Twin Citiesregionwill be compared and contrasted to urban and
regional developments globally and nationally. Resourcesinclude extensive
readings, simulations, films, outside speakers and field trips in a seminar
format. (Prereq.: 121 or 211 or consent of instructor. Spring)
Internship
Consult the Department Chairperson or Internship Director for details.
(Prereq.: consent of instructor. Fall, Interim, Spring)
Modern SociologicalTheory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.: 2
courses in sociology including 121 or consent of instructor. Fall)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: 121 or 211
and consent of instructor. Fall, Spring, Summer)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: 121 and consent of instructor. Fall, Interim, Spring)
and Theatre Arts
Department (SPC)
+ Communication
Speech, communication, and theatre arts at Augsburg are humane
studies designed to promote sensitivity and wisdom in the use of
communication, since true communication aims to foster informed,
responsible choice and shared understanding.
The primary aim of the Department is to help students to communicate
effectivelythrough both speaking and writing. The courses are designed
(1) to promote the intellectual disciplines required for research, exposition, and argument; (2) to develop writing and speaking skills; (3) to
build confidence, creativity, and ethical sensitivity; and (4) to provide a
wide variety of realistic communication experiences.
Communication careers call for a broad liberal arts education, so the
communication major at Augsburg begins with a foundation of logic,
psychology, sociology, literature, writing, and public speaking. In addition to these preparatory courses, the communication major requires five
core courses: advanced writing, interpersonal communication, persuasive communication, mass media, and a communication Internship.
With the help of a faculty adviser, the student selects five elective
courses pertaining to one of the following communication emphases:
journalism, public relations, supervisory management, human relations,
broadcast media, speech or theatre arts education. For breadth we rec-
ommend double majors, and for practical experience we recommend
participation in co-curricular communication activities throughout the
college years, climaxing in Internships under professional supervision.
This major is also used as preparation for other fields, such as religion,
politics, and law. The speech major is designed to prepare students for
teaching in the secondary schools.
Students should meet with a Departmental adviser as early as possible to
plan the major and obtain a copy of the Departmental Handbook.
+ Theatre Arts
Theatre is not primarily an extracurricular activity nor is it merely
entertainment. As a laboratory that uses all of the liberal arts, theatre
enhances a liberal arts education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater
understanding of their own humanity. Theatre enables students to
experience the beauty, mystery, and ambiguity of life.
Minneapolis-St. Paul is an ideal place to study theatre, because it is one
of the major theatre centers in the United States. Augsburg students
expand their knowledge of theatre not only by attending, but also by
working in the professional and community theatres of the Twin Cities.
Our theatre faculty has professional experience which enables them to
provide realistic guidance to students.
The Augsburg program encourages students to participate in all aspects
of theatre production while providing each student the opportunity of
emphasizing one specific area, such as acting, directing, or design. While
the program is primarily designed to prepare students for educational
theatre, graduates go into many other fields, such as professional theatre,
television, film, advertising, business, and religion.
Speech, Communication and Theatre Arts Faculty: Julie Bolton (Chairperson),
Raymond Anderson, Deborah Bart, David Lapakko, Martha Johnson
Honors Major: GPA of 3.5 in the major, 3.0 overall, 2 Independent Study
projects of honors quality, distinguished performance in at least one of the
communication arts, comprehensive examination in field of concentration.
Application to be made early in the senior year.
Communication Courses (SPC)
Prospective majors should contact the Department as early as possible to
work out a plan for the major and a personal career action plan. Freshmen
should take 111,PSY 105, SOC 121 or a literature course.
Communication Major. 10 courses, including 342,351 or 352,354,399 and ENG 223
or 225 or 226 or 227, and satisfactory performance on competencytests in writing
and typing. Supporting coursesrequired but not countingtoward the major: PHI
130; PSY 105; SOC 121 or 336,375.
Communication Minor: 5 courses approved by the Department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343,350,
351, 352, 354, 360; participation in forensics, and a minor in English. Recommended: 366, courses in theatre, participation in drama.
Speech Minor For Teaching Licensure: 111 and 6 of the following: 241 or 343,350,
351,352,354,360 and participation in forensics.
Note: Students preparing to teach speech in secondaryschools may specialize in any
of three majors: speech, theatre arts, and speech-theatre arts. Any of these must
be combined with at least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the
Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education.
Public Speaking
Theory and practice of effective speaking and critical listening. Students
have the opportunity to give several speeches and receive feedback about
their performance from the class and the instructor. The course focuses on
such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening.
132 Photography
(See under Department of Art)
227 Journalism
(See under Department of English)
225,330 Visual Communications I, I1
(See under Department of Art)
241 Introduction to Cinema Art
(See under Department of English)
299
Directed Study
Independent Study for Lower Division credit.
342
Mass Communications in Society
(See under Department of Political Science)Junior and senior students only.
343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. Students
will work in production teams and will gain experience in operation of
equipment.
345
Organizational Communication
An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal
and informal communication networks, management styles, power and
authority, motivation of employees, organizational culture, performance
appraisal, effectiveuse of meetings and sourcesof communicationproblems
111
in the workplace.Designed to enhance communicationskillsof both managers and subordinates. Students both investigate the literature on organizational communicationand attempt to apply it to their own experiencesin organizations.
Voice and Diction
A study of vocal skills including tone production, breathing, resonating,
articulating, listening, introduction to phonetics and the vocal mechanism.
Theory and practice are combined in oral projects, reports and papers, voice
tapes and individual coaching. (Alternateyears, Fall)
Argumentation
Application of standards for sound evidence and reasoning in public speaking, discussion, and debates. Key objectives include increasing skill in
analyzing argumentative claims, being able to distinguish between strong
and weak arguments, understanding tests for evidence and fallacies in
reasoning, and learning to apply principles of argumentation to contemporary public issues. Students have the opportunity to enhance their skills in
debate and discussionand also learn to analyze and critique arguments they
encounter in their daily lives.
Persuasion
Theory of how people are influenced to change attitudes and behavior. The
course deals with a broad range of topics, including obstacles to persuasion;
cultural dimensions of persuasion; the use of logical and psychological
appeals; empirical research in persuasion;how persuasion is used in politics,
sales, advertising, and interpersonalcontexts;the nature of mass movements
and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects.
Interpersonal Communication
A study of the dynamics of human interactionthrough verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. This course combines theory and practice to help
the student understand and manage communication problems more effectively.
Small Group Communication
A study of group dynamics and leadership with emphasis on factors related
to decision making, styles of leadership, and conflict management. This
course combineslecture with practical experienceto help the student become
a more effective and productive member of a task-oriented small group.
Organizational Psychology
(See under Department of Psychology)
Media Regulation, Law and Ethics
(See under Department of Political Science)
Internship
(Consult the Department Chairperson for details)
Independent Study in Communication
Selected topics in speech and communication, with emphasis on the use of
primary sources and methodology of research.
Independent Study
Independent Study for Upper Division credit.
Theatre Arts Courses (SPC)
Majors should take part in dramatic productions every year. Freshmen
planning to major in theatre arts should begin with courses 111,116,222,232
a n d 228.111 is not part of the major.
Theatre Arts Major: 10 courses (222,228,232,361,362,366, and 4 of the following:
116,229,343,350,360,367,428,429,432); plus 111,l Internship, 1theatre Interim
course, and 10production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required), playwriting, direction, design, and
theatre management.
This major should be supported by courses in dramatic literature including
Shakespeare and Modern Drama or Scandinavian Drama. Strongly recommended: courses in movement, dance, art, and media art (cinema, radio,
television, video).
Theatre Arts Minor: 5 courses, including 222,228 or 229,232,361 or 362,366, and
5 production units in the following areas: acting (1 required), technical crew
work (2 required), playwriting, direction, design, and theatre management.
Theatre Arts Major For Teaching Licensure: 10 courses: 116,222,228,232 241 or
343,350,360,361,362,366, plus 111,a minor in English, and 10 production units
in 3 or more of the following areas: acting (2 required), technical crew work (4
required): playwriting, direction, design, and theatre management.
Theatre Arts Minor For Teaching Licensure: 5 courses: 222,228 or 229,232 or 116,
361 or 362,366, plus 111,and 4 production units in the followingareas: acting (1
required), technical crew work (1 required), playwriting, direction, design, and
theatre management.
Speech-Theatre Arts Major For Teaching Licensure: 12 courses, 111,222,228 or
229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in
English, and participation in 2 activities (forensics, theatre, media).
116
222
228
Creative Dramatics
A study of various forms of dramatic play by activity, reading, observation,
and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual, and
audible sources.
Introduction to Theatre
A survey of dramatic art: major historical periods, plays, artists; dramatic
structure, principles, and values; basic concepts and techniques of the play
production process. (Fall)
Technical Production I
Introduction to the backstage world of the theatre: its organization, crafts,
magic, and art. Technical production experience, practical projects, and
theatre tours. Crew work required in addition to normal class time. Open to
all students. Should be taken in freshman or sophomore years. Lab fee.
(Alternate years, Fall)
Stage Design I
Introduction to technical design for the theatre. Emphasis on scenery and
lighting design. Practical projects in drafting, drawing, painting, and design
theory. Open to all students. Should be taken in freshman or sophomore
years. (Alternate years, Spring)
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparationand exploring the creative approach to sceneand character study
in American drama.
Directed Study
Independent Study for Lower Division credit.
Interpretative Reading
Basic principlesof oral interpretation of literature.Study, understanding and
practice in reading prose, poetry and drama before small and large groups.
Theatre History and Criticism I
An overview of theatre history from its classical Greek origins through
Elizabethan theatre. We examine plays and attend local theatre productions
in order to understand and experience theories of drama, dramatic production and criticism.
Theatre History and Criticism I1
An overview of theatre history from French Neoclassical through contemp*
rary theatre. We examine plays and attend local theatre productions in order
to understand and experience theories of drama, dramatic production and
criticism. Brereq.: 361)
Stage Direction I
Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of a short production required (one-act or excerpt
from full-length play). Upper Division students or consent of instructor.
(Spring)
Stage Direction I1
1n-depth analysis and practical experience in directing different play forms
and styles: serious, comic, period, experimental, musical. Direction of a short
production required (one-act or excerpt from full-length play). (Prereq.: 366
or consent of instructor. Spring)
Internship
(Consult faculty in area of emphasis.)
Technical Production 11
Advanced constructionand problem-solving techniquesin technical areas of
scenery, props, lighting, sound, costumes, and make-up. (Prereq.: 228 or
consent of instructor. Lab fee. Alternate years, Fall)
Stage Design I1
Advanced projects in technical design. Introduction to costume design.
(Prereq.: 229 or consent of instructor. Alternate years, Spring)
Advanced Acting
This course explores the elements of characterization through character
analysis and extensivescene study. Emphasis is on a variety of roles from the
classics, including Shakespeare,French Neoclassicism, Restoration Comedy,
Realism and Non-Realism, Epic and the Absurd culminating in preparation
and presentation of a professional audition.
499
Independent Study in Drama
Individual projects in oral interpretation and theatre.
V Transdisciplinary
Students wishing to develop their own majoiby combining appropriate
portions of two majors may consider the Transdisciplinary Major. The
Transdisciplinary Major enables students to respond to a particular
career interest. While such an individually developed major may satisfy
the particular interests of a student, broad majors may not be suitable for
those wishing to pursue graduate study or preprofessional programs in
some academic fields.
Students wishing to develop a TransdisciplinaryMajor are to observethe following:
A. The major program should include at least two-thirds of the courses
required in the normal major programs of two major fields offered at the
College.
B. The student should design and sign a contract for such a major prior to the
end of his or her sophomoreyear (contract forms are availablein the Office
of the Registrar).
C. The contractmust be approved by the student's adviser and bythe Faculty
Committee on Student Standing.
V Women's and
Minority Studies (INS)
Women's Studies and Minority Studies courses fulfill the Urban
Concerns, or Women's Studies, or Minority Studies distribution
requirement. In addition, Augsburg offers students an opportunity
to minor in Women's Studies.
+ Minority Studies
231
Religion i n African-American History
An examination of selectedtopics related to the Blackexperience,e.g. African
backgrounds, religion under slavery, evangelicalism. Meets 1 religion requirement or the Urban Concerns, Women's and Minority Studies requirement.
232
233
260
Blacks in America: An Introduction to African-American Studies
An interdisciplinary course providing an ovemiew of the major issues
related to the Black experience in terms of the family, education, religion, art,
economicsand politics. It is designed to heighten the student's consciousness
regarding the African retentions in Black culture, the evolution of Black
culture and the impact of Black culture on American society.
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the biological,
evolutionary and historical origins of women's roles and status in human society.Emphasiswill be placed on the comparativeroles of womenin different
cultures. This comparison will include such North American models as the
Navajo, Ojibwe, and Iroquois, African models such as the Pygmies and other
tribal groups, and the peasant societies of eastern Europe, Mexico, and the
Middle East and rural China. Offered periodically through CHR and the
American Indian Program office.
Contemporary American Indians
The situation of Indians in the United States since the Indian Reorganization
Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty,
treaty rights, and education. Examples of the persistence of religious/
cultural traditions among selected Indian tribes today.
+ Women's Studies
Beverly Stratton, Coordinator
Women's Studies values the experiences and perspectives of women by
placing them at the center as it branches out to critically examine
women's contributions in life and learning. Women's Studies seeks to
complement other disciplines by expanding knowledge about women,
addressing misconceptions, and raising new questions which spark
further investigation. It seeks to empower students for leadership.
Women's Studies tries to be explicit about its goals and issues. It seeks to
raise awareness of diversity, to critically examine all disciplines and
existing social practices, to recover past achievements of women and
encourage the work that women now do, to expand perspectives and to
provide a basis for decision making and critical evaluation of future
learning.
Minor: 5 courses which must include INS201,3 electives, 1of which must
be Upper Division, and INS 495 or 499. Courses may be taken from the
ACTC colleges as well as Augsburg. Each student's program must have
the written approval of the Women's Studies Coordinator.
201
Introduction to Women's Studies
This multidisciplinary course will introduce students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts and
to how the questionsand methodologies of these disciplinesdiffer when seen
from women's perspectives. Students will also study the history of the
women's movement, diversity of women's experiences in terms of race,
sexual orientation and class, and other contemporary issues raised by feminists.
233
265
495
499
Women: A Cross-Cultural Perspective (See description under Minority
Studies)
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, articles, short stories, poems, plays and other
aesthetic creations, the class will collectively assess the position of Black and
white women in American culture from the founding of the colonies to the
present. Contributions by Indian women, Chicanas and other "invisible"
women minorities will be included.
Seminar
Selected topics. Required of minors who do not elect to do an Independent
Study. To be completed after the introductory course and electives. (Alternate years, Fall 1989)
Independent Study
In consultationwith a facultymember and with the approval of the Women's
Studies Coordinator, a student selects a specific topic for study. Required of
minors who do not elect to participate in the seminar.
Approved electives from other academic departments including:
ART 352
ENG 282 or 482
HIS 226
POL 421
POL 459
Women's Art History (see Art Department listing)
Topics in Literahue (see English Department listing)
Asian and Asian-American Women in Public Life in
the 20th Cenhuy (see History Department listing)
Topics in American Politics (see Political Science Department listing)
Topics in Comparative Politics (see Political Science
Department listing)
H
H
H
Regents
ELCA
Directory
Administration
H
H
H
H
Faculty Emeriti
Academic Calendar
Faculty
Maps
V Board of Regents
(as of June 1988)
The year in parentheses after each name is
the expiration date of current term.
i;
&-
Chair
Donald R. Grangaard
Secretary
Charles W. Amason
Vice Chair
The Reverend Harris W. Lee
Treasurer
Raymond A. Grinde
--
Charles W. Amason, J.D. (1988)
Paul B. Batalden, M.D.
(1990)
Nancy H. Bottemiller
Rodney P. Burwell
(1992)
(1988)
H. David Dalquist, I11
(1990)
Darrell J. Egertson
(1988)
Julian P. Foss
Barbara C. Gage
Donald R. Grangaard, J.D.
Richard R. Green, Ed.D
Raymond A. Grinde
Carolyn T. Groves
(1990)
(1992)
(1990)
(1992)
(1990)
(1990)
Elling B. Halvorson
(1990)
Lawrence 0. Hauge
(1988)
(1990)
Catherine E. Johnson
George 0.Johnson, Ph.D. (1990)
Harris W. Lee, D. Min.
(1988)
-
-
Attorney, Head and Truhn,
Minneapolis, MN
Vice President for Medical Care, Hospital
Corp. of America, Nashville, TN
Homemaker, Wadena, MN
Chairman, Xerxes Corporation,
Minneapolis, MN
President, Northland Aluminum Products,
Inc., St. Louis Park, MN
Executive Vice President/Chief Financial
Officer, Apache Corp., Denver, CO
Retired Businessman, Mesa, AZ
Homemaker, Long Lake, MN
First Bank System, Inc., Minneapolis, MN
Chancellor, New York City Public Schools
Partner, Klohn Design, Inc., St. Paul, MN
Administrator, S. J. Groves and Sons
Company, Minneapolis, MN
Chairman of the Board, Halvorson Osborne
Construction Co., Kirkland, WA
Chairman, Suburban National Bank,
Eden Prairie, MN
Homemaker, Minneapolis, MN
Associate Professor & Director, Hospital &
Health Care Admin., Minneapolis, MN
Senior Pastor, Lutheran Church of the Good
Shepherd, Minneapolis, MN
Mr. Gary H. Lohn
(1988)
Mildred I. Mueller, Ph.D. (1990)
Rev. Maynard L. Nelson
(1990)
Ms. Roselyn J. Nordaune, J.D.
(1988)
Mr. Howard E. Olson
Mr. Donald G. Oren
(1990)
(1988)
Mr. Harvey M. Peterson (1990)
Mrs. Inez M. Schwarzkopf (1988)
Gladys I. Strommen
Merton P. Strommen
Leland N. Sundet
(1990)
(1996)
(1990)
David L. Swanson
(1990)
Stanley W. Thiele
(1992)
William A. Urseth
(1992)
Control Data Business Advisors,
Mankato, MN
Director of Education Statistics, MN Dept:of
Education, St. Paul, MN
Senior Pastor, Calvary Lutheran Church,
Minneapolis, MN
Partner, Nordaune & Friesen,
St. Louis Park, MN
Businessman, St. Paul, MN
President, Dart Transit Company,
St. Paul, MN
President, Catco Company, St. Paul, MN
Director for Community and Organizational
Development, Women of ELCA, Chicago, IL
Homemaker, St. Paul, MN
Founder, Search Institute, Minneapolis, MN
Chairman & Chief Executive Officer,
Century Manufacturing Co.,
Bloomington, MN
Vice President, Grudem Brothers Co.,
St. Paul, MN
Senior Vice President, Administrative
Services, 3M, St. Paul, MN
Chief Executive Officer,
U.S. Communications, Minneapolis, MN
V Division for Education
The Evangelical Lutheran Church
in America (ELCA)
Board
Chair: Rev. Dennis H. Dickman
Secretary: Solveig Gregory
Vice-Chair: Mary Ellen H. Schrnider
Executive Staff
Executive Director: Rev. W. Robert Sorensen
Assistant Director for Finance: Beata H. Sorenson
Director for Colleges and Universities: James M. Unglaube
Assistant Director for Colleges and Universities: Naomi E. Linnell
V Directory
Augsburg College
731 21st Avenue South
Minneapolis. MN 55454
Area Code: 612
President .............................................................................................
330-1212
Academic Affairs ..............................................................................330-1024
Admissions ......................................................................................330-1001
Alumni Programs .............................................................................330-1179
Business Office (Fees and Accounts).............................................. 330-1029
Campus Ministry (College Pastor) ................................................. 330-1107
330-1162
Career Services ..................................................................................
College Center Manager/Coordinator, Special Events ............... 330-1121
College Relations (News and Publications) ..................................330-1180
Development (Financial Gifts to the College)............................... 330-1171
Facilities Office .................................................................................. 330-1120
Financial Aid (Scholarships) ...........................................................
330-1046
General Information (Other office
numbers; business hours only) .................................................. 330-1000
Evenings........................................................................................ 330-1234
Graduate Program ......................................................................... 330-1787
Ice Arena Manager ...................................................................... 330-1251
Interim Office .................................................................................. 330-1025
Library ................................................................................................ 330-1017
Parent Programs
,
.
.................................................. .330-1179
Personnel Office ................................................................................
330-1058
Registrar ...................................................................................... 330-1036
Student Activities Office .................................................................. 330-1111
....
.....................................
.330-1160
Student Affairs .....................
Student Government Office ............................................................
330-1110
Student Life (Housing).................................................................... 330-1109
Summer School Office ...................................................................... 330-1025
Weekend College ............................................................................ 330-1782
........... .......
.
.
..
.
.
The College has designated the following persons as coordinators for
discrimination inquiries or grievances:
Mary Lou Williams, Assistant Professor, Social Work Department (612/
33@1157)Affirmative Action Coordinator (matters based on race,
creed, national or ethnic origin)
Vern M. Bloom, Director, CHR -Memorial Hall (612/330-1133)
504 Coordinator (matters based on physical or mental handicap)
William R. Rosser, Vice President for Student Affairs, Memorial Hall
(612/330-1168) -Title lX Coordinator (matters based on sex or
marital status)
Sandra Jacobson, Director of Personnel, Ground Floor, Memorial Hall
(612/330-1023) -Employment
All correspondence should be addressed to the designated individual, at
Augsburg College, 731 21st Avenue South, Minneapolis, MN 55454. Formal
grievance procedures are described in the Staff Handbook. Copies are
available from the Personnel Office.
V Administration
Office of the President
President .......................................................................... Charles S. Anderson
Executive Secretary to the President .........................Carolyn S. Magnuson
College Pastor ......................................................................... David T. Wold
Director, Church Relations ..........................................................Curtis Peter
Director, Admissions ............................................................... Carol A. Stack
Academic Affairs
Vice President for Academic Affairs and
Ryan A. LaHurd
Dean of the College ...................................................
Executive Secretary to the Academic Dean ........................ Lois M. Nielsen
Associate Dean of the College and
Director of Special Programs ................................Patricia A. Parker
c h a r d J. Thoni
Director, Weekend College
Operations Manager, Weekend College ......................... Laurel Orthmeyer
Graduate Program Coordinator ........................................o n e Karvonen
Registrar .............................................................................Burdett Parsons
Institutional Research Analyst ............................................ Robert W. Clyde
Head Librarian ............................................................... Margaret Anderson
Director, Audio-visual Center ..........................................
Brian P. Hackney
Director, Black Student Affairs ................................................M. Anita Gay
Director, American Indian Support Program ................Bonnie A. Wallace
Interim Director ............................................................. Donald R. Gustafson
Kathleen Lutfi
Coordinator, International Programs ............,...
Director, Faculty Development ....................................... Edwina Hertzberg
Director, Cooperative Education ........................................ Garry W. Hesser
....................
R
Student Affairs
Vice President of Student Affairs and
Dean of Students ........................................................ William R. Rosser
Executive Secretary to the Vice President ...................................
Casey Levi
Associate Dean of Students .................................................. James B. Grubs
Co-directors, Counseling Services ......Nancy G. Medcraft, Joan W. Slater
Director, Academic Enrichment .....................................Donald M. Warren
Director, Career Services ..................................................... Tina M. Wagner
Coordinator, Off-campus Student Employment ................... Lois A. Olson
Director, Student Life and Housing ................Linda K. Schrempp-Alberg
Director, Student Activities .................................................. Brian Cockayne
Coordinator, Urness Tower ...................................................... Ava J. Young
Coordinator, Mortensen Tower ........................................ Sue J. Hohenstein
R
Development and College Relations
Vice President for Development and College Relations .............................
Executive Secretary to the Vice President ............................... Betty Arnold
Director, Development ............................................................. Gordon Olson
Director, Planned Giving ...................................................Thomas I. Benson
Jeroy C. Carlson
Senior Development Officer
Director, Corporate and Foundation Relations ..............Victoria J. Hoshal
Director, Alumni/Parent Relations ....................................Jeffrey Swenson
Director, College Relations .......................................M a Adams Forsberg
Director, Publications ................................................................... Ka I. Cady
Publications Specialist....................................................... Morgan K. Brooke
Development Officer/Annual Fund ...............
Donna McLean
.............................................
Finance and Management
Vice President for Finance and Management ....................Michael Ranum
Executive Secretary to the Vice President
Assistant Vice President for
Student Financial Services ...................................... Herald A. Johnson
Financial Aid Counselor ......................................................... Karen D. Flom
Director, Personnel ............................................................... Sandra Jacobson
Controller ........................................................................................
Koepke
Director, Administrative Computer Center ............................ Steve Terrien
Manager, College Center .................................................Mildred A. Nelson
Manager, Central Services..................................Charles E. Christopherson
Director, Purchasing/Bookstore .......................................... Robert P. Gores
Director, Marriott Corp. Food Services ................................ Randy McNeal
Director, Plant Services ........................................................ James Weninger
Supervisor, Maintenance ....................................................... Robin A. Curtis
Manager, Ice Arena .................................................................. James J. Carey
......................................................
V Faculty
Emeriti
Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D.,
University of Minnesota.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education.
Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D.,
Luther Theological Seminary;L.L.D., Concordia College, Moorhead.
Valeria Baltins, Professor Emerita of Foreign Languages.
Magister der Philosophia, University of Latvia.
Carl Chrislock, Professor of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of English.
Ailene Cole, Professor of Theatre Arts/Speech. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
K. Berner Dahlen, Professor Emeritus of English. M.S. University of Minnesota.
Edgar E. Eklof, Professor Emeritus of Music. M.M. Manhattan Music School.
Sheldon P. Fardig, Professor Emeritus of Education. B.A.
Carleton College, M.M., Ph.D., Northwestern University.
Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D.,
New York University.
Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota.
Einar 0 . Johnson, Professor Emeritus of Education. Ph.D.,
University of Washington.
James D. Johnson, Professor Emeritus of Music. Ph.D.,
University of Minnesota.
Bernhardt J. Kleven, Professor Emeritus of History. Ph.D.,
University of Minnesota.
Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed.,
University of Minnesota.
Anne Pederson, Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson, Professor Emerita of Health and Physical Education.
M.Ed., University of Minnesota.
Martin Quanbeck, Professor Emeritus of Education. Ph.D.,
University of Minnesota.
Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College;
D. Mus., Lakeland College.
Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D.,
University of Minnesota.
V Academic Calendar
Fall 1988
Labor Day recess .......................................................................................... M Sep 5
Upperclass validation ...................................................
.
,
....................... Tu. Sep 6
Freshmen registration ....................................................................................Tu. Sep 6
Classes begin ................... ,
.
.
,
............................................................................W Sep 7
Last day to register,
designate grading option.
add a class,
drop a class without notation on record,
move Upper/Lower
Division course to Upper
..
.. Division
or Lower Division .................................................................................... Tu, Sep 13
Mid-term break ................................................................................................ F Oct 28
Interim registration ....................................................................... M. Oct 31 .F. Nov 4
Spring term pre-registration ....................................................... M Nov 14 .F. Dec 2
Last day to withdraw from a class ............................................................... F Nov 18
Thanksgiving recess begins ........................................................................ T h Nov 24
Classes resume .......................................................................................... M Nov 28
Classes end ...................................................................................................... F Dec 9
Final examinations begin ........................................................................ M. Dec 12
Final examinations end ................................................................................ T h Dec 15
Final grades due and Incompletes due
from spring and summer '88 ............................................................... W Dec 21
Interim 1989
Classes begin ......................................................................................................
T Jan 3
Last day to register. add a class.
drop a class without notation on record
or move Upper/Lower Division course to Upper Division ................. W. Jan 4
Last day to designate grading option
or move Upper/Lower division course to Lower Division ................ M. Jan 16
Last day to withdraw from a class .................................................................. F. Jan 20
Classes end .........................................................................................................
F Jan 27
Interim grades due ............................................................................................ F Feb 3
Spring 1989
Validation of registration
...................... .
.
.................................................... T Jan 31
.
Classes begin .....................................................................................................
W Feb 1
Last day to register.
designate grading option.
add a class.
drop a class without notation on record.
move Upper/Lower Division course to Upper Division
or Lower Division ......................................................................................T Feb 7
Mid-term break begins ....................................................................................
F Mar 24
Classes resume ..................................................................................................
M Apr 3
Easter break begins ........................................................................................ F. Mar 24
Classes resume ..................................................................................................
M. Apr 3
Last day to withdraw from a class ................................................................ F Apr 21
Early registration for fall ............................................................. M Apr 24 .F. May 5
Classes end .......................................................................................................
F. May 12
Final examinationsbegin
.............................................................................
M,
May 15
.
Final examinations end ................................................................................ May 18
Baccalaureate and
Commencement ......................................................................................
S May 21
Final grades due and Incompletes due
from fa11 '88 and Interim '89 .............................................................. W May 24
-
A
.
Summer School 1989
Term I ......................................................................................... T May 30 .F, June 23
Term I1 ........................................................................................... M June 26 .F. Aug 4
Fall 1989
Labor Day recess ...............................................................................................
M Sep 4
Upperclass validation and Freshmen registration ...................................... T u Sep 5
Classes begin ....................................................................................................
W Sep 6
Last day to register.
add a class.
designate grading option.
drop a class without notation on record.
or move Upper/Lower Division course to Upper Division
T . Sep 12
or Lower Division ....................................................................................
Mid-term break .................................................................................................
F Oct 27
Interim registration ....................................................................
M. Oct 30 .F. Nov 3
Spring term pre-registration ....................................................... M Nov 13 .F. Dec 1
Last day to withdraw from a class ................................................................ F. Nov 17
Thanksgiving recess begins .....................................................................
Th. Nov 23
Classes resume ...............................................................................................M Nov 27
Classes end ..........................................................................................................
F Dec 8
M. Dec 11
Final examinations begin ...............................................................................
Final examinations end ................................................................................. T h Dec 14
Final grades due and Incompletes due
from spring and summer '89 .................................................................. W Dec 20
Interim 1990
.
.
...................................................................... Tu. Jan 2
Classes begin ......................
Last day to register. add a class.
drop a class without notation on record
or move Upper/Lower Division course to Upper Division .................. W. Jan 3
Last day to designate grading option
or move Upper/Lower Division course to Lower Division ............... Tu. Jan 16
Last day to withdraw from a class ............................................................... F. Jan 19
Classes end .........................................................................................................
F Jan 26
Interim grades due .............................................................................................F Feb 2
Spring 1990
Validation of registration.............................................................................. T Jan 30
Classes begin .................................................................................................
W Jan 31
Last day to register.
designate grading option.
add a class.
drop a class without notation on record.
or move Upper/Lower Division course to Upper Division
T Feb 6
or Lower Division ......................................................................................
Mid-term break begins ............................................................................... Sa. Mar 24
Easter break begins .......................................................................................... F Apr 13
Classes resume ................................................................................................ M Apr 16
Last day to withdraw from a class ................................................................ F Apr 20
Early registration for fall ............................................................. M Apr 23 .F. May 4
Classes end .......................................................................................................
F May 11
Final examinations begin ............................................................................. M May 14
Final examinations end ................................................................................Th. May 17
Baccalaureate and
S May 20
Commencement ......................................................................................
Final grades due and Incompletes due
from fall '89 and Interim '90 .................................................................. W May 23
V Faculty
Correct as of May 15,1988.
(beginning year of service on faculty in parenthesis)
1 Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University
of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
1 Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the
College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph-D., University of Wisconsin-Madison.
Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A.,
Pacific Lutheran University; M.A., University of Minnesota.
Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A.,
Augsburg College; M.A., Middlebury College; Ph.D.,
University of Wisconsin.
Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of
Minnesota.
Earl R. Alton (1960). Professor and Department Chairperson of Chemistry, B.A.,
St. Olaf College; M.S., Ph.D., University of Michigan. (On leave Interim and
Spring, 1989)
Brian R. Ammann (1988). Instructor and Head Basketball Coach, Health and
Physical Education. B.A., Augsburg College; M.S., North Dakota State
University.
Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology, B.A.,
University of Minnesota; M.A., Northwestern University.
Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern
College; M.A., Northwestern University.
Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Weekend
College. B.A., Macalester College; M.S.T., Illinois Institute of Technology;
Ph.D., University of Minnesota.
Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College;
M.A., University of Minnesota; M.A., Luther-Northwestern Seminary.
Margaret J. Anderson (1%7). Associate Professor, Head Librarian. B.S., M.A.,
University of Minnesota.
Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre.
B.S., M.A., Ph.D., University of Minnesota.
Sheldon Anderson (1988). Instructor, part-time, History. Weekend College.
Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University
of Massachusetts-Amherst; M.A., Ph.D., University of Wisconsin-Madison.
Charles N. Arge (1987). Lecturer, part-time, Physics. B.S., University of Arizona.
Marjorie Audette (1986). Assistant Professor, part-time, Nursing, Weekend
College. B.S., Marquette University; M.A., University of Iowa.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia
College; M.A., University of North Dakota; M.A., United Theological
Seminary; M. Div., Luther-Northwestern Seminary.
Deborah Bart (1980). Instructor of Speech, Communication and Theatre. B.A.,
M.A., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D.,
Luther Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age.
B.A., M.S.W., University of Minnesota.
Joseph C. Bodziock (1986). Lecturer, part-time, English. B.A., St. Joseph's
College; M.A., University of New Hampshire.
Julie H. Bolton (1975). Assistant Professor and Department Chairperson of
Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota.
Richard Borstad (1977). Associate Professor and Department Chairperson of
Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota.
John Bosma (1985). Instructor, part-time, Speech, Communication, and Theatre,
Weekend College. B.A., Concordia College, St. Paul; M.A., University of
Minnesota.
Michael Brand (1979). Studio Artist/Trumpet, part-time. B.S., M.F.A., University
of Minnesota.
James A. Brothen (1988). Visiting Assistant Professor of History, part-time. B.A.,
M.A., Ph.D., University of Minnesota.
Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of
Minnesota.
Priscilla K. Buffalohead (1983). Lecturer, part-time, Sociology and Women's and
Minority Studies. B.A., M.S., University of Wisconsin-Madison.
Diane F. Busico (1986). Assistant Professor of Business Administration and
Economics. B.S., Youngstown State University; M.B.A., Kent State
University.
Thomas L. Busico (1988). Instructor, part-time, Business Administration and
Economics, Weekend College. B.S., Youngstown State University; M.B.A.,
Kent State University.
John Cemto (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg
College; M.S.W., University of Minnesota.
James Cleary (1986). Lecturer, part-time, Psychology, Weekend College. B.A.,
University of Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan
University.
Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of
Iowa.
Lawrence E. Copes (1980). Associate Professor of Mathematics/Computer
Science. B.A., Illinois Wesleyan University; M.A., Ph-D., Syracuse University.
(On leave, 1988-89)
John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota.
Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science.
B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary.
Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of
Redlands; M.Th., Ph.D., School of Theology at Claremont.
Jan Davies (1987). Instructor, part-time, Education, Weekend College. B.F.A.,
Illinois Wesleyan University.
John Dunham (1987). Visiting Instructor and Studio Artist/Cello, part-time,
Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor.
Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A.,
B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State
University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota. (On leave Fall, 1988 and Interim, 1989)
Mary G . Endorf (1986). Assistant Professor and Department Chairperson of
Education. B.A., Hamline University; M.S., SUNY-Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Associate Professor and Department Chairperson of
Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S.,
Ph-D., University of Minnesota.
Marian S. Enos (1987). Lecturer, part-time, Nursing. B.S.N., M.S., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S.,
Michigan State University; Ph.D., Colorado State University.
Sheldon P. Fardig (1962). Lecturer in Education. B.A., Carleton College; M.M.,
Ph.D., Northwestern University.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D., University of Wisconsin.
Ronald E. Fine (1987). B.A., University of Maryland; M.A., American University.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of
Minnesota.
Marilyn Pearson Florian (1980). Instructor in Health and Physical Education.
B.A., Augsburg College; M.A., St. Cloud State University.
Mathew Foss (1988). Visiting Instructor of Mathematics/Computer Science. B.S.,
B.S.E., M.A., Northeast Missouri State University.
Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. B.A.,
Augsburg College; M.S., University of Minnesota.
Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel
College; M.A., Pennsylvania State University.
Mark L. Fuehrer (1969). Professor and Department Chairperson of Philosophy.
B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota.
1
Greta Gaard (1986). Instructor, part-time, English, Weekend College. B.A.,
Pepperdine University; M.A., Claremont Graduate School.
Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg
College; M.A., University of Minnesota.
David L. Garrison (1986). Lecturer in English, part-time. B.A., Appalachian State
University; M.A., Baylor University; Ph.D., University of Minnesota.
M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University,
Baton Rouge; M.A., Howard University.
Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; M.A.,
Ph.D., University of Chicago. (On leave Interim and Spring, 1989)
Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato
State University; M.A., American University; Ph.D, University of
Minnesota.
Nancy J. Giguere (1987). Instructor, part-time, Foreign Languages, Weekend
College. B.A., University of Arizona; M.A., Middlebury College; Ph.D.,
University of North Carolina.
Peter Gillen (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S.B., University of Minnesota.
Orloue N. Gisselquist (1956). Associate Professor of History. B.A., M.A., Ph.D.,
University of Minnesota.
Gerald Glatzmaier (1986). Lecturer, part-time. Business Administration and
Economics. B.A., St. Cloud State University; M.A., University of Minnesota;
M.A., Northeastern University.
Joseph R. Goldman (1986). Visiting Lecturer in Political Science. B.A., M.A.,
Ph.D., University of Minnesota; Ph.D., University of Kansas.
Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical
Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Douglas E. Green (1988). Assistant Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University.
Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University.
Satya P. Gupta (1976). Professor of Business Administration and Economics. B.S.,
M.S., Agra University, India; M.S., Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University;
Ph.D., University of Minnesota.
Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center.
B.A., University of Wisconsin-Eau Claire; M.A., University of WisconsinStout.
Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and
Economics. B.A., Augsburg College; M.A., The American University.
Mark Hassenstab (1988). Instructor, part-time, Business Administration and
Economics, Weekend College. B.A., Augsburg College; M.B.A., University of
Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Kathy Heikkila (1984). Lecturer, part-time, Education. B.S., University of Wisconsin-Lacrosse; M.A., The College of St. Thomas.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S.,
Ph.D., University of Nebraska.
Edwina L. Hertzberg (1977). Associate Professor of Social Work, Director of
Faculty Development. B.A., Cedar Crest College; M.S.W., Ph-D., University
of Minnesota.
Richard C. Henog (1984). Assistant Professor of Business Administration and
Economics. B.S., Washington University; M.B.A., St. Louis University.
Garry W. Hesser (1977). Associate Professor of Sociology, Director of MetroUrban Studies, Director of Cooperative Education Program. B.A., Phillips
University; M.Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
Paul T. Hirdman (1985). Assistant Professor of Psychology. A.A., Waldorf Junior
College; B.A., Augsburg College; M. Div., Luther Theological Seminary;
M.A., Ph.D., University of North Dakota.
Norman D. Holen (1964). Professor of Art. B.A., Concordia-College, Moorhead;
M.F.A., University of Iowa.
Bradley P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College;
B.Q., Luther Theological Seminary; M. Phil., Ph.D., Yale University.
Paul L. Holmer (1986). Distinguished Visiting Professor of Philosophy.
B.A.,M.A., University of Minnesota; Ph.D., Yale University.
John R. Holum (1957). Professor of Chemistry (and Acting Department Chairperson, Interim & Spring, 1989).B.A., St. Olaf College; Ph.D., University of
Minnesota.
I. Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and
Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell
University; Ph.D., University of Wisconsin.
John R. Jenswold (1985). Lecturer, part-time, History. M.A., University of
Connecticut-Storrs.
Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus
Adolphus College; M.S., Ph.D., University of Minnesota.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College;
B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota
State University; Ph.D., University of Minnesota.
Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., and Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Assistant Professor of Speech, Communication, and
Theatre. B.A., M.A., and Ph.D., University of Wisconsin-Madison.
Mary E. Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith
College; M.A., Columbia University; M.A., University of Minnesota.
Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt;
M.B.A., University of Michigan.
Kenneth S. Kaminsky (1987). Associate Professor and Department Chairperson
of Mathematics/Computer Science. A.B., M.S., Ph.D., Rutgers State University.
Jane Kammerman (1986). Lecturer, part-time, Business Administration and
Economics. B.A., University of California; J.D., University of Minnesota.
Robert KarlCn (1973). Professor and Department Chairperson of Music. B.M.,
New England Conservatory; M.A., University of Minnesota.
Mary A. Kingsley (1965). Associate Professor and Department Chairperson of
Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College.
Merilee I. Klemp (1980). Instructor and Studio Artist/Oboe, part-time. B.A.,
Augsburg College; M.A., University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education.
B.S., Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State
College; M.A., University of Minnesota.
Robert Kramarczuk (1983). Instructor, part-time, Business Administration and
Economics, Weekend College. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St.
Olaf College.
Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline
University; M.A., University of Minnesota.
Joan C. Kunz (1987).Assistant Professor of Chemistry. B.S., University of
Missouri-St. Louis; Ph.D., University of Wisconsin-Madison.
Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and
Economics. B.S.B., University of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication and
Theatre. M.A., University of Minnesota.
Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., Southwest State
University; M.F.A., University of Minnesota.
Ronald L. Libertus (1985). Lecturer, part-time, CHR Program and Women's and
Minority Studies. B.A., University of Minnesota; M.A., Windham College.
Lynn Lindow (1985). Visiting Instructor of Education. B.S., Mankato State
University; M.S., North Dakota State University.
Rosemary J. Link (1986). Assistant Professor of Social Work. M.Sc., London
University; Ph.D., University of Minnesota.
Cynthia Dunbar Lohman (1985). Studio Artist/Voice, part-time. B.A., M.M.,
University of Minnesota.
Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies;
Ph.D., University of Minnesota.
Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South
Dakota; M.A., University of Iowa.
Janet M. Mathison (1986). Instructor, part-time, Religion, Weekend College.
Associate Director, Center for Global Education. B.A., Alverno College;
M.A., Ed.D., University of Pennsylvania, Philadelphia.
Jerie McArthur (1983). Instructor in Speech, Weekend College. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend
College. BSIE, University of Dayton; M.S., Ph.D., University of Wisconsin.
Marie 0.McNeff (1968). Professor of Education. B.S., M.Ed., Ed.D., University
of Nebraska.
Roberta Kagin Metzler (1974). Assistant Professor of Music. B.A., Park College;
B. Music Ed., M. Music Ed., University of Kansas.
Fekri Meziou (1987). Assistant Professor of Business Administration and
Economics. B.A., University of Tunis, Tunisia; M.A., Ph.D., University of
Minnesota.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Kathryn S. Mickelson (1985). Visiting Lecturer, part-time, Music. B.S.,
Augsburg College; M.M.T., Southern Methodist University.
Jan Miner (1984). Instructor, part-time, Speech/Communication, Weekend
College. B.A., Lycoming College; M.A., Bowling Green State University.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College;
M.A., University of Tennessee.
William Monsrna (1987). Lecturer, part-time, Physics. B.A., Calvin College;
M.Div., Calvin Seminary; Ph.D., University of Colorado.
Karen Morgan (1987). Instructor, part-time, Education, Weekend College. B.S.,
St. Cloud State University; M.Ed., University of Minnesota.
Thomas Morgan (1983). Assistant Professor of Business Administration and
Economics. B.S., Juniata College; M.B.A., University of Denver; M.S.,
University of Oregon.
Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of
Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of
Chicago.
Richard C. Nelson (1968). Professor and Department Chairperson of History.
B.A., University of Nebraska; M.A. Ph.D., University of Minnesota.
Catherine Christie Nicholl(1973). Professor and Department Chairperson of
English. B.A., Hope College; M.A., University of Michigan; Ph.D., University
of Minnesota.
Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of
Nursing. B.S., M.S., University of Minnesota.
Norma C. Noonan (1966). Professor and Department Chairperson of Political
Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Patricia Nortwen (1985). Studio Artist/Piano, part-time. B.A., B.S., M.A., University of Minnesota.
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time. B.A., Harnline
University.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D.,
University of Minnesota.
Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D.,
University of Minnesota.
James F. Palmer (1987). Instructor, part-time, Mathematics and Computer
Science, Weekend College. B.A., Illinois State University, Normal; M.A.,
University of Minnesota.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div.,
Bethel Seminary; M.A, Ph.D., University of Minnesota.
Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B.A., St. Olaf College;
M.M., Michigan State University.
Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff
College; M.Ed., Marquette University.
Paul Pender (1985). Instructor, part-time, ~ u s i i e s Administration,
s
Weekend
College. B.A., M.B.A., University of Wisconsin.
Douglas D. Peny (1976). Instructor, part-time, Social Work, Weekend College.
B.A., M.S.W., University of Minnesota.
Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College;
M. Div., Wartbug Theological Seminary.
Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A.,
St. Olaf College; M.S., Ph.D., University of Minnesota.
Joyce Pfaff (1966). Associate Professor of Health and Physical Education and
Director of Women's Athletics. B.A., Augsburg College; M.Ed., University of
Minnesota. (On leave 1988-89)
Diane I,Pike (1981). Associate Professor and Department Chairperson of
Sociology. A.B., Connecticut College; Ph.D., Yale University.
Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and
Marshall College; B.H.L., M.H.L., Hebrew Union College.
Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion.
B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D.,
Princeton Theological Seminary.
Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science.
B.S., M.A., Central Missouri State College; Ph.D., University of Texas at
Austin.
0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of
Minnesota.
Bruce R Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College;
M.A., Ph.D., Northwestern University.
David Riley (1987). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., St. Mary's College; M.B.A., College of St. Thomas.
C.P.A.
Thomas D. Rossin (1986). Assistant Professor of Music. M.F.A., University of
Minnesota.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A.,
Ph.D., University of Minnesota.
Edward M. Sabella (1961). Professor of Business Administration and Economics.
B.S., University of Rhode Island; Ph.D., University of Minnesota.
Hikaru S. Sakai (1987).ACTC part-time Instructor in Japanese. B.A., University
of Osaka; Ed.S., M.A., College of St. Thomas.
Hamed Sallam (1988). Instructor, part-time, Business Administration and Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D.,
Tbilisi State University, U.S.S.R.
Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College; M.M.Ed., University of Colorado.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education
and Director of Men's Athletics. B.A., Augsburg College, M.A., University of
Minnesota.
Milo A. Schield (1985). Assistant Professor of Business Administration and
Economics. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice
University.
Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th.,
Luther Theological Seminary; Th.D., University of Heidelberg, Germany.
Stanley H. Solnick (1984).Assistant Professor of Business Administration and
Economics. B.A., M.B.A., University of Northern Colorado.
Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel(1965). Professor of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of
Colorado.
Stuart M. Stoller (1986). Assistant Professor of Business Administration and
Economics. B.S., M.S., Long Island University.
Beverly J. Stratton (1986).Assistant Professor of Mathematics/Computer
Science. B.A., M.A., Boston University.
Marie Stmss (1988).Instructor, part-time, Education, Weekend College. B.S.,
Mankato State University; M.S., Mankato State University.
Mary Jo Stump (1988).B.A., Ball State University; M.A., Northern State College.
Grace K. S d e m d (1966).Associate Professor, Librarian. B.A., Augsburg College;
M.A., University of Minnesota.
Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College,
Moorhead; M.S., Ph.D., University of Nebraska.
Gerald Swanson (1988). Instructor, part-time, Art, Weekend College. B.A.,
M.F.A., University of Minnesota.
Kathryn Swanson (1985).Assistant Professor of English. B.A., St. Olaf College;
M.A., University of Minnesota.
Philip J. Thompson (1959). Professor and Department Chairperson of Art. B.A.,
Concordia College, Moorhead; M.F.A., University of Iowa.
Neal 0.Thorpe (1967).Professor and Department Chairperson of Biology. B.A.,
Augsburg College; Ph.D., University of Wisconsin.
Calvin Vraa (1988). Instructor, part-time, Psychology, Weekend College. B.A.,
Concordia College; M.A., Northern Colorado University; Ph.D., University of
North Dakota.
Donald M. Warren (1978).Lecturer, part-time, Intro to Liberal Arts. B.A., M.A.,
University of Minnesota.
Pamela Weiss (1983).Instructor of Nursing. B.S.N., University of Nebraska;
M.P.H., University of Minnesota.
Theresa Welcher (1986). Assistant Professor of Nursing. B.S., and two M.S.
degrees, South Dakota State University.
Mary Louise Williams (1978; 1984). Assistant Professor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Dorothy J. Williamson (1970).Instructor, part-time, Art Education. B.A., Asbury
College; M.A., University of Minnesota.
Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Macalester
College.
Departments and Programs:
.........................................................
..................................................
........................................
.............................................
..................
..,...
........................................
................................................
.......................
............................
.........,.
.............
........
................................................
.........................................
..................
.....................
........................139
..................................................144
..................................153
...............................................154
......................157
..........................................158
................................................161
................................. 166
........................................171
.,..,
..... .,. ..175
........................179
...............179
............180
..................................... 181
........................................ 181
Art
73
76
Biology
Business Administration and
Economics
80
Chemistry
88
East and
93
Southeast Asian Studies
97
Education
Engineering
101
103
English
108
First Year Experience
Foreign Languages
109
,. ..119
General Studies
120
Global Education Programs
Health and Physical Education
123
History
127
131
Humanities
132
Interdisciplinary Studies
132
International Relations
Mathematics and Computer Science133
Metro-Urban Studies
Music
Natural Science
Nursing
Occupational Therapy
Philosophy
Physics
Political Science
Psychology
Religion .
Russian Area Studies
Scandinavian Area Studies
Social Science. Non-Western
Social Studies
Social Work
Sociology
Speech/Communication and
Theatre Arts
Transdisciplinary Studies
Women's and Minority Studies
Academic Adviser ................................. 49
Academic Calendar ....................... 48. 206
Academic Enrichment .................. .42. 119
Academic Information ......................... 47
Academic Organization and Programs .50
Academic Policies and Procedures .......61
Academic Progress ................................ 69
.................. 10
Accessibility ................... ,
Accounting Specialization ....................81
4 9. 11
Accreditation .................................
Adapted Physical Education ...............125
203
Administration ....................................
Admissions ...................................... 12 15
Advanced Placement Program .............. 67
American Indian Program ............... 10.42
Annex Housing ................................ 13. 45
Application for Financial Aid ...............26
Application Procedures ......................... 16
Art History ............................................ 75
Assessment of Previous Learning
(APL) ....................-...........*.. .-...... 67
Associated Colleges of the
Twin Cities (ACTC) ........48,52,55, 56
Athletics ............................................ 4 1
Audio-visual Services .......................... 49
Auditing Courses...................................66
Audit Fee ............................................... 22
41
Augsburgian ....................................
.
.
. ....-...-..-
185
...................................189
.................195
.......195
-
...
Black Student Program ................... 10. 43
Board ..................................................... 22
Board of Regents ................................. 210
Books and Supplies ...............................23
Business ................................................ 81
Calendar. Academic ......................48. 206
Campus Minishy ................................... 40
Campus Tours ....................... ..........16
Cancellation of Courses ........................ 62
.
.
..........43
Career Services ................... .
Center for Global Education ...........12. 60
Certification Programs
Art ............................................... 52. 74
Church Staff Work ............................ 52
Program Evaluation .................. 52. 172
Chemical Dependency Program ............55
Chinese .............................................. 111
Chin Wag ..............................................45
Christian Day School Program ........... 176
City Arts .............................................. 142
Classification .........................................67
CM.A. Certification ............................. 82
Coaching Endorsement ....................... 125
College Center ................................. 12. 41
College Level Examination Program
(CLEP) .............................................. 68
.
............. 40
College Pastor ................... .
College Work Study Program ...............29
Commons .......................,
.
.
...............44
Communication ................................... 189
Computer Resources ............................. 50
Computer Science ...............................137
Conservation of Human Resources
(CHR) ................................................ 55
Continuing Education ........................ ,
.
60
Cooperative Education ............ 10. 58. 119
Costs ...................................................... 22
Counseling Services ..............................43
Course Descriptions ..............................71
C.P.A. Certification ...............................81
Credit Assessment Program (CAP) .......68
Credits ................................................... 72
.
.
Dean's List ............................................ 70
Degrees .................................................. 48
Departmental Comprehensive Exams ...68
Departments by Division ...................... 50
Departments and Programs ................... 71
Deposits .................................................
23
Directed Study ....................................... 59
Directory .............................................
202
Disabled Student Programs ...................43
Dismissal .........................,.....................69
Distinction. Graduation with .................70
Distribution Requirements .................... 64
Divisions ............................................... 50
Dual Degree Programs
(Engineering) ......................52 53. 101
.
E
Early Admission of Freshmen ...............17
Early Decision for Freshmen ................17
Echo ...................................................... 41
Economics ............... ............................ 85
Elementary Education ...........................96
Employment ..........................................28
English as a Second Language
(ESL) .........................................
,105
Enrollment ...............................................4
Evaluation and Grading ........................65
Facilities ................................................12
Facts and Figures .................................., 4
Faculty ........................................4 9 2 0 9
Faculty Emeriti ....................................205
Fairview Pharmacy ............................... 4 4
Fees ....................................................... 22
Finance Charge ..................................... 24
.FinanceSpecialization ..........................81
Financial Aid ......................................... 25
Financial Policies .................................. 24
Financing Your Education ....................21
Fine Arts ................................................41
First Year Experience (EYE)..43.63. 108
Food Service ......................................... 44
Foreign Study .................................. 44. 56
Foss. Lobeck. Miles Center for Worship.
Drama and Communication .............. 12
French .................................................. 111
Full-time Student .................................. 22
George Sverdnrp Library ..........13.49.55
German ................................................113
Gift Assistance ......................................27
Global Education Center .................12. 60
Global Education Programs ................120
Grade Point Average (GPA) .....18.63.67
Grading ..................................................65
Graduate Program .....................10 60. 61
Graduation Requirements .....................62
Graduation with Distinction ..................70
Grants ....................................................27
.
Learning Disabilities Program ..............43
Leave of Absence ..................................62
Library .......................................13.49. 55
Life Science........................................-153
Lifetime Sports ..............................
64. 125
Linguistics ...................... ................ 115
Literature. Ideology and Society in
Latin America (LISLA) ..................143
Living on Campus .................................45
Loan Assistance ....................................
28
Location .....................
.......11. 223
.
.
.
.
.
.
Majors and Minors
(Also see Courses) ......................51. 71
Management Specialization .................. 81
Management Information Systems
(MIS) Specialization .........................81
Map .....................................................
223
Marketing Specialization ...................... 81
Married Student Housing ......................45
Master of Arts in Leadership ..........10 60
Mathematics ........................................
135
Melby Hall ............................................ 12
Memberships .....................................
4. 11
Metro-Urban Studies Term (MUST) ..141
Minnesota State Work Study Program ..29
Ice Arena ............................................1 2 Minority Scholarships/Grants ...............31
Independent Study .................................59 Minority Studies .................................. 195
Information Request Card ...................225 Minors ........................................51 71
Intercollegiate Athletics ....................4.41 Mission Statement ...................................6
Interim .......................................4 56. 61 Mortensen Tower ............................12. 46
Inter-InstitutionalPrograms ..................55 2222 Murphy Square .............................13
InternationalBaccalaureate Program ....67 Music Education ...............................
144
InternationalBusiness .....................56.81 Music Ensembles ..........................41 152
International Students .....................19. 44 Music Hall .............................................13
I n t m h i p Program ................................58 Music Performance ............. 146. 147 152
Intramural Athletics ..............................42 Music Therapy .................................... 151
Health Service .......................................44
Health Education .................................124
Higher Education Consortium
(HECUA) ............................55.56. 140
History of Augsburg College ..................8
Honors Major (See Departmental Listings)
57
Honors Program ....................................
Housing .............................. 12. 23.44.45
Human Services in a Latin American
Context ......................................
5 6 121
.
.
.
Japanese ........................................9 115
KCMR Radio ................ ....................... 41
Kindergarten-Elementary
Education ........................................96
Kueffner Apartments .............................13
Norwegian ...........................................116
Numbering of Courses ..........................72
Off-Campus Programs ............................4
Old Main ...............................................13
Orientation .............................................
43
P
Part-time Students ................................. 2 2 1
Payment Options ................................... 24
Physical Disabilities .............................. 43
Physical Education ..........................,.. 125
Physical Science ..................................153
Pre-Professional Programs .................... 53
Pre-Registration.....................................61
Prerequisites ......................................... 72
Probation ........................................ 69
Program in Global Community .....56. 121
1 -: '
.
7
R
Refunds ........................... .
.
.
.........3
Registration ........................................... 61
Residence Requirement ......................... 63
Room and Board ..................... ..........22
ROTC ..............................................55.56
Russian ........................................... 117
,.
Scandinavian Urban Studies Term
(SUST) ............................................ 141
Scholarships ..........................................29
Science (Grades 5-9) ...........................153
Science Hall ...........................
13
Secondary Education ....................... .95,98
Semester Fees ........................................ 24
Sigma Pi Sigma ................................... 163
Smiley's Point Clinic ............................ 44
Social, Cultural, Reaeational ...............41
Social Welfare Minor ..........................183
Society of Physics Students ................ 163
South American Urban Semester
(SAUS) ............................................142
South Hall ................................. 13, 45, 46
Spanish ............................................ 117
Special Education ................................101
Special Interest Houses .........................46
Special Students (Non-Degree) .............19
Speech ..........................................
189
Sponsored Scholarships ........................ 29
Student Activities ...............................
44
Student Affairs Division .......................42
Student Employment .................,.......... 28
Student Government .............................41
Student Life ...........................................39
Student Project for Amity Among
Nations (SPAN) ................................57
Student Publications ..............................41
...............
.
Student Rights ...................................... 46
Student Teaching ..................... 57, 97, 100
Studio Art .............................................. 74
Study Abroad .................................. 44, 56
Summer Sessions ................................
57
Sverdrup-OftedalMemorial Hall .......... 13
Teaching Licensure (Also see majors) ..52
Test Scores ........................................... 16
Theatre Arts ......................................... 189
Transcripts ....................................... 16, 18
Transfer Students .................................. 18
Tuition ....................... ............ ........... 22
..
Urness Tower .................................. 13. 46
Veterans
................................................70
Weekend College ...................... 10. 60. 61
13. 46
West Hall ......................................
Withdrawal from College ................24. 62
Women's Studies ................................ 196
Work Study ........................................... 29
Campus Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Umess Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage I1 Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex ~ o u i e
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A.
B.
C.
D.
E.
F.
G.
Admissions Parking
Student Parking
Visitor Parking
The Quad
Faculty/Staff Parking
Murphy Square
Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
Accessible Entrance
Campus Location
To Find Augsburg
From Minneapolis
Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 2lst
Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside Avenue to 2lst
Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and open for
student use from 430 pm Friday through Sunday evening. Lots are
located on 7th Street between 2lst and 22nd Avenues and south of 8th
Street on 2lst Avenue. Most street parking is 2 hour parking, seven days a
week. Additional parking is available in the St. Marfs Hospital ramp, or
U of M parking lots on the north side of Riverside Avenue.
Show less
AUCSBURC COLLEGE
Minneapolis, Minnesota
1984 Interim Catalog
POSTMASTER
Volume 114, Number 4
Winter 1983
612/300-1001
AUCSBURC COLLEGE (USPS #490-310) is published four times a year in Spring, Summer, Fall,
and Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Sec... Show more
AUCSBURC COLLEGE
Minneapolis, Minnesota
1984 Interim Catalog
POSTMASTER
Volume 114, Number 4
Winter 1983
612/300-1001
AUCSBURC COLLEGE (USPS #490-310) is published four times a year in Spring, Summer, Fall,
and Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Secondclass postage paid at Minneapolis, Minnesota.
Augs,burgCollege lnterim
The interim is an integral part of the school year at Augsburg College. It is particularly
intended to be a time for both students and faculty to employ styles of teaching and learning
and to investigate questions and topics in places and ways not possible during the regular
term. Since one course equals a full time load, students should plan to spend the same
amount of time in class and preparing for class as they would for a four course load during
Fall and Spring semesters.
0
OCT
NOV
DEC
Calendar for Full Credit Courses
....................................
October 31-November 4.
Interim Registration
December 5 ...........................................Late Interim Registration
First Day of Interim
January 3.. .................................................
Class 1 9:00 a.m.
Class 11 1:00 p.m.
January 4..
Last day for cancel/add
January 17.. ................ Last day for determining grading system with Registrar
January 20.. ........................... Last day for withdrawing from full courses
January 27.. ......................................................
Interim ends
..............................................
Calendar for Half Credit Courses
...............................
January 3..
First group of half credit courses begins
January 4 . . .............................Last day to cancel/add half credit courses
January 9 . ........... Last day for determining grading system for half credit courses
January 11.. .....................Last day for withdrawing from half credit courses
January 13.. ...............................First group of half credit courses ends
January 16.. ...........................Second group of half credit courses begins
January 17.. ............................Last day to cancel/add half credit courses
January 23. .......... Last day for determining grading system for half credit courses
January 25.. ..................... Last day for withdrawing from half credit courses
January27........................................................
lnterimends
The interim day is divided into two blocks of time:
II - 1:00 - 5:00 p.m.
I - 8:00 - 12:OO Noon
The number and length of class meetings as well as the beginning time will be arranged the
first day of class.
4/l nterim
Essential Information
One course is considered a full time load during interim and no student is permitted to
register for more than one course credit during the period.
There i s no tuition refund for a student who chooses not to enroll in an interim course.
Most interim courses are graded traditionally on a scale of 4.0 to 0. Students generally have
the option to register on a Pass/No credit basis. A few interim courses are graded only on the
P/N system; this i s indicated in the course description.
Some courses are offered with either upper or lower division standing. Such interim courses
have two numbers listed and the student must select. Students registering for upper division
standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of which at least three
must be interim courses (or one interim less than the number of years of full time enrollment
at Augsburg; e.g., a transfer enrolled full time for two years is required to complete one
interim for graduation.)
This Catalog
This catalog lists courses by departments with departments listed in alphabetical order. At the
end of the book are listings of other courses not offered by Augsburg but recognized by the
College for interim credit. Further descriptions and information about these courses are
available in the lnterim Office, Memorial 230. Students may also register for one of the
Lifetime Sports listed on the last page.
Location Key
L-Library Building
M-Music Hall
OM-Old Main
P-Psychology Building
S-Science Hall
Options
International Interims-Students are invited to consider being part of one of the three
overseas interims offered by Augsburg College during January 1984. These interims are under
the following departments:
Health-Sailing i n the Virgin Islands
Political Science - Mass Media and Politics i n Britain, France, Germany and Austria
Religion-Israel and Egypt: Archaeology and Religion
Augsburg students are also eligible for participation in one of the 28 international interims
offered by the Upper Midwest Association for lnternational Education (UMAIE) as well as
travel interims offered by other 4-1-4 schools in the country.
Further academic description, travel details and cost estimates are available in the lnterim
Office and from Mary Kingsley in the lnternational Center, Old Main 20.
Students interested in participating i n one of these international interims should apply in the
lnternational Center before November 1. Additions to the overseas groups usually cannot be
made after that date.
There will be no June interim in 1984.
-
Internships
Students electing an internship interim must present a completed internship
learning contract to the Internship Office (Memorial 230) no later than Tuesday, November
22. Contract forms are available in the same office.
Independcmt or DhWcd Study
Students may elect a program of independent study
(upper dlvislon 499) or directed study (!owerdivblon 299) for interim. Faculty members are
strongly drseouraged fram accepting responsibility for more than one independent or
dlrected study per interlm. student^ choosing to pursue independent or directed study must:
-
A. Meet departmental requirements,
6. Present to the lnterim Director for approval a copy of the proposed study plan approved
by the supervising faculty member. This proposal must be submitted at -I
one week
before registration and not later than November 28. Apprgpriatestudy propo$alforms can
be obtained in the lnterim Office.
Inftdma at Qthw -Is
Augsburg students may enroll at any other 4-74 Instltutlan
which offers a reclprocai lnterlm arrangepent. CataIags of these Interlmscan be consulted in
the Interim Offlee. The Interim Secretary wIti help students in appiylng for ~giwrationat
other schoals. Registration for lntwlms at rhe h e r Twin CMes college wlll be done at
Augsburg during the regular reghtratlon period. Most courses taught during the interim w
other 4-14schoolsare accepted forcredit by Aughurg, but ma not necessarily beaccepted
as meeting Augsburp'r distributhn rsquirem~ntr.Thls quiklcailon putlcuhtly J f a
courses offered for the Reiiglon requirement.
-
Non-Aupburg Students
e welcamee studenw from athat 44-4 schools far the jaiiiiary Interim
*hkoul tul~ion%rp provided he wudcnlt honr instlhltlon ql.a.not to cbar
to Au$bug students for the January tern. he walver of tuition,does not Indu$
e special
luirion
fees, housing or board costs. 0 t h nudem wlII be c h a r d $720 for the lnterlm course,
#upburg Cot
Students interested in regfstwing for an Aupburg lnterim should write to the lnterim
Director for application forms or use the forms provided by the interim office at their own
school.* These students are welcom to stay on campus but are not required to do so.
Requests for interim housingsfiwld bemadeto fie lnterim Office.
*There is an application processing fee of $10.
ku burg Policy
H"
Aug ufg College adml4 studehts of any race, golor, rtatlonal and ethnk origln ro all the
rl$hts, btiufI<&.s, figrams, and acthltlesgeneraI y accorded or made available to studentsat
,the school, It do= trot dlscrimlnq~on the basis of race, col,ar,crded, national and e~hrltc
orlgtn in eq6layrbent flfactiw or adrniitIstqatlon of Its edtFdatfonal>
policies, admission$poIi-dw, icholprshlp and loan programs, and ~thleticand other school-administer& programs.
Need More Help?
Check with:
The lnterim Office (Memorial 230),
The lnterim Secretary, Ruth Maertens at 330-1025, or
The lnterim Director, Dr. Don Gustafson at 330-1192.
.
Courses
Calligraphy
ART 106 - 4001,306 - 4002
Instructor: Philip Thompson
Study of the art and craft of calligraphy. Development of calligraphic skills i n pen and brush
with ink and paint. Three completed design projects in lettering or line are required. For
upper division credit a major project is required.
Distribution: Art-Music
Time: I . . ...... Room: O M 4
Nutrition: You Are What You Eat
BIO 104 - 4003
Instructor: Erwin Mickelberg
Designed to discuss the foods that we eat in a popular fashion. After a review of the human
digestive system, each of the three basic food types will be discussed along with the role of
minerals, vitamins and water.
An attempt will be made to dispel the mysteries and the manufactured information in the
media, to make application to individual concerns, and to address the controversy concerning
food additives.
Distribution: Chemistry-Biology
Time: 11.. ...... Room: S 213
Heredity, Evolution, and Humankind
BIO 110 - 4004
Instructor: Ralph Sulerud
Where did I come from? What am I7 Where am I going? certainly must rank among the more
fundamental quertions which intrigue and torment members of our specips. While at one
l w e i weseek phtlosophlcat and religious answers, h i o l n ~ yIS invokecl at another level. I t l s t h ~
intent of this course to addresrrhesc questions and others through thesrudy of ~ v o t u t l o nand
heredfry {genetlrs). The concept of organic evolution continues to have i t s critics, a matter
which we shall consider. Yet to lhrt va5l majority of hlologists the evolution of life is not only
accep~edbut ir rcaasded as the single most significant confrihurion which biology has made
to human knowledgr. We will study I ~ Pevidence in support of evolution. rht? proposed
mechanisms of ttip ~volutionaryprocess, and, a5 time permits, the course or evolution from
primiltvr! forms to humans. Some principles ol genetics will be studied for the primary
purpose of making 11 possible rn undcrstand evolurionary mechanisms. Ways in which people
e s he discussed.
influence rhrir own evoluiion and that olol her ~ p e r ~ wlll
Classes will consist largely of lectures and discussions. Grading will be based on quizzes and
tests.
Prerequisites: A high school general biology course
Distribution: Chemistry-Biology
Time: I . . ...... Room: S 212
Wetland Ecology
BIO 311 - 4005
Instructor: Roberta Lammers
I n Wetland Ecology we will study the complexity, variety and importance of freshwater
wetlands (i.e. bogs, marshes, fens, swamps, etc.). The physical aspects of these wetlands as
well as the interrelationships of some of their major organisms like sedges, insects, and
sphagnum will be considered. Students will be re uired to pursue4nclependent reading on
wetland organisms of particular Interest to them. T e course work will also include required
reading, discussion and leeura, lab observation d wetland organisms, and local field trips
depending on the weather. We shall examine critically the potential ofMinnesota's wetlands
as an energy source. Grading will be based on one test and the presentation (written or oral)
of the independent reading.
Prerequisites: Biology 111,112
Distribution: Chemistry-Biology
Time: I........ Room: S 213
1
Personal Investment and the Stock Market
-
BUS 257 4006
Instructor: Thomas Morgan
The course i s designed t o familiarize the novice with the basic components of the personal
investment decision.
Course content will include examination and discussion of alternative investment instruments
and the markets in which they are transacted. I n addition to assigned readings, students will
be expected to complete several small projects. Evaluation of course performance will be
based upon successful completion of projects and a final exam. This course is not recommended for upper class business majors.
Time: I........ Room: O M 13
Management Simulation Games
BUS 378 - 4074
Instructor: Amin Kader
In this course the students will be grouped into teams. Each team controls a company which
manufactures and sells a line of multiple products. The company competes against other
companies; each manufactures and sells similar products. Each team attempts to outperform
other teams by selecting what could be perceived by the team as the optimum operating
strategy. This strategy includes setting selling prices, production volumes, marketing expenditures, plant and securities investments, as well as stockholders' dividends. Grading will be
P/N only with evaluation on the basis of the work done and its results.
Prerequisites: BUS 135 and 261, ECO 122 and 123 or permission of instructor
Time: 11.. ...... Room: O M 11
8/l nterim
Chemistry for Changing Times
C H M 100 - 4009
Instructor: Arlin Gyberg
This is a non-laboratory chemistry course based on the very popular book by John H. Hill of
the same title. It is not a traditional chemistry course and does not assume a science
background. Basic science and math are introduced early and are taught as needed for
understanding the various topics and implications. The course does assume the student is
interested in and concerned about the relationship of chemistry to life and living.
Chemistry has been intimately a part of liberal education for centuries. The early scientists
were considered to be philosophers and their societies were philosophical societies. In
recent decades the human seeking of personal independence has led to chemistry becoming
a part of everyday life to the point of actual dependence on chemistry. We live in a world of
pesticides, fertilizers, plastics, "the pill," food additives and processed foods, vitamin
supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching
for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental
disorders can often be traced to chemical imbalance. The common dragged out, grumpy
feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is
the result of a complex system of altered body chemistry. Even learning appears to be the
result of chemical reaction to form a "memory molecule." Most of the problems we face are
molecular in nature. What then but chemistry can better help us to understand ourselves, our
society, our world, and our universe? Come join us as we take a molecular look at the human
condition. This course will be offered in a lecture/discussion format. Films will supplement
the lecture/discussion periods. Quizzes and tests will be used for evaluation. This course
does not satisfy prerequisites for Chemistry 106,116 or 223.
Distribution: Chemistry-Biology
Time: I . . ...... Room: S 315
Principles of Economics (Micro)
ECO 123 - 4007
Instructor: Satya Gupta
An introduction to microeconomics: the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy. May
be taken independently of Economics 122 or 120.
Distribution: Economics-Political Science
Time: 11.. ...... Room: L 1
Welfare Economics
ECO 454 - 4008
Instructor: Ed Sabella
Basic concepts and propositions: Pareto optimality, economic efficiency of alternative market
structures, social welfare functions, normative concepts of economic theory. Applications to
various problems and disciplines. Course evaluation will be based on exams (take-home) and
projects.
Prerequisites: ECO 251 or permission of instructor
Time: 11.. ...... Room: O M 16
Student Teaching
EDS 481 - 4010 EDE 481 - 4014
EDS 482 - 4011 EDE 482 - 4015
EDS 483 - 4012 EDE 483 - 4016
EDS 484 - 4013 EDE 484 - 4017
Instructor: Sheldon Fardig
Observing and directing learning under supervision of college and secondary school
personnel. This is a full day experience in a school.
Prerequisites: Acceptance in Education Program and permission of instructor.
Grading: P/N only
Time: I.. . . . . . . Room: L 4
Emily Dickinson: The Poems and the Person
ENG 140 - 4018, 340 - 4019
Instructor: Ronald Palosaari
Unknown in her lifetime, Emily Dickinson now is regarded as one of America's finest poets.
Her poetry was so unknown that the sister who shared with her the family home did not
know of it until, following Emily's deathbed instructions, she began to burn Emily's papers.
What was spared the fire is now ours to devour.
Emily Dickinson spent most of her life within the family home confining her relationships to a
very few, being regarded as mysterious or eccentric by very many. Some biographers have
suggested she retreated from the world to give herself to poetry since her time and place
made no provision for a female professional poet. Others trace her seclusion to various family
relationships or personal problems or frustrated dreams of love. Whatever the cause, out of
the mystery of her life comes the glory of her poetry.
During the interim we will study both her poetry and some of the major studies of her life.
Each student will read one of her biographies as well as her poetry. Students who desire may
pursue independent research in her biography or her poetry or in general historical topics
that mav illumine either the Doems or the Derson.
Studenk opting for upper d i i s i o n credit will be graded on a more rigorous level than those
opting for lower division credit.
Prerequisites: A course in literature or permission of instructor
Distribution: English-Speech, Communication & Theater Arts
Time: I..
Room: O M 16
. . . . ..
10/l nterim
People Under Pressure
ENG 211 - 4020
Instructor: Barbara Andersen
The child, the youth, the middle-aged, the old, all live under pressure-political, social,
religious and personal. What these pressures are and how people cope with them provide the
focus for the course. This i s not, however, a course in depression, for pressure and stress
often have positive results. And many people respond to pressure with courage, grace and
even wit.
We will read several genres, mostly of the 20th century, and works that are not usually
covered in literature courses. Among the works being considered are Waters, The Man Who
Killed the Deer; Potok, M y Name is Asher Lev; Brautigan, Trout Fishing i n America; Wright,
Native Son; Pym, Excellent Women; Hassler, Simon's Night; Lindbergh, Gift from the Sea;
Turgenev, Fathers and Sons; Albee, The American Dream and The Zoo Story; Anderson, I
Never Sang for M y Father; Gordon, Final Payments. Students will have some choice of works
to read.
Evaluation will be based on discussions, some in-class writing, reading quizzes, oral reports
(optional) and two examinations.
Distribution: English-Speech, Communication & Theater Arts
Time: I.. . . . . . Room: O M 10
.
Six Guns and Samurai Swords: A Comparative Studyof American Western and Japanesesamurai Films
ENG 233 - 4021
SOC 233 - 4058
Instructors: Jerry Gerasimo and John Mitchell
The purpose of the course is to clarify the thematic form of the Western and the Samurai film
by comparing their respective myths, their social premises, and their conventions: for
example, the ritualized duel and the use of proxemic patterns (treatments of space) i n ways
that are implicitly cultural. Although both genres are highly popular, they are vividly useful
for esthetic, cultural, and anthropological comparison. Students will be required to attend all
film presentations (approximately 10 feature films), to read selected texts, and to make a final
written report.
Laboratory Fee: $35
Distribution: English-Speech, Communication & Theater Arts
Time: 1 1 . . . . . . . . Room: M 24
French Civilization Today
FRE 332 - 4022
Instructor: Ruth Aaskov
The study of 20th Century French civilization will extend and deepen our understanding of
the French and the role of their country in the world today. We will investigate the concerns
and the situation of the people vis-a-vis their family, friends, institutions, economy,
government. The study of "documents authentiques" as well as articles, essays, Guide France,
slides, music, art, and technology will help ascertain the major French contributions to our
civilization since 1900.
We will participate i n a variety of group and individualized activities: common readings with
discussion, illustrated presentations, projects and reports, field trips and media experiences
- all in order to broaden and deepen our French experience.
Evaluation will include the completion of assigned tasks and reports, participation and
contribution to the group, several brief quizzes, and individual progress in the ability to
initiate, develop, and present a topic or study within the course.
Materials will be largely i n French to assure an authentic French experience.
Prerequisites: FRE 311 or consent of instructor
Time: I........ Room: O M 25
German Civilization and Culture I1
CER 332 - 4024
Instructor: Don Steinmetz
Survey of significant currents of development which have shaped present-day Germany,
Austria and Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in intellectual, geo-political, artistic and scientific history of the
German-speaking peoples. The course will be taught in German.
Prerequisites: GER 311 or permission of instructor
Time: 11.. ...... Room: O M 27
Beginning Norwegian
NOR 111 - 4025
Instructor: Leif Hansen
The course provides an introductlo,n to the basic skills of 115tening, speaking, reading, and
writing. The first class sessions are conducted without the use of a printed texf. Later class
sessions provide a thorough lntroducrion to the structures of contemporary Norwegian, but
oral expression is emphasized throughout the course. Oral and written tests. Laboratory work
expected.
Distribution: Foreign Language
Time: 11.. ...... Room: O M 29
Norwegian Conversation and Composition
NOR 311 - 4026
Instructor: Leif Hansen
Intensive practice in spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given to regional variations in spoken Norwegian and to
differences between the two official languages of Norway. Laboratory work and field
experience required.
Prerequisites: NOR 211 or equivalent
Time: To be arranged with instructor.. . . . . . . Room: O M 29
Spanish of the Business and the Professional World
SPA 215 - 4023
Instructor: Cunta Rozentals
Objectives: To give the students the basics needed to cope with professional situations by
preparing them to work with Spanish-speaking clients i n various fields. Content: Introduction to the communication patterns and technical expressions used in health care, education,
welfare, law enforcement and business areas. Layout and style of Spanish business letters.
Evaluation: Tests and performance in simulations of true-to-life situations.
Prerequisites: SPA 212
Time: I.. . . . . . . Room: OM 21
Recreational Rhythms and Activities
HPE232-4027
Instructor: Bethany Shifflett
Theory and practice in teaching and performing American heritage and international folk
dances. Exposure to New Games concepts and activities. The majority of the course grade is
based upon participation in class activities, a teaching assignment, and a written test.
This offering equals only 1/2 course credit.
Time: I - Jan. 3-13.. . . . . . . Room: Melby
Administration and Supervision
of the School Health Program
HPE410-4075
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community.
Periodic exams covering lecture and textbook assignments; written summaries of professional
journal articles; in-class activities, including a presentation on a teaching method.
Prerequisites: HPE 320
Time: I . . . . . . Room: Melby 13
. .
January 7-26,1984
Sailing in the Virgin Islands
HPE 455 - 4029
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and practice of
sailboat cruising. The course will focus on taking the participant to a competent level of
sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a
42' fixed keel sailboat with six or seven other people and will function as an active crew
member.
Actual on-the-water instruction will be the major part of the course. This will be supplemented by sessions dealing with safety, boat handling, boat systems, provisioning, trip
planning, piloting and navigation. Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
Evaluation will be based on individual demonstrated competencies in crewing and leadership
in the role of "acting captain." A daily ships log will be kept by all participants and a final
written exam will be given.
Cost: $1995.00
Distribution: Lifetime Sports
Prevention and Care of Athletic Injuries
HPE475-4028
Instructor: Doug Nelson
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures.
Prerequisites: HPE 350 Kinesiology
This course equals only 1/2 course credit.
Time: I - Jan. 16 - 27.. . . . . . . Room: Melby 12
The Japanese-AmericanExperience:
Relocation & Redress
HIS 240 - 4030,340 - 4031
Instructor: Khin Khin Jensen
This course is a study of the Japanese-American experience, primarily in the United States,
but will include mini units of their relocation experience in Canada and some Latin American
countries. Special focus will be given to the forced evacuation of several hundred JapaneseAmericans during World War II, how and why they were uprooted from homes and
businesses at short notice. How did this ethnic group adjust to detention in camps, survive
the trauma of their wartime experience, e.g. psychological impact on young and old? The
redress issue, the report of the recent judicial commission appointed by Congress to
investigate the relocation, will be an important component of the course, e.g. constitutional
issues related to the rights of scores of American citizens. Perspectives of immigrant
restrictions, and the contribution of the Japanese to American economy and society will be
examined.
Japanese-Americans from the Twin Cities, films, slides, recordings and readings will be used
as resources. Ethnic meals. Some evening meetings will replace day sessions.
Grades will be based on discussion, a journal, an exam, and for upper division there will be a
project. Fees - $15.00.
Prerequisites: Lower division none. Upper division - one college history course or consent
of instructor.
Distribution: History-Philosophy
Time: I... . . . . Room: L 1
.
Paris in the Nineteenth Century
-
HIS 114 4032
Instructor: Orloue Gisselquist
The French are sometimes accused of thinking of Paris as the "navel of the universe." There's
a bit of "sour grapes" caricature i n that clever statement. For if one could pick out a city
which i n the last thousand years has been more important to Western Civilization than any
other, one could make a good case for Paris. I n this course we will study the history of that
city in one period of its greatness, the nineteenth century. We will use some readings about
France, Paris, and Modern urbanism, but the main emphasis in our reading and approach to
the subject will be the use of some nineteenth century French novels as historical sources
for the study of Paris. We will thus have the opportunity to study the city of Paris in this
century in some fullness, read some great literature, and develop our talents i n the use of
historical material. As a bonus we will double (maybe quadruple!) our enjoyment of a future
trip to Paris. The course will be conducted i n part as a lecture course and in part as a seminar
(discussion of readings, short papers, and shared reports-all part of the evaluation). There
will be a final exam.
Distribution: History-Philosophy; Urban Concerns
Time: 11.. . . . . . Room: O M 23
.
The Minnesota Political Tradition
HIS 356 - 4033
Instructor: Carl Chrislock
An interpretive survey of Minnesota political history from territorial days to the present.
Attention will focus not only on narrative political history, but also on the underlying forceseconomic, ethnic, religious and cultural-that have helped shape the state's political culture.
Procedures wttl be essentially traditional: lecture-discussion, assjgned and optional readings,
a term paper or hook reviews, and a final examination (basically essay). Some audio-visual
aids (transparencies of polirical cartoons, video cassettes of Arthur Naftalin's conversations
with Mtnnesolta gouernors,slides~will bc used; and an effort to recruit oursidespeakers with
political experience will be made.
Prerequisites: One course in U.S. history, or consent of instructor.
Time: 11..
Room: M 23
......
Classics of Western Thought
H U M 275 - 4034
Instructors: Richard Nelson, Bruce Reichenbach
The period between the exhaustion of ancient civilization and the emergence of early
modern Europe (ca. 500-1700) was an age of discovery and creativity in Western culture. The
BBC series Civilization will provide the visual center from which we will develop the various
perspectives on literature, philosophy, religion, politics, art and science which can be found
during this period. The course will emphasize the mutual impact of ideas and events.
Presentations by guest speakers and readings from major works representing different
disciplines will supplement the film series.
There will be a mid-term, a final exam and a short paper required of all registrants.
Time: I..
Room: S 112
......
An Exposure of Chaos in Modern Cosmic Models
MAT 136 - 4035,136 - 4036
Instructor: Henry Follingstad
An exploratlon of math-related Ideas and Space-Age research which critically re-evaluates
present "scientific dogmas" on the universe and the smaller cosmic models of earth, life, and
mankind. New Space-Age data, much of it ignored or misinterpreted, is uncovered to show
inadequacies and contradictions in cosmology, relativity, macroevolution, and their links to
geology, biology, and the humanities. Space age alternatives are also presented to integrate
the flood of new data with past knowledge.
Class instruction and individual research will include study of the historical and modern
impact of math-related cosmic models, and will note some misuses of mathematics which
have transformed scientific speculation into "scientific fact." A written research paper is
required i n one of six major areas discussed.
Upper division students will show broader research scope and writing ability and will present
extensive oral summaries of their papers.
Distribution: Mathematics-Physics
Room: O M 23
Time: I..
......
Numerical Pattern Processing Through Programming
-
MAT 144 4037,211 - 4038
Instructor: Larry Copes
I n this course students will learn to write elementary computer programs in the Pascal
language. The programs will generate numerical and other mathematical data to be
examined for patterns. With the help of the instructor and each other, students will test
conjectures through data analysis and further programs. Work will be in individual, small
group, and classroom settings. Evaluation will be through individual programs and written
reports.
For students registering for MAT 211, the patterns and reports will require the mathematical
maturity of one who has completed a semester of college mathematics at the calculus level.
All students should expect to spend four to five hours per day in the computer room.
Prerequisites: for 144 - Croup I l l score on Augsburg Mathematics Placement Examination
for 211 - MAT 124 or 174
Distribution: Mathematics-Physics
Room: S 205
Time: I..
......
The Electronics of Music
MUS 210 - 4041,410 - 4042
Instructor: Robert Karlkn
An opportunity for students to explore, experience, and create some sounds of 20th Century
music. Through a "hands-on" approach, participants will be involved in:
1. making multi-track recordings on half-track, quarter-track, and cassette decks through an
eight-track mixer.
2. individually creating and mixing sounds of traditional sound sources as well as analog and
computer-controlled synthesizers.
The study and application of practical electronic technology used in music will be combined
with aesthetic considerations in the creative aspects of the art.
Though no prerequisites are necessary for participation i n the class, i t is expected that
students will bring to it an interest in, and curiosity about, the many ways in which electronics
technology is involved i n the field of music today. Music majors and students registering for
upper division credit will be assigned special projects.
Students will be able to concentrate on aspects of recording, creative electronic music, or a
combination of the above.
Distribution: Art-Music
Time: 11..
Room: M 25
......
Broadway Musical
MUS 285 - 4043
Instructors: JamesJohnson and Steve Cabrielsen
The preparation and performance of a Broadway musical including singing, acting, set design
and building, choreography, dancing. A variety of talents and interests are used. Li'l Abner is
the present musical under consideration.
Costumes will be made by members i n the class. Fees for material will be paid by members
wearing those costumes.
Room: M Sateren
Time: I..
......
Trends and Issues in Nursing
NUR 330 - 4044
Instructor: Pam Farnan
This course is intended to give students a broad perspective by introducing current trends
and issues in health care and the profession of nursing. Many of the issues are controversial,
are relevant to current practice and have potential for far-reaching effects in health care.
Students will be graded on group presentations and written examinations.
Prerequisites: Registered Nurse
Time: I........ Room: O M 12
Introductory Meteorology: Weather and Climate
PHY 106 - 4045
Instructor: Ken Erickson
A study sf Ihe science and wonders of he atmosphere, The course Is deslgned t o provide a
working knowledge of the basic science principles required for understand in^ weather and
climate. Attenlion will he given to the overall weather pattprns of the earth and to thc many
varied aspects af weather, some of which Include: the relationship of sun, earth and
atmosph~re, clouds and precipltatinn, thunderstorms, tornadoes and hurricanes, weather
monitoring and lorecasting, rhe influence a l wealher on pollution, fronts and cyclones, and
o i the sky. The course i s designed to he an elective or to satisfy the
o p ~ i c a phenomena
l
distribution requirement for the liberal arts student. Grading will he basetl on exams,
laboratory exercises and a paper.
Prerequisites: Elementary Algebra (high school)
Distribution: Mathematics-Physics
Time: I.. ...... Room: S 108
Politics and Policy Making in Public Education
POL136-4046,336- 4047
Instructor: Jo Fraatz
This course examines politics and policies in American public schools, and provides
opportunities for students to analyze policy problems and propose their own solutions. Most
of the allotted class time will be used for a combination of lectures and discussion; time
outside of class will be spent reading, thinking, and writing. The objectives of the course
include:
1. To learn something about the difficulties of working in public schools;
2. To learn something about the prospects for changing public schools;
3. To learn how to analyze policy problems and policy solutions;
4. To develop and improve writing skills.
Written assignments will take the form of policy memos to which students will be asked to
respond. Evaluations will be made on the following basis: 1 & 2 - 10 points each; 3 & 4 - 15
points each; 5 & 6 - 20 points each; Class participation - 10 points.
Grades will be determined after all points earned on these requirements are added up at the
end of the course. Students wishing credit for an upper division course must be at least
sophomores and will be required to do a 10-page book critique in addition to meeting the
above requirements.
Distribution: Economics-Political Science
Time: 1 1 . . ...... Room: M 22
Mass Media and Politics in Britain,
France, Germany and Austria
POL 344 - 4048
SPC 344 4064
Instructor: Milda Hedblom
-
This course provides a close-up study of four European mass media systems and the relations
of those systems with political rulers and the broader public. Through seminar discussion, site
visits, media observation, and briefings with public officials and media professionals and
scholars, students learn about major issues in each country. We begin in London, after a week
move to Paris - remaining for several days to compare British and French media and politics.
Departing Paris by overnight train, we stop two days in Salzburg before proceeding to
Vienna, the site of Austrian national media and the Parliament. From Vienna we continue to
Prague for the weekend, then conclude the program in Berlin with briefings on German
media and U.S. international radio operations.
Distribution: Economics-Political Science
Grading: P/N only
Theologies of Politics
POL 386 - 4049
Instructor: Myles Stenshoel
An inquiry into political perceptions, attitudes and preferences associated with various
theological premises from early Christian times to the present. Students will encounter views
of Paul, Augustine and Aquinas; a comparative approach to Reformation theology in the
political expressions of Luther and Calvin; and, in a 20th century sampling, perspectives of
Reinhold Niebuhr, the Moral Majority and Liberation theology.
Goal: An enhanced understanding of ways in which theological and political thought are
mutually dependent and of the political expression of particular theological values and
assumptions.
Methods: Lecture, reading, thinking, discussing and writing -a paper on a relevant subject
chosen by the student:
Evaluation: Quizzes, paper, participation.
Prerequisites: REL 111 and a political science course or permission of instructor.
Time: I.. . . . . . Room: O M 11
.
The Male Jail
PSY 286 - 4077,386 - 4078
Instructor: Lyla Anderegg
A prisoner of his sex, his gender, his society, he devotes his existence to the development of
serious disease and a death occurring a decade earlier than the female. His obituary: "He was
a real man."
A review of the psychological, physical and legal data bearing upon the status of the
American Male, circa 1982.
Additional assignments will be given to upperclass students requiring research, integration of
materials, added involvement in the community.
Evaluation by quality of oral presentation, kind and level of first-person information
gathering and written test.
Prerequisites: General Psychology for upper division status.
Distribution: Psychology-Sociology
Time: 11.. ...... Room: P 2
Nature and Uses of Consciousness
PSY 335 - 4050
Instructor: Richard Marken
Consciousness was what psychology was about until Watson discovered behavior. This course
will investigate various approaches to understanding consciousness (and, of course, the
unconscious). The goal is to become conscious of the functional significance of consciousness
and related phenomena (volition, awareness). Evaluation will be based on class participation
and a final paper.
Prerequisites: General Psychology
Time: I........ Room: P 2
Issues in Science and Religion
REL 374 - 4051
Instructors: John Benson and Mark Engebretson
For some in our society science is the driving engine of a better, more secure life. For others,
including some Christians, science and its associated technologies constitute a grave threat.
This course will begin with a historical overview of the relations between science and the
Christian faith, emphasizing three periods: the origins of the Christian faith, the development
of "modern" science and mechanistic philosophy; and the reevaluation of science and
nature in the 20th century.
The following are some of the questions to be dealt with: Has science made the Bible
obsolete?Are scientists really that smart? Has modern physics made it easier to be a Christian?
Can computers save us?Why do science and religion always seem to be fighting one another?
Grades will be based on class discussion of assigned readings, two short tests and a written
project.
Prerequisites: Religion (Only one interim course may be used toward graduation religion
requirements)
Distribution: Religious studies
Time: 1 1 . . ...... Room: O M 18
The Lutheran Heritage
REL 345 - 4052
Instructor: Eugene Skibbe
The Lutheran Church i s the largest Protestant church in the world. We will examine the
Lutheran Church as it is today, its origins in the 16th century, and its development and
cultural influence during 450 years of history. The text by Bergendoff will provide an
overview. Lecture and class discussion will deal with examples of Lutheran witness to the
Gospel i n art, music, missions, philosophy, sociology and theology. Requirements will
include two exams and one short paper.
Prerequisites: One course in religion
Distribution: Religious studies (Only one interim course may be used toward graduation
religion requirements)
Time: I . . . . . . Room: M 22
..
Israel and Egypt: Archaeology
and Religion
REL 375 - 4053
Instructor: Philip Quanbeck
1-
'
Israel is a<mall country - a young country, but a focal point for international politics and the
study of world religions. Egypt, larger and older, boasts a 5,000-year-old civilization as well as
contemporary importance in the Arab world. I n this interim we visit archaeological and
religious sites i n both nations. During our week i n Jerusalem, the ancient story comes alive as
we live in the O l d City, visit the Church of the Holy Sepulchre, the Dome of the Rock, and the
Aska Mosque, and see the Western Wall - a place of special religious importance to the
Jews. O n bus tours out of Jerusalem we visit Bethlehem, Nazareth, Hebron, Caesarea,
Qumran, Masada, Beer-sheba, and the Sea of Galilee. During four days in Egypt we tour
Cairo, Memphis, Sakkara, and the Giza Pyramids.
Distribution: Religious studies (Only one interim course may be used toward graduation
religion requirements)
Grading: P/N only
Practicum in Human Services
-
SWK 257 4054
Instructor: Rosalie Clark
Thirty hours per week of volunteer work i n a human service agency is combined with
readings and weekly seminars. An opportunity to discover whether a career in human
services is for you. Evaluation will be based on submission of journals, summary of experience
and a final examination. Students will be asked t o meet with instructor before the end of Fall
semester to discuss selection of agency and structure of the course.
Objectives:
1. To develop special awareness of the kinds of problems for which people seek help.
2. To increase knowledge of the services given by the agency in which student is serving.
3. To gain knowledge of the professionals i n the organization, including their skills,
competencies, education, and training.
4. To gain beginning knowledge about the diversity of human services agencies.
5. To increase understanding of self in relation to the human service field.
Time: I.. . . . . . Room: M 22
.
Field Work Ill
SWK 466 - 4055, (1 course), 466 - 4076 (M course)
Instructor: Maria Brown
The objectives of the class are to use supervisory relationship to increase interpretive as well
as social work performance competence; to promote gradual entry into direct social work
practice; to increase competence in the client contact phase of the problem solving process;
to increase student self-awareness in regard to professional practice interests, areas of
strength, and areas for personal/professionaI development; to promote competence i n the
full process of problem solving, with special emphasis on analysis and resolution stages.
Course content will be continuation of Field Work Il-educationally focused field placement
i n a social service agency.
Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in
faculty facilitated supportive seminar held on campus.
Evaluations will be made i n writing by Field Instructor using previously developed contract
and social work evaluation form.
Note: Course is offered for 1/2 (15 hours per week) or full (30 hours per week) credit. If for
full credit, 1/2 credit will be based on non-client contact tasks.
Prerequisites: Minimum of 2.0 in Field Work I and in Field Work II; candidacy status
Time: Arrange with instructor
The Housing Pyramid Came:
Public Policy and Your Future
SOC 143 - 4056,343 - 4057
Instructor: Carry Hesser
Course objectives include 1) To introduce students to the study of public policy and how it
impacts their lives and futures; 2) Through reading, discussion and simulations the students
will learn the critical issues that are operative in the processes and decision-making that goes
into the choices and execution of public policy; 3) Using housing and neighborhoods as the
focus of attention, students will work in groups to research and understand viable public
policies currently in place to meet housing and neighborhood needs, as well as alternatives to
the present policies; and 4) Experience policy-making and project planning through
simulation and contact with practicing policy makers and planners.
Requirements: Active participation in simulations; reflection and analysis of simulations in
journals; group/individual research project with class report (students desiring upper
division credit will do a more extensive analysis, with greater quantity and quality) and a final
exam. Each requirement is worth 25% of the final grade.
Prerequisites: One introductory social science course or permission of instructor
Distribution: Urban Concerns
Time: I . . . . . . . . Room: M 25
Six Guns and Samurai Swords: A Comparative Study
of American Western and Japanese Samurai Films
SOC 233 - 4058
ENC 233 - 4021
Instructors: Jerry Cerasimo and John Mitchell
(See description on p. 10)
22/l nterjm
Sociology of Law
SOC 220 - 4059
Instructor: Diane Pike
This course examines the nature of law, its effect on society, and the effect of society on it.
From a sociological perspective, we will explore cross-cultural notions of law, deterrence, the
criminal j u s t i ~ esystem, the legal profession, and corporate crime. The basic course format
will be lecture and discussion, much of the latter based on the reading assignments.
Evaluation i s based on participation and two examinations. Students desiring upper division
credit will be asked to write a short paper on an assigned question in addition to the exams.
Prerequisites: Principles of Sociology or introductory Political Science course or permission
of instructor
Distribution: Psychology-Sociology
Time: 1 1 . . ...... Room: O M 10
The Sociology of Gambling
SOC 313 - 4060
Instructor: Gordon Nelson
Recent research has examlned the phenomenon of gambling from a saclological perspective.
What rypeof person i s llkely to gamble? What Is the nature of the wmk-force i n the gambling
industry?Is gambling a social problem or a social beneflh These are some of the questions
raised in published sociological studies. The'course will focus o n these studla. Students will
be expected to read and discuss this materlal and t o pass a final examination. I n addition, i n
order to oixerve n gambling society within a legalized setting, the course will Include a field
trip to Las Vegas. Cost of the field trip {travel and lodging) wlll be approximately $300.
Prerequisites: Consent of instructor
Time: I........ Room: O M 22
Imagination and Humor in Communication
-
SPC 165 4061,365 - 4062
Instructor: Ray Anderson
Imagination, creative rhinking, and humor are important dimensions of communication
competence. The major purposes of this course are 10 better understand the functions of
imagination, the creative process, and the nature of humor; to improve creative thinking;
and to increase the ability to protluce effective humor.
There will be lectures and readings on these topics, a study of models, and a variety of
assignments, i n writing and speaking. There will be a number of experimental projects
involving humor; the amount of attention given to this topic will depend in part upon the
interests of the class.
Evaluation will be based on essay examinations and on the creative projects. For upper
division students, one or more additional papers will be required.
Prerequisites: Beginning Speech, Freshman English
Distribution: English-Speech, Communication & Theater Arts
Time: 11.. ...... Room: S 112
Story Theater (Children's Theater)
-
SPC 285 4063
Instructor: Ailene Cole
This class will improvise, produce, and perform a children's play. Whatever is needed-script,
costumes, props, lights, scenery, music, dance-will be created and executed by the class.
Performances are scheduled for the final week.
Time: 9:30-12:OO and 1:OO-3:00 p.m.. . . . . . Stage 2
..
Mass Media and Politics in Britain,
France, Germany and Austria
SPC 344 - 4064
POL344-4048
Instructor: Milda Hedblom
(See description on p. 18)
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but
have been approved for credit by the College. Most carry a tuition cost plus other expenses
which are the responsibility of the student. They are offered only on a P/N basis. Fuller
descriptions and details for registering are available in the lnterim Office.
ART 163 - 4065 Basic Spinning, Weaving and Dyeing
Offered by the Weavers Guild of Minnesota. Tuition and materials cost $174.
GST 120 - 4071 Wilderness (branch of Plymouth Christian Youth Center)
A splendid course at the PCYC base on the edge of the Boundary Waters
Canoe Area in northern Minnesota near Grand Marais. Approximate cost:
$400.
HPE 106 - 4066 Ski Interim (Park City, Utah)
Comprehensive program with lessons and seminars by professional ski
instructors. Open to all from novice to expert. Special courses for those
interested in and qualified for ski patrol and ski instructor. Package fee of
approximately $995 includes lodging, lift tickets, lessons, lectures, seminars
and cross country ski outing. Does not include transportation or food
(condos have cooking facilities). Dates are Jan. 7 - 28. Contact Joyce Pfaff
(Melby Hall basement or at 330-1248) for further information and registration
materials.
HPE 484 - 4069 Teaching Tennis the Professional Way
A course for students who want to learn how to teach tennis - taught by
professionals. Cost: $175. Time 9:00 - 12:OO M, T, Th at the Minneapolis
Tennis Center
POL 398 - 4067 Washington Interim: The Making of a President
POL 398 - 4068 Washington Interim: The Legal System and Legal Careers
Washington lnterim provides a combined program of lectures, site visits, and
seminar situations focusing on a particular area or topic in Washington, D.C.
Information on either of the above programs, housing and financial assistance is available from Jo Fraatz in Memorial 113.
24/l nterim
Augsburg Lifetime Sports
The following activities are available to students during interim. They do not carry official
credit, but they do meet the lifetime sports requirement for graduation. Students may
participate i n any one of these without registering for the course, but will be expected to pa
any fees whether or not the student registers for the course.
Racquetball
HPE 002 - 4071
Instructor: Dave Boots
Learn rules and skills necessary to enjoy racquetball.
Distribution: Lifetime Sports.
Time: 9:20.. ...... Melby
Badminton
HPE 002 - 4072
Instructor: Dave Boots
Basic techniques and theory of beginning badminton - much of the class time will be spent in
singles and doubles games and tournaments. There will be no written tests or outsid
assignments. Grading is P/N and is based on attendance and participation.
Distribution: Lifetime Sports.
Time: 12:OO Noon.. ...... Melby
American Karate
HPE002-4073
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate, taught by a certified
Second Degree MKA Black Belt instructor. Fee of approximately $20.00.
Distribution: Lifetime Sports.
Time: 12:OO - 1:00 M, W, F . . ...... Melby
Weightlifting
HPE 002-4079
Instructor: Paul Grauer
Distribution: Lifetime Sports
Time: 9:20.. ...... Melby
Running
HPE 002 - 4080
Instructor: Paul Grauer
Distribution: Lifetime Sports
Time: 12:OO noon.. ...... Melby
Show less
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 reaching their individual
potential. Areas of assistance include but
are not limited to:
• individual meetings with the physical
disabilities specialist
Student Life 45
• Determination of academic accommodations for classroom and testing
needs
• Assistance with time management
and study skills
• Academic advising and assistance
• Advocacy with faculty and staff
• Use of assistive technology
• Assistance with community support
services and other non-academic
issues
Housing accommodations are provided
on an individual basis for students with
physical disabilities based on the review of
appropriate documentation. The nature of
the disability and the amount of equipment
and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The
mandate to provide accommodations does
not, however, extend to adjustments that
would “fundamentally alter” the basic
nature or essential curricular components
of an institution’s courses or programs.
Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access
Center for assistance. Every effort will be
made to schedule a meeting time that
works for all involved.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.)
■ TRIO/STUDENT SUPPORT
SERVICES
(Students with disabilities may be eligible to apply for TRIO/SSS. See listing on
page 43.)
STEPUP® PROGRAM.
The StepUP Program at Augsburg
College is for students in recovery from
addiction to alcohol and other drugs who
wish to pursue a college education.
StepUP’s comprehensive approach supports
students in both their recovery and academic studies.
StepUP students live in separate chemical-free housing, have individual support
meetings with a licensed alcohol and drug
counselor, and participate in extracurricular team and community building activities. In addition, students have access to
academic skills specialists and other services in student service departments on
campus.
In order to qualify for the program students must be committed to a 12-step
abstinence-based recovery program, have a
minimum of six months of continuous
sobriety, and agree to abide by the StepUP
contract and live in StepUP housing.
The StepUP Program fosters academic
success and encourages the discovery of
positive relationships. Students are challenged to take responsibility for themselves
and their decisions while maintaining a
healthy respect for the disease of chemical
dependency. Participation in the program
offers students leadership opportunities
both on and off campus. In StepUP, students join together to form a community
in which recovery is celebrated as a normal
part of personal growth. Many of the
friendships and bonds students form while
participating in the StepUP Program will
last a lifetime.
46 Student Life
ETHNIC STUDENT SERVICES.
■ AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg’s policies, procedures and expectations. The program
• Assists with application process
• Helps students secure financial aid
• Nurtures students’ identification as an
American Indian
• Provides opportunities for students to
learn about their heritage
• Provides opportunities for the campus community to learn about American
Indian culture
• Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school districts, intended to increase the number of
American Indian teachers in these districts.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one-fifth of the loan will be
forgiven.
■ HISPANIC/LATINO STUDENT
SERVICES
The Hispanic/Latino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Day, WEC, and graduate students find
assistance in admissions and financial aid
procedures, scholarships, orientation and
registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic/
Latino students and provide awareness of
the unique aspects of Hispanic culture.
■ PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
process, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
Student Life 47
■ PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
“One Day in May” when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
■ SCHOLASTIC CONNECTIONS
Scholastic Connections is a scholarship
and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the
program is to form a mentoring community that provides a network of belonging
that recognizes, supports, challenges and
inspires Scholars to ensure their success at
Augsburg College and beyond.
Each year five new Scholars are selected
as program participants via an application
process. Scholars receive a $5000 scholar-
ship and are paired with a Mentor who is
an alumnus/alumna of color and is successful within their chosen profession.
Working with the Ethnic Services Directors
we form Scholar/Mentor pairings that
match ethnic group and field of interest.
Eligible Scholars:
• Demonstrate leadership ability
• Have a GPA of 2.5 or higher
• Have demonstrated financial need
• Could benefit from a mentor
Program objectives are to:
• Support Scholars as they continue at
Augsburg
• Frame the Big Questions: Who am I?
Where do I belong? What are my gifts?
How can I best serve the world?
• Assist in discerning vocation
• Prepare for life after Augsburg: career
planning and implementation
Scholars who successfully complete
program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA SUPPORT SERVICES.
The LGBTQIA (Lesbian, Gay, Bisexual,
Transgender, Questioning, Intersex, and
Asexual) Support Services is housed within
the Department of Campus Activities and
Orientation, with a mission to create an
environment that gives space and time to
voices, which have been historically
unheard. The aim is to establish a sense of
community, advocacy, and support for
LGBTQIA-identified individuals as well as
an atmosphere of education and growth for
the entire Augsburg community in regards
to gender identity/expression and sexual
orientation.
It is the philosophy of LGBTQIA
Support Services to provide assistance and
education for the LGBTQIA-identified
individuals as a first priority. The second
48 Student Life
priority is to educate and support members
of the Augsburg community who view
themselves as allies.
LGBTQIA Support Services also plans
programs and events throughout the
course of the year for social as well as educational purposes, including Safe Space
Training and LGBT History Month
Celebration events. Staff collaborate with
the Enrollment Center to offer the Karen
Neitge Scholarship.
For more information, go to www.augsburg.edu/campusactivities
HEALTH AND FITNESS.
■ CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Personal counseling provides a supportive environment where students have
many opportunities to gain self-awareness
through personal exploration with the
assistance of licensed psychologists.
Services include individual counseling,
assessment and referral, workshops, consultation, and outreach.
Students may discuss personal issues
such as stress, depression, anxiety, roommate problems, intimacy and sexuality,
drug use, motivation, transitions, family
issues, self-image, difficult decisions, eating
concerns, grief and loss, or other issues
with the psychologist. Professional counseling can make a substantial contribution
to the educational experiences of the student by providing the opportunity for
increased self-understanding and personal
growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
■ HEALTH INSURANCE
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may contact
the Center for Counseling and Health
Promotion for information on obtaining
student health insurance through college
affiliated agencies.
■ HEALTH CLINIC SERVICES
The College offers basic health care services to students through a contract with
UFP – Smiley’s Clinic. These services are
limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley’s
Clinic. Students with health insurance can
also access Smiley’s Clinic for a variety of
clinic or other health services. A student’s
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
Student Life 49
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
cation theory to explore their adjustment
to a new culture and education system.
Located on the lower level of the
Kennedy Center and Melby Hall the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. They
include a weight room with universal and
free weight systems. All staff, students, and
faculty may use the centers; some hours
are reserved for classes.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Education Week,
sponsorship of forums on international
issues, and outings to sites of interest in
the community. Information on how to get
involved is available through ISA.
INTERNATIONAL STUDENT ADVISING .
(ISA) .
(Also see Study Opportunities Abroad
on page 65 and Student Teaching Abroad
on page 65.)
■ FITNESS CENTERS
ISA’s mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
•Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
•General advocacy for international
students
•Advising the International Student
Organization
•Facilitating intercultural skill building
sessions for students, faculty, and staff
•Celebrating diversity of cultures by
increasing awareness of international/intercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communi-
RESIDENCE LIFE PROGRAM.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 1000 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence life staff are
on hand to help students become acquainted with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
50 Student Life
Numerous events are planned to welcome
students to the community, including
dances, movie nights, open mic nights, and
weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall—Home to new Auggies
and upper-class Resident Advisers, this
nine-story high-rise houses 324 students.
Each floor is considered a house-unit providing 36 students (two to a room) with
their own lounge, study, and utility areas.
In Urness Hall, rooms are furnished with a
bed, dresser, desk, and chair. Linens are
not provided. Some single rooms may be
available.
Mortensen Hall—This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall—Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class
students, and the special interest housing
program. All rooms are furnished with
beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Oren Gateway Center— The new
“front door” to the Augsburg campus,
Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened
in 2007, Oren Gateway Center houses the
StepUP community and upper-class students committed to an alcohol and drug
free environment. Flats/condos, apartments, and studios are furnished. Meal
plans are optional.
Special Interest Housing—Special
interest housing is available to students
who are interested in creating a
living/learning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, and the
Cross-Cultural House.
Student Life 51
■ FOOD SERVICE
Commons—Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This spacious room features
small table units for easy conversation
overlooking the College quadrangle and
Murphy Square. Students on board plans
who live in residence halls eat their meals
in the Commons.
Cooper’s Coffee Shop—On the main
level of Christensen Center, Cooper’s
Coffee Shop sells coffee, smoothies, sandwiches, and snacks.
Murphy’s Grill—Located on the
ground floor of the Christensen Center,
Murphy’s features grill items, pizza, soups,
sandwiches, salads, desserts, and beverages.
Nabo — This eatery is located in the
Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable,
featured food options include salads, cold
and hot sandwiches, a pasta bar, pastries
and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
COLLEGE POLICIES.
■ STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar’s office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available on the website at <www.augsburg.edu/studentguide>.
■ OFFICIAL NOTICES
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student’s Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet.
52 Student Life
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog on page
95 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than “directory information” can be released without the written
permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This means that faculty
or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written
permission is given by the student to
release non-“directory information.” It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg’s
procedures with regard to FERPA are available from the Office of the Registrar.
■ DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, ground floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin)
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
General Information – 54
Degrees Offered – 54
Academic Calendar – 54
Faculty – 55
Library and Information
Technology Services – 55
Academic Organization
and Programs – 56
Divisions and Departments – 56
Majors and Minors – 56
Teaching Licensure – 60
Pre-Professional Programs – 60
Honors Program – 62
Inter-Institutional Programs – 62
Augsburg Abroad – 63
Center for Service, Work, and
Learning – 68
Graduate Programs – 70
Other Programs – 72
Academic Policies and
Procedures – 73
Registration – 73
Crossover Registration – 74
Withdrawal from College – 75
Student Standing Committee
Petition Process – 76
Transfer Credit – 77
Graduation Requirements – 79
Graduation Requirements – 79
Augsburg Signature
Curriculum – 81
Quick Check Summary of
Graduation Requirements – 82
Liberal Arts Foundation – 85
Skills Requirements – 86
Evaluation and Grading – 88
Explanation of Grades – 88
Assessment of Previous Learning
Program – 91
English Language Learners – 92
Academic Progress, Probation
and Dismissal – 93
Dean’s List – 93
Latin Honors – 94
Commencement – 94
Enrollment/Degree Verification – 95
FERPA – 95
54
ACADEMIC INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
■ DEGREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
■ ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term.**
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for 3-1/2 to 4 hours. (Refer to the program
schedule for weekday evening meeting
times.) Students may take from one to four
classes each term.**
The Rochester campus operates on a
trimester calendar. Classes are held on
weekday evenings and meet alternate
weeks. Similar to Weekend College,
Rochester’s fall trimester begins in
September, winter trimester begins in
January, and spring trimester begins in
April. There are 7-8 class sessions each
trimester with each class meeting for 3-1/2
to 4 hours. Students may take one to four
classes each term.**
**(See Registration on pages 73-75 and
Calendars on pages 4-7)
Courses and majors offered through
Weekend College and the Rochester campus are the same as their Day College
counterparts. However, the curriculum is
limited to selected liberal arts courses and
majors.
Academic Information 55
Augsburg offers three summer school
sessions, including a summer online option.
The summer session schedule is available in
the winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for physician
assistant studies. (See Graduate Programs
on page 70.)
■ FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg’s size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every first-year is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
■ LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 190,000 volume
main collection, the Lindell Library
includes special collections and archives,
curriculum library, a computer lab and stu-
dent computing help desk, library instruction classroom, and facilities for media
viewing and listening. Skyways link the
library to the new Oren Gateway Building
as well as to Sverdrup Hall, which houses
the Enrollment Center, additional computer labs and multimedia classrooms, a
lounge, and a vending area.
Learning Commons
Within Lindell Library, a Learning
Commons provides assistance in research
and the use of technology as well as spaces
for collaborative learning. In the Learning
Commons multimedia lab, students can
create digital audio and visual projects.
Library Resources
Students can search a wide variety of
local, regional, national, and international
databases. They have access to 190,000
volumes within Lindell Library and,
through a daily courier service, to the
library holdings of the seven private liberal
arts colleges in the Twin Cities. Lindell
Library has a large collection of media
resources. A service-oriented staff provides
students and faculty with research assistance and instruction in the use of information resources. Arrangements are made
for access by students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit the
Student Technology website
<www.augsburg.edu/techdesk> for more on
IT at Augsburg.
56 Academic Information
Computing
Students have access to over 250 oncampus computers. 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 technologyenhanced classrooms. The circulation desk
in the Lindell Library has 40 wireless laptops available for use in the Library.
Several computer clusters are available
for more specific student use within academic departments. A 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 from dormitory rooms or on 80% of the campus using
WiFi. All of the AugNet online services
and several of the Registrar’s student services are available securely on the Web to
students on and off-campus.
ACADEMIC ORGANIZATION AND.
PROGRAMS
.
■ DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 26
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts and Humanities—
American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre
arts, College librarians.
Natural and Social Sciences—
Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
Professional Studies—Business
administration, education, health and
physical education, nursing, social work.
■ MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The College requires students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
Minors are not noted on the transcript
if they are completed after a baccalaureate
degree has been awarded.
Student-Designed Major
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student’s proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
Academic Information 57
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supporting letters of approval to AAC. Supporting
letters should assess BOTH the student’s
ability to complete the proposed major and
the validity and value of the proposed
major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters
represent their approval of the program,
including the capstone course, and their
commitment to oversee the student’s
progress.
2. Develop a student-designed major
program proposal that includes:
a. A statement of learning goals and
objectives.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated
with a college major. Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point and/or prepares one for further study. In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the Dean’s
Office.
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
58 Academic Information
Listings that are shaded are offered
through both the day program and
Weekend College. Weekend/Rochester/
Partner Hospitals students may choose a
major offered in the day program if they
wish, but must adhere to crossover registration policies and limitations. They may
also take as many courses as possible
through Weekend College, then finish the
major as a day program student. A change
of program is allowed once each academic
year, and will take effect the following
term.
MAJORS AND AREAS OF EMPHASIS.
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business Administration
Economics/Business Administration
International Business
Management
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Mass Communication
Organizational Communication
Professional Communication
Human Relations
Marketing Communications
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English
Creative Writing
Literature, Language, and Theory
Media Writing
Environmental Studies
Film
Finance
Health Education (B.A. or B.S.)
Health Fitness
History
International Relations
International Business
Languages and Cross-cultural Studies 1
French
German
Norwegian
Spanish
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Music
Music (B.A.)
Music Business (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Academic Information 59
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Weekend College only)
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion
Youth and Family Ministry
Social Work (B.S.)
Sociology
Community Studies
Crime and Deviance
Organizational Studies
Social Psychology
Student-Designed
Theatre Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology
Concentration
Women’s Studies1
MINORS.
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
Economics
English
Environmental Studies
Film
Health Education
History
International Business
International Relations
Languages and Cross-cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
60 Academic Information
ACTC Majors—It is possible for fulltime day students to complete other
majors through the Associated Colleges of
the Twin Cities (ACTC). Students who
wish to complete a major or minor offered
at one of the other ACTC colleges must
submit a completed ACTC Major or Minor
Declaration Form to the Augsburg registrar’s office. This form must list all ACTC
courses required and be signed by the
ACTC school adviser. Some majors may
have a competitive application process
with acceptance determined by the major
department.
music (K-12), and physical education
(K-12). The licenses prepare people to
teach in grades K-12. Students seeking
licensure in one of these areas also obtain
the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Students seeking elementary licensure
and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers
in their subject area major and in the education department. It is very important that
students work closely with their advisers
throughout their programs.
■ OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with subject area specialties in
one of the following: mathematics, science,
communication arts/literature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and
social studies. This license prepares people
to teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
K-12 special education majors and
licenses in Emotional/Behavioral
Disabilities and in Learning Disabilities are
also available. These majors and licenses
are offered only through Weekend College.
Certificate Programs
Augsburg offers undergraduate certificates through the departments of Art and
Business Administration. Certificates are
available to non-degree seeking students or
students who are completing a degree from
a different academic department. A student
may declare degree seeking status after
earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
Academic Information 61
want to plan a pre-professional program
should contact Academic Advising prior to
or early in their first year to arrange for
faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL 111, 220;
BIO 151, 152, 253, 369; CHM 115, 116 (or
105, 106), 351, 352; MAT 114 or 163; PHY
121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See engineering
degree and major requirements on pages
179-180.
Pre-Law—Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine—A major in chemistry
and biology is not required to apply to
medical schools, but many students with
an interest in the health sciences choose to
major in these fields. The competitive candidate typically has substantially more
training than the minimal course requirements. Students should review requirements and recommended courses of each
program being considered for application
and consult early and frequently with a
pre-health science adviser. Coursework
that is required by most medical schools
includes: one to two semesters of English
composition such as ENL 111, 220; CHM
115, 116 (or 105, 106); CHM 351, 352;
BIO 151, 152, 253, 369; MAT 145, 146,
163; PHY 121, 122. Courses recommended
in preparation for MCATs: BIO 355, 473,
476; CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy—Coursework in preparation for
these programs should be discussed with a
faculty member in the Department of
Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 151,
353, 476; CHM 115, 116 (or 105, 106),
351, 352; COM 111 or 115; ECO 112 or
113; ENL 111, 220; MAT 145; PHY 121,
122; and two courses in Behavioral
Sciences such as PSY 105 and SOC 121.
Requirements at other universities may
vary.
Pre-Seminary—A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
The Exploring Our Gifts office
(Memorial 231) provides resources and
support, including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following courses are
required: ENL 111, 220; MAT 114 or 145;
BIO 151, 152, 253, 355, 369, 476; CHM
115, 116 (or 105, 106), 351, 352; PHY
121, 122. Additional liberal arts courses
are required. Requirements at other universities may vary.
62 Academic Information
■ HONORS PROGRAM
The Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program director,
e-mail address honors@augsburg.edu.
■ INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Cooperating Libraries in
Consortium (CLIC)—Through CLIC, the
Twin Cities private colleges library consortium, the Augsburg community has direct
access to over 2,500,000 volumes and
media resources.
Associated Colleges of the Twin
Cities (ACTC)—Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester (fall and
spring) at one of the other campuses. No
additional fee is required for such an
exchange, except for private instruction in
music or approved independent studies.
Students may elect to participate in the
cooperative program to gain new perspectives, to get better acquainted with the
other schools, or to undertake a specific
course or major not offered on the home
campus. A regularly scheduled bus shuttles
students between the campuses.
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Higher Education Consortium for
Urban Affairs (HECUA)—Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, Europe,
Bangladesh, South and Central America,
and the Twin Cities. (See HECUA programs on page 65.)
Air Force ROTC—Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
Office of the Registrar, or call the University
of St. Thomas at 651-962-6320 or 1-800328-6819, x6320.
Army ROTC—Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
Academic Information 63
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC—Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
■ AUGSBURG ABROAD
Augsburg Abroad is the front door for
students and faculty interested in study
abroad. Services include:
Academic Requirements and Credit
Students fulfill the Augsburg
Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including
major, minor, language, liberal arts foundation, and internship requirements. This is
determined prior to departure when students fill out the required Credit
Agreement form that is signed by academic
advisers and appropriate staff and faculty
approving courses.
Students should be aware of the following policies related to study abroad:
• Students can study abroad more than
once.
• Study abroad program selection
advising
• Students can study abroad at any
point in their academic career.
• Financial and academic advising for
study abroad
Semester and Summer Programs
• Registration and billing for study
abroad
• Courses taken on off-campus programs during the senior year will meet the
Augsburg residency requirement.
• Pre-departure and re-entry support
(application, orientation, etc.)
• You must take a full load of credits
while abroad on semester programs.
• Faculty-led, short-term program coordination
• You must take courses A-F while
abroad.
About half of Augsburg undergraduate
students are studying abroad. Graduate
students also find short-term programs as
part of their curriculum. Students abroad
will find themselves in a variety of locales
and studying a variety of disciplines:
studying gender issues in Central America;
acting with masks in Norway; interning
with community organizations in Northern
Ireland; studying political science in
Namibia; learning about ecology in
Tanzania; taking organic chemistry in New
Zealand; and learning a language where it
is spoken.
• Grades received on affiliated and nonAugsburg programs will be reported on
your transcript, but not figured into your
GPA.
• A “C” equivalent or higher must be
received for the credit to transfer to
Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses
required by the short-term program. Credit
values may vary, so confirm the specific
program credit load with the Augsburg
Abroad Office. Any courses removed by the
student without Augsburg Abroad permis-
64 Academic Information
sion prior to the start of the program will
be re-added to the student’s schedule. If no
work was completed in these reinstated
courses, a grade of zero will be awarded.
program. The student is responsible for all
non-recoverable program costs incurred.
• Overload Fee Exemption for Facultyled January programs: January faculty-led
programs are placed within the spring
semester. However, you will not be billed
an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the
only policy affected; a student taking minimal credits in the spring can use it as a
spring course in order to be considered
part-time or full-time.
Augsburg Abroad manages the advising
and administrative processes so students
will also need to meet the eligibility
requirements of, and apply to, a program
provider (as outlined in the Study Abroad
Programs section). Additionally, students
who have applied to the Augsburg Abroad
office, for any program, must email their
intent to withdraw if they choose not to
continue with study abroad. Failure to
e-mail may result in fees owed by the
student.
• Crossover Policy Exemption: The
crossover policy does not apply to study
abroad students. WEC students who do a
study abroad program placed in the Day
program do not count that as their
crossover course and similarly for day students doing a study abroad program placed
in a WEC term.
Eligibility and Application
The following are Augsburg College’s
requirements for study abroad:
• Minimum 2.5 GPA at the time of
application. Individual programs may
require a higher average. Students with
lower averages should consult with
Augsburg Abroad.
• Sophomore, junior or senior standing
by the time you study abroad. Short-term,
faculty-led programs will allow participation as a first-year if the student receives
approval from the faculty-leader.
• Transfer students must complete one
semester at Augsburg before they may
study off campus.
• Not be on academic or disciplinary
probation. Students placed on academic or
disciplinary probation after admittance to
study abroad may be withdrawn from the
• Not have an outstanding balance on
your student account.
Application deadlines for semester programs are October 1 for spring semester
study abroad and March 1 for fall semester
study abroad. Program provider deadlines
will vary; students need to meet all deadlines set by program providers. Students
should start planning in first year for study
abroad to be sure to do appropriate
research and meet all deadlines.
Students are responsible for disclosing
their disability and requesting accommodations abroad within a reasonable time
frame prior to departure, ideally as early as
program selection. Augsburg Abroad will
work closely with CLASS and ACCESS
offices to determine needs and make
appropriate and possible accommodations
abroad.
Costs and Financial Aid
Study abroad is based on program fees
which is a package of costs that generally
includes tuition, housing, international
health insurance, some meals, excursions,
and study abroad fees however this varies
from program to program. Augsburg
College pays the program provider on the
students’ behalf and then bills the
Academic Information 65
Augsburg student account. This allows students to access their financial aid for study
abroad. Students will always pay a minimum of Augsburg tuition when studying
abroad.
Students who receive financial aid,
scholarships, and/or grants to study at
Augsburg can use that entire package to
cover their study abroad program costs.
Cost estimates for the time abroad are
drawn up to assist the financial aid office
in awarding aid to students studying
abroad.
Students are required to notify
Augsburg Abroad immediately once they
choose not to continue with their study
abroad experience. At the moment of notification non-recoverable costs will be
assessed and charged to the student
account. Depending on the time of notification of withdrawal students may owe
nothing, the deposit, or some, or all, of the
program fee. Students are also subject to
the cancellation and refund policies of
their program provider.
Study Abroad Programs
Students have over 200 programs in
over 60 countries from which to choose. In
addition to the below Augsburg College
programs, students can choose from affiliated program providers. These programs
have been reviewed to meet the Augsburg
experience requirement, diverse needs of
students, and provide quality student service. The programs are reviewed each year.
If students cannot find a program that
meets their needs from the Augsburg
College or Augsburg-affiliated options then
they can apply to do a non-Augsburg program. Students with a strong academic or
financial reason, faculty support (as shown
on the Credit Agreement form), and who
choose a good quality program, may be
approved.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) —
Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political, and cultural issues in Mexico and El Salvador;
explore the interconnectedness of race,
class, and gender; and learn first hand
from both women and men who are
involved in struggles for sustainable development and social change. The program
offers credit in religion, political science,
women’s studies, and Spanish. Internships
and independent studies are also available.
The program begins with a one-week seminar/orientation in the U.S-Mexico border
region and ends with a two-week seminar
66 Academic Information
in El Salvador. Students stay in guest houses while traveling, spend approximately six
weeks in Augsburg housing, and four to
six weeks living with Mexican host families. Prerequisite: one college-level Spanish
course or its equivalent.
International Business and Global
Citizenship (Mexico) — Fall
apartheid and colonialism, they are faced
with the challenges posed by today’s world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Internships are
also available.
The largest immigrant group in the
United States is composed of people born
in Mexico, and Mexico is front and center
in debates about globalization and U.S.
immigration policy. This program,
designed for international business majors,
will study the important role that Mexico
plays in the U.S. in relation to trade issues,
how to conduct business in and with
Mexico, and use it as a lens to learn about
international business topics that are relevant in many different countries. Students
will have the opportunity to study Spanish
at levels from beginning to advanced, live
with a host family for four weeks, and
develop closer relationships in the community and improve their international business background by completing an internship in a local business or government
office. Prerequisites: ECO 112 or 113, and
BUS 242 or MKT 252, or consent of
instructor.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) — Fall or Spring
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) — Fall
or Spring
This is an intensive program that
explores issues of migration, immigration,
and globalization. It is ideal for students
who are interested in working with
Spanish-speaking populations in the
United States, as it includes intensive
Spanish language classes, an internship or
independent research opportunity, and
courses that help students understand the
connections between globalization and
migration while learning from diverse
communities that are organizing for positive social change around issues of race,
ethnicity, socio-economic class, gender,
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women’s studies, and political science.
Students spend the first five weeks in
Guatemala, the next four weeks in El
Salvador, and the final six weeks in
Nicaragua. Prerequisites: one college-level
Spanish course or its equivalent is
required.
Migration and Globalization:
Engaging Our Communities (Mexico)
— Spring
Academic Information 67
sexuality, economics, and the environment.
Credit is available in Spanish, history,
women’s studies, political science, and religion. Students spend most of the semester
living in Augsburg housing and approximately six weeks living with Mexican host
families.
Social Work in a Latin American
Context (Mexico) — Spring
tural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
study.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks.
Scandinavian Urban Studies Term:
Norway—Fall
International Partners
Community Internships in Latin
America: Ecuador—Fall and Spring
International Partners offers a broad
range of learning opportunities in Norway,
Finland, and Germany. Students can
choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one
month to one year. All course work is in
English. Some travel scholarships are available. For further information contact the
International Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full semester programs in Norway, Europe, Ecuador,
Ireland, Bangladesh, and the Twin Cities.
All programs emphasize the impact of civic
engagement, social change, and cross-cul-
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, language, and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America.
Northern Ireland: Democracy and
Social Change — Spring
The Northern Ireland: Democracy and
Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven-week internship, students
68 Academic Information
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact
Augsburg Abroad for the most current list
of programs.
■ THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg’s metropolitan
location through the highly successful service-learning, Campus Kitchen, internship,
and career planning programs that link the
College’s academic programs to community
organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students’ coursework, majors, and/or
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg’s Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers; volunteering at homeless
shelters, Habitat for Humanity, and community centers; or working with cultural
and environmental groups.
Academic Information 69
The service-learning program also
works closely with the student-directed
Augsburg LINK and campus ministry.
Campus Kitchen at Augsburg
The Campus Kitchen at Augsburg
College (CKAC) is a unique student led
program that brings together Augsburg
student, faculty and staff volunteers, the
campus food service, local food banks, and
neighborhood community organizations to
utilize surplus food to meet hunger and
nutritional needs in our neighborhood.
CKAC volunteers coordinate food donations, prepare and deliver free meals to
area community partners, and teach nutrition education to local youth. Key program
goals are to provide leadership development and service learning opportunities for
Augsburg students, encourage deeper
understanding of hunger issues, and foster
a long-lasting commitment to service and
active citizenship. Affiliated with the
Campus Kitchens Project, a non-profit
organization in Washington, D.C., this program is one of only 12 in the nation.
■ INTERNSHIPS
Academic Credit
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship
credit. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 88.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Transcript Notation
Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation.
The goal is for students to apply theory to
practice in a work setting and reflect on
the experience. Work opportunities typically are part-time during the academic
year and/or full-time in the summer and
can begin and end anytime. Students must
register for the non-credit transcript notation, set learning goals and evaluate their
experience. The director of the Center for
Service, Work, and Learning supervises
transcript notation work experiences.
Academic internships and internships for
zero-credit may be used to fulfill the
Augsburg Experience graduation requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is viewed as an important part of a
student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff
70 Academic Information
also assist with choosing majors, locating
internships, preparing for job searches,
graduate school applications, and making
connections to community, business, and
alumni resources.
■ GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, and Master
of Social Work. Consult the Augsburg
Graduate Studies catalog for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: E/BD and
LD. Students are able to take up to six
licensure courses at the graduate level and
complete their licensure programs with a
combination of graduate and undergraduate coursework. Students can then apply
their graduate level licensure courses to
complete a master’s degree program.
Students will complete their master’s
degrees through a combination of MAL
coursework and graduate level education
coursework (total of nine courses).
Licensed teachers also can pursue special
education: E/BD and/or LD, as well as the
K-12 Reading Licensure Endorsement
licensure at the graduate level. The program is available through the Weekend
College schedule, and the admissions
process begins with the Adult and
Graduate Admissions office. For further
information about the programs, contact
the Education Department or the admissions office.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary pro-
gram directs its academic content and pedagogical approaches to situations, issues,
and problems relevant to organizational
leaders. Augsburg’s program recognizes
that today’s leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program offers courses primarily on alternate Saturdays. (Note: A five-year program
is available to Augsburg undergraduate
accounting majors that would qualify them
for CPA certification and fulfill requirements for a B.A. in Accounting and an
M.A. in Leadership. See the Accounting
major section of the catalog for further
information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), and/or Advanced Certification in
Transcultural Nursing through the
Transcultural Nursing Society (TCNS).
Classes meet on a flexible schedule (every
other week or once per month) that
includes weekdays, weekday evenings, and
Saturdays. Web-enhanced pedagogies are
used for all classes. Practicums include
optional short-term study abroad experiences. Students may choose to study in
Mexico, Guatemala, Namibia, Pine Ridge,
S.Dak., and/or Europe. The Master of Arts
in Nursing Program is accredited by the
Commission on Collegiate Nursing
Education in accordance with its accreditation standards and procedures.
Academic Information 71
The Master of Business
Administration is designed to give students mastery of the skills and knowledge
necessary to advance in their careers and
accept roles of greater responsibility in an
organization. Meeting primarily on one
evening per week, this challenging program is designed to be completed in 23
months. Organized in cohort format, the
program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses
on giving students the ability to think critically and effectively manage in complex
environments. An intensive Management
Consulting course allows students to apply
theory and classroom learning to an actual
business or organizational environment.
Local businesses and organizations provide
a laboratory for students as they complete
comprehensive projects in various disciplines and functions.
The core program can be enhanced
through participation in a number of concentrations including finance, healthcare
management, human resource management, international business, and marketing management.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited
by the Council on Social Work Education,
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College’s mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change, and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration prepares
students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy
toward changing policies that obscure and
oppress people.
A dual degree (Master of Social Work
and Master of Arts in Theology) is also
available and is offered in collaboration
with Luther Seminary. The dual degree is
designed to meet the educational interests
of people planning to serve the spiritual
and social needs of families, individuals,
and communities.
72 Academic Information
■ OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
and the Midwest Regional Office of the
College Board. Augsburg College is a
Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately 50
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
To obtain further information about the
program or to request a catalog, call 612330-1139. To ask questions or to schedule
a program, call the program director at the
above number.
Academic Information 73
ACADEMIC POLICIES AND.
PROCEDURES.
■ REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA at
Augsburg of 3.00 to 3.49 may take a total
of 5.0 course credits; cumulative GPA at
Augsburg of 3.50 or greater may take a
total of 5.5 course credits without petitioning. All overload registrations must be
done in person at the Enrollment Center.
(Please note: There is an additional tuition
charge for course loads over 4.5 course
credits. This includes combining the credit
load from both the day and WEC programs. Spring day term will include winter
WEC and spring WEC.) Auditing classes
over the 4.5 overload limit will also incur a
tuition charge.
Official academic calendars for all programs are available through the registrar’s
Web page.
The last day to initially register for
courses in the Day program (semesters) is
the Friday before the term begins. Afer initial registration, Day students may add
individual classes to their current schedule
or withdraw without notation through day
10 of the term. The signature of the
instructor is required to add a class after
the fifth day. From day 11 through day 20,
students may still petition the Committee
on Student Standing for permission to add
a class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Students registered for day program
Time 1/Time 2 (T1/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under “Combined Academic
Calendars” at <www.augsburg.edu/enroll/
registrar>.
Weekend College, Rochester, and
Partner Hospitals program students typically register for one or two course credits
each trimester. Students registered for at
least two course credits in one term are
considered full time for that term. Students
registered for one course credit are considered half-time for the term.
The last day to initially register for
courses in the Weekend College and the
Partner Hospitals program (Weekend
College) is the last business day before the
term begins. After initial registration,
Weekend College students may add individual classes to their current schedule or
withdraw without notation through Friday
after the first class weekend. The signature
of the instructor is required to add a class
after the class meets. Students may petition
the Committee on Student Standing for
permission to add a class through the
Thursday prior to the second class weekend. There is a fee for this petition. The
last day to petition to add a class is the
Thursday prior to the second class weekend.
Students registered for Weekend
College T1/T2 courses may add or with-
74 Academic Information
draw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
The last day to initially register for
courses on the Rochester campus is the
last business day before the term begins.
After initial registration, Rochester students may add individual classes to their
current schedule and/or withdraw without
notation through Monday after the first
week of classes. The signature of the
instructor is required to add a class after a
class meets and it must be processed
through the Enrollment Center. Students
may petition the Committee on Student
Standing for permission to add a class
through the Friday prior to the second
week of classes. There is a fee for this petition. The last date to petition to add a class
is the Friday before the second week of
classes.
Students registered for Rochester T1/T2
courses may add or withdraw without
notation through the Monday after the first
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Late course registrations may be subject
to additional late fees.
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Augsburg for Adults—612-330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a “home program,” either
day, Weekend College, or the Rochester
Program. It is expected that students will
complete most of their degree requirements through their home program.
However, full-time students may register
for up to 1.0 credits per term outside their
home program. Enrollment will be based
on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full-time and will be charged the
full-time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both winter WEC and spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5.
Students have registration priority in
their home program. Crossover registration
Academic Information 75
begins only after the open Web registration
period closes for both programs. A schedule is published on the registrar’s office
Web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by Web.
The WEC, Rochester, and Partner
Hospitals programs are not part of the
ACTC (Associated Colleges of the Twin
Cities) tuition exchange program.
WEC/Rochester/hospital students may
NOT crossover to attend ACTC courses.
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program. (An
exception is made for approved courses in
the Department of Nursing and the joint
B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered
(Day, WEC, or Rochester).
Change of Program
Students may apply to change their
“home program” by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year. A Change of Program
form must be submitted before the term
begins.
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming first-years and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College and Rochester campus students may register during the designated time prior to the start of each term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar on AugNet for specific dates. Day students will be able to
register only after meeting with their faculty adviser. The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled by transfer work. In
these cases, please process your registration at the Enrollment Center.
When the open registration period
ends, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the Web closes.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar’s Web page. The last day to file
for a Withdrawal from College is the last
day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar’s
office. Students must re-admit to the
College when they are ready to resume
their studies. The Application for
Readmission form is available from the
76 Academic Information
Enrollment Center or can be downloaded
from the registrar’s Web page.
Students are responsible for keeping
the registrar’s office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of their orders to the registrar.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise and also indicate
that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to
active duty and have substantially completed a course, to assign a grade based upon
the coursework completed, or work out an
“incomplete” agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid
in this process.
Student Standing Committee
The Student Standing Committee
reviews requests for exceptions to academic policies. Typically, the committee considers requests for:
• Minor exceptions to academic
requirements and/or approval of transfer
course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade option changes)
Note: Petitions for an exception to published registration deadlines will require a
$50 petition fee attached to the petition.
This fee is non-refundable regardless of the
outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be
submitted within six months of the published registration deadlines for the term
involved.
For petitions requesting a late registration, any student account holds must be
cleared before submitting the petition.
Students who are allowed to add a course
by petition after the published petition
deadline will incur a $150 late registration
fee per course.
In addition, the committee reviews students’ transcripts in determining academic
probation or dismissal from the College on
academic grounds. The committee also
hears appeals from students who have been
dismissed for academic reasons.
The committee reviews student
requests for readmission to the College
after dismissal or returning after leaving
while on probation.
The committee typically meets every
other week throughout the school year
Academic Information 77
(September-April), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar’s webpage: <www.augsburg.edu/
enroll/registrar>.
Step 2: Fill out the petition form completely. Include documentation for illness
or family emergency. Have your adviser,
instructor, or department chairs sign and
add comments concerning your request.
Petitions without comments from faculty
will be returned for completion. Note: If
petitioning for a change in registration,
please submit a drop/add form signed by
both the instructor and student.
Step 3: Return the completed petition
form to the Office of the Registrar/
Enrollment Center, include signed
drop/add form and $50 check if applicable.
Step 4: After the committee meets, a
copy of the petition with the committee’s
decision is returned to the student. Day
students will receive this notice in their
campus box. WEC and Rochester student
petitions will be mailed to their home
address.
Catalog Applicability
Students must fulfill the general education requirements in effect when they
matriculated at Augsburg. Students may
elect to satisfy the departmental major
requirements of any of the catalogs in
effect during their years of enrollment.
However, students who are readmitted
after more than six years away from the
College must complete the departmental
major requirements of the most current
catalog at the time of readmission or any
one of the catalogs in effect during their
subsequent years of continuous enrollment
at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg
and are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Students
cannot earn multiple degrees for the same
major, though it is possible to earn multiple degrees from the same academic
department if the majors are distinct. For
example, a student cannot earn both a B.A.
in computer science and a B.S. in
computer science, but may earn a B.S. in
computer science and a B.A. in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student’s official transcripts. College credit is granted for liberal
arts courses completed at regionally
accredited institutions with a grade of
2.0/C or better. Augsburg does not grant
credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of
C-, CD, or below do not transfer to
Augsburg College. The registrar’s office
evaluates coursework for credit and for
applicability toward Augsburg Core
Curriculum requirements. Academic
departments are responsible for evaluating
the applicability of coursework toward a
student’s major or minor. The College
requires that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equivalent to four semester hours or six quarter
hours. Transfer credits that have been
reported to Augsburg as semester or quar-
78 Academic Information
ter hours are converted to Augsburg course
credits by dividing by four or six respectively.
• The Augsburg Core Curriculum will
be adjusted so students need only to complete the following:
Augsburg College limits transfer credit
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches this credit limit, no
additional credits will transfer from twoyear institutions toward the minimum
number of course credits required for a
baccalaureate degree. However, courses
taken beyond the credit limit can be used
to meet liberal arts and major requirements.
• REL 300 Bible, Christian Theology, and
Vocation
Courses and credits that are accepted in
transfer are reported on the student’s transcript. Grades and grade points from other
institutions are not transferred to Augsburg
and are not included in the student’s
cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar
before taking courses at other institutions
to ensure compliance with transfer credit
policy and residency requirements. (Refer
to the Residence Requirements section of
the catalog.)
MnSCU Transfer Students
Students transferring from the
Minnesota State Colleges and Universities
system who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MnSCU, and
have a 2.50 cumulative GPA (on a 4.0
scale) from the degree-granting institution
will be given transfer status as outlined
below:
• Students will be granted 16 Augsburg
course credits in transfer from two-year
institutions. This will assure admission
with junior standing. No additional credits
will be accepted from two-year institutions.
• One Augsburg Experience
• Senior Keystone Course
• Modern Language requirement (0-2
courses, depending on initial assessment)
• Math Placement Group 3 (or MAT
105)
• HPE 001 Foundations of Fitness or one
HPE lifetime activity course (This requirement is waived for students who have
transferred two equivalent courses.)
*The A.A. degree and Minnesota
Transfer Curriculum must be completed
prior to enrolling at Augsburg in order to
qualify for this transfer status.
Note: Additional prerequisite coursework beyond the A.A. degree may be
required in some Augsburg majors.
Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C –
grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major — a separate
process from admission to the College — is
sometimes required. Please check with the
Office of Undergraduate Admissions and
consult the departmental section of this
catalog.
Academic Information 79
Advanced Transfer Students
Students who enter Augsburg with 13
or more course credits accepted in transfer
are considered Advanced Transfer
Students. The Augsburg Core Curriculum
will be adjusted for advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian
Theology, and Vocation instead of REL 100
& REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical
Thinking Assessment
• Waiver of one Lifetime Fitness
requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain
unchanged for Advanced Transfer
Students. A full description of these
requirements is found on pages 78-84.
*Waivers for Advanced Transfer are
determined at the time of initial entry into
Augsburg and will not be granted for
courses completed after initial enrollment.
GRADUATION REQUIREMENTS.
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar’s office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 23 — Special Students
(Second Degree).
Each student is required to apply for
graduation at the end of his or her junior
year to confirm remaining graduation
requirements.
Application forms are available at the
Enrollment Center or on the registrar’s
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar in order for the
degree to be conferred. (There may be no
incompletes or open courses on the academic record.)
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
80 Academic Information
1. Completion of 32 course credits
— No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) – 14;
music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.)
– 17; and social work (B.S.) – 15; youth
and family ministry (B.A.) – 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two elective
P/N graded courses. Each department sets
its own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a Major —
Requirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum — Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average — Students
must earn a minimum overall grade point
average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade
point average in course work for the major
or minor. Some majors, licensure, and certification programs require a higher grade
point average or a minimum grade in each
course. See the departmental section for
details about the grade and grade point
average for individual majors and minors.
5. Residence — The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar’s office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
Academic Information 81
■ THE AUGSBURG CORE
CURRICULUM
The Augsburg Core Curriculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a curriculum
that:
• Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
• Calls for common inquiry into questions of Christian faith and the search for
meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s
place of leadership and service in a diverse
world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
THE AUGSBURG SIGNATURE
CURRICULUM
Christian Vocation and the Search for
Meaning
Augsburg’s Signature Curriculum takes
seriously the College’s identity as a college
of the Evangelical Lutheran Church of
America. Two required courses (REL 100
and REL 200) highlight Augsburg’s commitment to this identity and the college’s
related interest in asking students to think
critically about the concept of vocation.
Faculty who teach these courses make
the following commitments to their students:
• You are welcome — whether you are
Jewish or atheist, Buddhist or seeker,
Catholic or Muslim, Baptist, Lutheran,
uncertain, disinterested, or someone who
is ‘spiritual but not religious.’ Our
Christian understanding is rooted in a generous spirit of hospitality.
• We will treat each other with respect
as we learn how to engage in conversation
(Continues on p. 84)
82 Academic Information
CHECKLIST AND SUMMARY OF
GENERAL EDUCATION REQUIREMENTS.
FOR GRADUATION.
• Complete at least one Augsburg
Experience
• Complete a Senior Keystone course.
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 76. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
All new first-years and all first-year and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these requirements):
Complete Entry Level Skills Assessments
and Core Skills Requirements:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
• Critical Thinking Assessment
• Mathematics Assessment
• Modern Languages Assessment
• Writing Assessment
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
• Achieve a Math Placement Group score of
three.
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete Effective Writing
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
• Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
All advanced transfer students (those
entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these
requirements):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete two (2) Search for Meaning
courses.
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete the fall orientation and
Augsburg Seminar.
• Complete an Engaging Minneapolis
course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
Academic Information 83
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete REL 300 Bible, Christian
Theology, and Vocation course
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete a Senior Keystone course.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete one Augsburg Experience
Youth and Family Ministry (B.A.) . . . . . .15
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
Complete Entry Level Skill Assessments and
Core Skills Requirements:
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
• Satisfy entry level skill requirements in
writing.
• Complete REL 300 Bible, Christian
Theology, and Vocation course.
• Achieve a Math Placement Group score of
three.
• Complete a Senior Keystone course.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
• Complete one Augsburg Experience
• Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
84 Academic Information
with one another about our different
values, commitments, convictions, and
faith traditions.
• We will challenge and support one
another to develop a mature faith for our
time — open to doubts and eager to
explore our questions and the realities of
our world and culture.
• We will equip you with basic knowledge about vocation, religion, the Bible,
and Christianity as well as about Judaism,
Islam, Hinduism, and Buddhism — their
stories, claims, and key concepts.
• We will deepen our study of
Christianity, explore Augsburg’s claim that
“what we believe matters,” and invite you
to continue the process of developing your
own lived theology.
• We will explore the concept of vocation and our understanding that we are
beloved and called to live and serve as
neighbors. We will explore the idea that
vocation is a model and lens for viewing
the connections between our basic beliefs
and the commitments and actions we
make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
• Augsburg Seminar
All students who enter the College as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and Augsburg Seminar, a firstyear learning community in their major or
related area of academic interest. Each
week Augburg Seminars devote an hour to
topics relevant to an Augsburg education:
becoming an intentional learner; making
connections to the larger Augsburg learning community; and exploring strategies
for success in the AugSem course(s) and
future college work.
• Engaging Minneapolis
The Engaging Minneapolis requirement
builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. Students
take one course that introduces them to
the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Most Engaging Minneapolis courses also
fulfill an Augsburg Core Curriculum or
major requirement. They should be taken
during the first year, but may be taken in
the second year.
• Many Voices Project
Embedded in ENL 111, 112, and HON
111 (see core skills requirements), the
Many Voices Project engages first-year students in discussion of a common text
addressing themes of cultural diversity and
global awareness. Emphasizing ways in
which written communication can promote understanding and productive
engagement among different cultures and
points of view, the Many Voices Project is
intended to teach skills and methods that
promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships (including field-
Academic Information 85
work, practicums, and student teaching),
faculty-student research, service learning/
community service, study abroad, and offcampus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The official list of approved keystone
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Senior Keystone’.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain. The
list of courses meeting the Liberal Arts
Foundation requirement is available online
at the registrar’s web page and from the
registrar’s office.
The official list of approved LAF
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Approved LAF
Courses and Skills Listing’.
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education — vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg. Most Keystone courses also
meet major requirements.
Natural Sciences and Mathematics
The Senior Keystone course in each
department connects the broad liberal arts
foundation with the professional skills and
in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the
world as leaders and servants.
Economics, Environmental Studies,
Political Science, Psychology, Sociology
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Humanities
Two courses from two different departments/programs:
American Indian Studies, Communication Studies, English, History, Philosophy,
86 Academic Information
Religion, Modern Language and Cultural
Studies (literature and culture courses),
Women’s Studies
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
One Fine Arts LAF requirement can be
met with four semesters of participation in
the following major choral ensembles (any
combination of four): MUE 111, MUE 112,
MUE 114, MUE 115.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical
thinking courses is determined by the
assessments. These tests are a prerequisite
for (not completion of) core and graduation skills course requirements.
• Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
• Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
another college may have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Academic Information 87
• Writing Assessment and
Requirement
This entry level assessment determines
readiness for ENL 111 or 112. Students
who do not place highly enough on the
entry level assessment will be required to
take ENL 101 Developmental Writing
before ENL 111.
Students who have transferred in a
course equivalent to ENL 111 are excused
from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment.
Core Skills Requirements
• Effective Writing
ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class
is required.
Students should complete Effective
Writing by the middle of their sophomore
year because it is a prerequisite for Writing
Graduation Skill courses.
• Modern Language
For students who have not previously
studied a modern language, completion of
a two-course sequence in the same language with a minimum grade of 2.0 or P in
both courses is required. The BYU-CAPE
language assessment is offered to students
who have had at least one year of study of
French, German, or Spanish language in
high school. For a language previously
studied, successful completion (minimum
grade of 2.0 or P) of the 112 level satisfies
the requirement. Students placing into 112
must enter at the 112 level. No college
credit will be given for repeat of 111.
Students whose placement test is at 211 or
higher will be exempted from further language study.
Modern language courses accepted in
transfer may be applicable to this skills
area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modern Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL
requirement. The requirement is satisfied
by successfully completing the ELL
course(s) and achieving a score above the
minimum on the ELL placement exam.
Students who complete the ELL requirement fulfill the Modern Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information. More information
about English Language Learners is found
on page 92.
• Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
is required of all students. The second
course may be chosen from a variety of different Lifetime Activity courses (HPE 002,
003). Students may test out of the activity
course by demonstrating proficiency from
a selected lifetime activity. Proficiency
exams are offered through the Health and
Physical Education department each
semester. There is a fee to take the lifetime
activity proficiency test. Intercollegiate athletes and Health and Physical Education
majors may not test out of this requirement.
Foundations of Fitness and Lifetime
Activity courses are non-credit courses and
are not included in the 32-course credit
graduation requirement.
88 Academic Information
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Graduation skill requirements typically are embedded in required courses in
the major. Some departments, however,
designate courses outside the major or
elective courses in the major that fulfill
these requirements. See department and
program pages in this catalog or consult
the department chair for more information.
• Physical Education (teaching licensure only)
• Physics
2. Bachelor of Science/Modern
Language Waiver. Students who elect the
Bachelor of Science/Modern Language
Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved
for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Chemistry
Core Curriculum Modifications
• Clinical Laboratory Science
Some majors that result in a Bachelor of
Science degree give students the ability to
modify their Core Curriculum requirements in one of the following ways.
• Mathematics
1. Bachelor of Science/Liberal Arts
Foundation (LAF) Waiver. Students who
elect the Bachelor of Science/LAF Waiver
must complete at least six of the eight LAF
requirements, provided at least one course
is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics
courses, two Social and Behavioral Science
courses, one Fine Arts course, and one
Humanities course) The following majors
are approved for the Bachelor of
Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure
only)
• Mathematics
• Music Therapy
• Nursing
• Music Therapy
• Nursing
• Physics
EVALUATION AND GRADING.
■ EXPLANATION OF GRADES
The official delivery of end-of-term
grades to students is online via the AugNet
Records and Registration website.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
options—traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Academic Information 89
Pass/No Credit
3.0
Students who choose the P/N option
are cautioned:
2.5
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
2.0
• Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
1.5
• Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
• P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
Latin Honors. Transfer students should be
especially aware of this requirement.
• To be eligible for graduation with
Latin Honors, students may elect only two
P/N credits.
• See P/N limitations under Graduation
Requirements, page 80.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime activities are graded only
P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
Achieves highest standards of
excellence
1.0
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
0.5
0.0
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
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.
90 Academic Information
Extension (X) Grades
Auditing Courses
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 28. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Repeated Courses
A course in which a grade of 0.0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average. Courses completed at
Augsburg College must be repeated at
Augsburg to be included in the repeat
policy.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Classification is based on the number of
course credits completed.
• Sophomores—7 completed course
credits.
• Juniors—16 completed course credits.
• Seniors—24 completed course credits.
Academic Information 91
■ ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student’s previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)—Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. IB exams
may fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising
web site.
Advanced Placement Program
(AP)—Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. For some
exams, a minimum score of 4 is required.
AP exams may fulfill general education
and/or major requirements, but cannot satisfy graduation-level skill requirements.
Additional information is available on the
Academic Advising web page and from the
Office of the Registrar.
The College Level Examination
Program (CLEP)—This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. Students who score at or above the
American Council on Education’s recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. CLEP exams may
fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Information
about CLEP tests is available from the
Office of the Registrar and the Academic
Advising web page.
Departmental Comprehensive
Exams—These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
• There is a departmental exam available for the subject area in question.
• There is a faculty member designated
by the department to administer the exam.
• The registrar approves the student’s
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
92 Academic Information
The Portfolio Assessment
Program—This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student’s previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous
learning, the faculty team applies the following criteria:
• There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed or
systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.50. It is strongly recommended that the process not be
used when four or fewer courses remain
for graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning—While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
■ ENGLISH LANGUAGE LEARNERS
(ELL)
Students whose primary language spoken at home is not English must take the
ELL placement test in conjunction with
the English writing placement test prior to
registering for their first term at Augsburg.
Students’ placement in ELL, ENL 101
Developmental Writing, or ENL 111, HON
111, or ENL 112 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ELL courses) and by a writing sample.
Near the end of each term of the
English Language Learner’s course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student’s ELL requirement.
Academic Information 93
All students whose native language is
not English must stay enrolled in ENL
217/218 until such time that they pass the
ELL placement test at 85 percent or higher.
The ELL course can be counted only twice
in the total number of courses required for
graduation.
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students who fulfill the ELL requirement, by examination or by course
completion, have completed the Modern
Language Core Skill requirement for
graduation.
Students may be removed from probation when the cumulative GPA reaches
2.00. Students placed on probation as firstyears for having earned two zero grades
may be removed from probation if their
classification changes to sophomore, if
they have not earned additional zero
grades, and if their cumulative GPA reaches 2.00. Students placed on probation as
sophomores for having earned three zero
grades may be removed from probation if
their classification changes to junior and
their cumulative GPA reaches 2.00.
■ ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.00 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.00 is required for graduation, with certain majors requiring a higher minimum
GPA.
Students whose overall academic
achievement falls below a 2.00 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a first-year who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Student Standing
Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean’s List
The Dean’s List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.50 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program’s calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean’s List. If permission
is given by the student, an announcement
94 Academic Information
is sent to the hometown newspaper for
those students on the Dean’s List.
Latin Honors
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of “With Distinction.” Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus
successful completion of the summa oral
examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N
by the department will not be counted).
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enroll/
registrar>.
Graduation and Commencement
Though the terms are often confused,
the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all
degree requirements. Students graduate
when all requirements for the degree have
been fulfilled, meaning that one can graduate at any point during the academic year
provided that all requirements are complete.
Commencement is a ceremony. It is an
opportunity for students, family, friends,
and the Augsburg College community to
celebrate academic accomplishment.
Participation in commencement, however,
does not mean that a student has graduated. A student will not graduate and a
degree will not be conferred until all
requirements are met, regardless of participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to
accommodate the College’s different student populations. The May commencement ceremony is for students in the Day
undergraduate program and for students in
the Physician Assistant Studies graduate
program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate
students in Weekend College, Rochester
campus, and the Partner Hospitals program.
Undergraduate students who have not
completed all degree requirements may
participate in commencement if: (1) no
more than three requirements will remain
in their program at the conclusion of
spring term; and (2) the remaining requirements will be completed in the summer or
fall terms immediately following commencement.
Academic Information 95
Enrollment/Degree Verification
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearing
house.org
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the V. A.
Certifying Official in the Office of the
Registrar about completion of enrollment
verification and the forwarding of other
information to the Department of Veterans
Affairs. Veterans will need to meet the
requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. 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
according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
96 Academic Information
Right to withhold disclosure of
“directory information”—FERPA uses
the term “Directory Information” to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
“Directory information” includes
the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of
study;
• The student’s academic class level;
• The student’s enrollment status
(FT/HT/LHT);
• The student’s participation in
officially recognized activities and
sports;
• The student’s degrees and awards
received (including dates);
• The weight and height of members of
athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by the student; 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.
Departments and
Programs
Course Descriptions with Major
and Minor Requirements – 98
Department majors and
programs are listed
alphabetically.
Also see index.
98
DEPARTMENTS AND PROGRAMS
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
COURSE DESCRIPTIONS.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College’s program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available online.
Weekend College classes are available
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Summer
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in a
separate Graduate Studies catalog.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered. Unless noted, all courses are one
course credit. A full course is valued as
four semester credits or six quarter hours.
Most day program courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work. All full credit
Weekend College courses meet for eight
three-and-one-half-hour sessions during
fall and for seven four-hour sessions during winter and spring term.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for first-years, 200s for sophomores,
300s for juniors, and 400s for seniors.
Departments and Programs 99
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course. Some prerequisites (such as
ENL 111, math placement, and critical
thinking) cannot be waived by the
instructor.
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
INTERNSHIPS AND
.
INDEPENDENT STUDIES.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
■ INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form and secure the signatures
of the faculty supervisor and director of
the Center for Service, Work, and
Learning.
2. Register: Turn in the completed
internship registration form (with all signatures) to the Enrollment Center. You
must register the internship for the academic term that coincides with the internship experience.
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
100 Departments and Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected.
Prior to the beginning of the term/registration, interested students must consult
with the departmental internship coordinator or a faculty member and the Center
for Service, Work, and Learning regarding requirements and permission to register.
(Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
■ DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration.
AMERICAN INDIAN STUDIES
A
merican Indian studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise
Marubbio
American Indian Studies 101
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk,
Dale Weston
DEGREE AND MAJOR REQUIREMENTS.
American Indian Studies Major
Ten courses including;
AIS 105 Introduction to American
Indian Studies
AIS 205 Contemporary American
Indians
ENL 255 American Indian Literature
or AIS 264 American Indians in the
Cinema
HIS 236 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
AIS 499 Senior Research Project
In addition, students must complete
four electives. At least four of the courses
toward the major must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor:
Five courses including AIS 105. At least
two must be upper division.
COURSE OFFERINGS AT AUGSBURG COLLEGE.
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women.
102 American Indian Studies
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
AIS/ENL 255 American Indian Literature
American Indian Literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with women’s studies.
American Indian Studies 103
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to
the exciting and expanding field of indigenous media—specifically films made
by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary
range in perspectives and views that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.:
WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX
American Indian studies course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
104 American Indian Studies
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota
Indians, Contemporary Indigenous Issues of North and South America, and
American Indian Literature Seminar.
AIS 499
Independent Research
An independently designed research project.
ART—ART
A
rt is essential. It teaches us to see,
claim beauty, make sense of pain, explore
the world, and express ourselves.
At Augsburg College, inspiration and
creativity grow from the diversity of ideas
experienced on a small campus in the
heart of a major metropolitan area. We balance a solid foundation of drawing, design,
and history with technical skills, critical
thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing, painting, ceramics,
sculpture, and photography with emerging
disciplines in hand papermaking, book
arts, architecture, and digital media. Class
sizes are small; we will get to know each
other.
Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral
to our program. We reach an average of
700 students a year from all disciplines,
graduating 25-30 majors annually with
B.A. degrees in art history, studio art, art
education; and certificates in studio art and
graphic design.
For over 40 years, students have been
earning degrees in art and art history at
Augsburg College. We’re excited to be here
in the center of the city. We think you will
be, too.
Art Faculty
robert k. tom (Chair), Kristin
Anderson, Lynn Bollman, Kim Bowden,
Tara Sweeney
DEGREE AND MAJOR REQUIREMENTS.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 257 Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Art 105
or ART 280 Hand Papermaking and
Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in a solo or
two-person show with a senior review, and
the annual senior group exhibition.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Studio art majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Studio art majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Art history majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Art history majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Students planning a double
major in studio art and art history or a
major/minor combination should meet
with a department adviser to plan appropriately.
106 Art
Departmental Honors
Art History Minor
GPA of 3.50 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Eight art courses, including four in
graphic design, one in art history, and
three studio electives.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244, and ART 249 or
349.
ART COURSES.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
■ STUDIO ART FOUNDATIONS
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis
is placed on foundational drawing concepts.
■ STUDIO ART
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Art 107
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil. Emphasis is
placed on color, perception, and expression.
ART 122
Plein Air Sketching I
This foundational course in plein air sketching introduces observational skills
and sketching on-site in the midst of daily life as a meditative way of seeing
deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and
respond creatively.
ART 132
Photography I
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of web design. Focus is placed on
effective design and usability. Students will become familiar with
Dreamweaver, Photoshop, and Illustrator.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
Graphic Design I
Graphic Design I is an introduction to the principles and practices of visual
communications focusing on text and image using grid layouts.
108 Art
ART 247
Life Drawing
An introduction to the methods and techniques of drawing the human form
through the use of live models. Emphasis will be placed on perceptual drawing
skills and accurately rendering the human form in a spatial environment.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and throwing techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to transparent watercolor; emphasizes perceptual observation to
explore color theory, media, and technique. Class sessions often include painting outside on location.
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book.
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART
106)
ART 315
Web Design II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
This advanced course in plein air sketching is a continuation of ART 122,
which introduces observational skills and sketching on-site in the midst of
daily life as a meditative way of seeing deeply and responding to place. As
advanced students develop mastery of technique and expression of personal
subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor)
ART 330
Graphic Design II
Graphic Design II explores visual communications in the retail environment —
developing advertising materials, sales promotions, packaging, and displays.
Art 109
ART 332
Photography II
Advanced study in black and white film photography. Projects will encourage
the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to
archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and
research contemporary photographers. (Prereq.: ART 132)
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using
various software programs to create digital images, animation, and digital
games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced exploration in transparent watercolor; emphasizes individual
expression. (Prereq.: ART 257)
ART 368
Print Making II
Continued exploration of intaglio, relief, and mono/unique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
■ ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
110 Art
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western
and non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for ART 349)
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theatre Arts section for course description.)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art
spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western
aesthetics, and Western concepts of art. Students will meet Native artists, visit
a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or
112 or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENL 111 or 112 or HON 111)
Art 111
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 299
Directed Study
See description on page 100.
ART 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 499
Independent Study/Research
See description on page 100.
112
AUGSBURG CORE CURRICULUM—
AUG/KEY/GST
THE SIGNATURE CURRICULUM .
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial
to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to
complete the seminar if the student withdraws from the linked content
course(s) is at the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students
and to upper-division students who have advanced knowledge of a language
other than English or have studied abroad for a full semester (including in
English-speaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add
dimension to each student’s reflective writing.
LIBERAL ARTS FOUNDATION .
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses
(listed under academic departments) or through interdisciplinary Connections courses.
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand
and appreciate various art forms: theatre, music, opera, visual arts, dance, and
film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli-
Augsburg Core Curriculum 113
gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, spring)
SBS 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course
depends on ecological visions of the world and examines the connections we
share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights
offered by political science, biology, economics, literature, sociology, chemistry,
and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday
lives, and a central feature of the course is the application of knowledge
gained in the class to a campus project. (Social and Behavioral Sciences LAF,
fall)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences
LAF. Prereq.: SCI 110)
SKILLS.
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to
complete GST 100 with a minimum grade of 2.0 or better. Students who have
passed the Critical Thinking Assessment may take the class only with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
114 Biology
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence
in arguments, with an emphasis on interpretation, evaluation, communication,
and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance.
Common techniques involving statistical opportunism, conditional reasoning
using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the
influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.:
MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an
approved not-for-credit/internship/work experience. Reflection activities and
work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or
seniors will fulfill the Augsburg Experience graduation requirement.
BIOLOGY—BIO
W
e are in the midst of a revolution in biology. From the unraveling of
information locked within the human and
other genomes to the complexities of interactions between organisms in diverse
ecosystems in changing environments,
biologists and members of the public are
grappling with an almost overwhelming
flood of new information. By focusing on
the core principles of biology, students are
given the tools with which to interpret
results coming out of the revolution, and
by early exposure to original independent
research projects, given the opportunity to
themselves contribute to our understanding of the natural world. Integration across
biological sub-disciplines is emphasized,
paralleling the integration taking place in
the maturing field of systems biology. As
biological phenomena become amenable to
the analytical tools of chemistry, physics,
mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful
study of biology. Biological forces have
many profound effects on society and in
turn humanity has strongly affected our
biosphere. Thus, service-learning opportunities are tightly integrated within the curricula.
For many, an undergraduate major in
biology serves as a springboard for further
study. Augsburg graduates have gone on to
graduate studies in the life sciences, leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
Biology 115
have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural
resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer
Bankers-Fulbright, Ralph Butkowski,
William Capman, Brian Corner, David
Crowe
DEGREE AND MAJOR REQUIREMENTS.
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
Required Supporting Courses for
Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
and five upper division biology electives
chosen from the following list:
Bachelor of Arts in Life Sciences
BIO 351
BIO 353
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Immunology
Special Topics in Biology
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division biology electives are required, along
with:
Two additional science courses, chosen
from the following list:
PHY 101
SCI 106
An introductory geology course
116 Biology
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer course policy for majors and
minors
All transfer courses, including ACTC
courses, must be approved in writing by
the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the
last 10 years will be considered. No more
than two upper division courses from
other institutions may be applied toward
the major.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 151 and 152 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 253 and Organic Chemistry
(when appropriate) in the second year.
Students should complete their math
requirements early in their college careers.
A GPA of 2.00 for BIO 151, 152, and 253
is a prerequisite for enrollment in upper
division biology courses. A grade of 2.00
or above is required for all upper division
courses applied toward the major.
Biology for Health Sciences
GPA of 3.50 in biology and 3.00 overall, one course of approved independent
study (BIO 499) or a research internship
combined with BIO 498, public presentation of results along with a written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Prerequisite requirements for health
sciences vary with the program and the
institution. Care should be taken to study
the requirements for every program well in
advance of making application. In general,
medical schools require a two semester
sequences in calculus, physics and organic
chemistry. Biochemistry is also commonly
required and in some instances statistics
and literature. Programs in physician assistant training, veterinary medicine, physical
therapy and such typically have a more
extensive list of prerequisites. Students
considering a post-baccalaureate program
in these areas should consult early and
often with health science advisers — Dixie
Shafer and Dale Pederson.
Minor
Graduate Training in Biology
A course in general chemistry and five
biology courses including BIO 151, 152,
253, and two upper division courses. The
majority of courses in biology must be
taken at Augsburg College.
Graduate programs in biological fields
typically require two semesters of general
chemistry, organic chemistry, calculus and
physics. Also required is extensive involvement in research through Aug Experience,
internships and/or independent study.
Careful consultation with the Biology
Departmental Honors
Biology 117
adviser is recommended to select among
course work and research options.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure
must be completed before beginning student teaching.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.00 in biology.
Cooperative Education and Service
Learning
The department works with the Center
for Service, Work and Learning in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
Augsburg Student Association for
Health Sciences
The Augsburg Student Association for
Health Sciences exists to serve all students
preparing for post-baccalaureate study
and/or careers in medicine and allied
health professions. It facilitates volunteer
and work opportunities, provides contact
with admissions representatives from several professional schools, and arranges visits with alumni in several health fields.
BIOLOGY COURSES.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and
skills based on instructor-generated research projects. It is offered through a
selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an
AugExperience as an experiential course in research if the student project
results in presentation of the work in subsequent semesters. All are welcome
to apply. (Prereq: Invitation to participate in course; 0.5 course)
118 Biology
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test hypotheses are considered.
(Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply
to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121
and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life,
genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major
or minor in biology. Students are strongly encouraged to take CHM 100 before
taking this class. Fall and spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science
majors, including cell and molecular biology, energy metabolism, genetics. BIO
151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.
Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration
in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and
253 must be taken in sequence except by permission of instructor. (Three
hours of lecture, four hours laboratory. Spring)
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253.)
Biology 119
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three hours lecture,
four hours laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three hours lecture, four hours laboratory. Prereq.: BIO 369.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253.)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253,
junior standing.)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates
the structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and
mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring)
120 Biology
SCI 490
Integrated Keystone
The Natural Science Keystone explores the connections of science with the
world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science
in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
DEPARTMENT OF
BUSINESS ADMINISTRATION—
BUS, ACC, FIN, MIS, MKT
O
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair
and International Business Coordinator),
William Arden (Management
Coordinator), Nora M. Braun (MIS
Coordinator), John C. Cerrito, Peggy M.
Cerrito, C. Lee Clarke, David Conrad, John
Furia, R. Brooks Gekler, Marc D. Isaacson,
Amin E. Kader, Ashok K. Kapoor (Finance
Coordinator), Steven J. LaFave
(Accounting Coordinator), Laura K. Lazar,
Lori L. Lohman, Rosanne Malevich, Marc
McIntosh, Fekri Meziou, Lori A. Peterson,
Milo A. Schield, David G. Schwain
(Marketing Coordinator), Kathryn A.
Schwalbe, Peter Stark, Stuart M. Stoller,
Steve Zitnick
Business Administration 121
GENERAL REQUIREMENTS.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC),
finance (FIN), management information
systems (MIS), and marketing (MKT—day
program only).
Specializations
Specializations provide students majoring in a field of study the opportunity to
deepen their knowledge of a particular
aspect of this major area. Within the business administration major there are four
specializations: management, marketing
(WEC only), music business, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to
students majoring in fields outside the
Department of Business Administration, in
addition to students majoring in other
areas in the Department of Business
Administration. The Department of
Business Administration offers six minors:
business administration, international business, music business, accounting, management information systems, and marketing.
Certificate Programs
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The department
offers certificates in information technolo-
gy, business management, and finance
through the Weekend College program.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 80), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
122 Business Administration
Internships
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/INS/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
BUSINESS ADMINISTRATION—BUS
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
DEGREE AND MAJOR REQUIREMENTS.
Business Core
Nine courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
FIN 331 Financial Management
Note: All business majors are encouraged
to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Specialization in Management
Business core plus four courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Administration 123
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the business administration major, management
specialization. The graduation skill in
Speaking (S) is met by completing the following courses:
S: MIS 376 or ECO 318
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in International
Business
Business core plus four courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one additional upper division course in
either international business or international economics.
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in Music Business
Business Core* plus seven courses:
MUS/BUS 105 The Music Business
MUS/BUS 245 Arts Management and
Concert Promotion
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — or — 2 MUS credits and 1
MUE credit, selected from: (2 credits must
be in residence at Augsburg):
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(other MUS courses as approved by adviser)
*Music Business majors are exempt from
BUS 379 and may substitute BUS 254 in
place of BUS 242 or 200.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: MUS/BUS 105 or MUS/BUS 245
W: MUS/BUS 105 and MUS/BUS 245
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
124 Business Administration
Specialization in Marketing (Weekend
College students only)
Business core plus three courses:
MKT 352 Marketing Research
MKT 355 Marketing Communications
or MKT 357 Advertising
MKT 450 Marketing Management
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
aministration major, marketing specialization. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Business
Administration and Economics
Eleven courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
ECO 112
ECO 113
ECO 312
ECO 313
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
and one other upper division economics
course
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the combined
major in business administration and economics. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 or 200, MKT 252, FIN 331 or BUS 264
or 379. Other configurations may be permitted with the approval of the department
chair.
This minor is automatically completed
while completing a major in accounting,
finance, MIS or marketing.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
200 or MKT 252, and three courses in
international business (one may be in
international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in Music Business
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC
221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two
additional music course credits beyond
MUS 105 and MUS 399 (maximum of 1
credit in MUE and/or MUP courses).
Business Administration 125
This minor is a collaborative program
between the music and business departments. The minor is a course of study
designed both for the music major desiring
additional preparation in business and for
the non-music major interested in pursuing a career in the music industry.
Departmental Honors
See Business Administration
Department Chair.
BUSINESS ADMINISTRATION COURSES.
BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing,
Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as MUS 105.
BUS 200
Exploring Business as Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be
exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and
international business.
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of
the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry
topics and in benefiting from practical field experience. (Prereq.: BUS/MUS
105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
126 Business Administration
BUS 264
Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions.
Analysis of business cases involving non-financial data. Focus on predicting,
understanding, and managing variation: modeling, sampling, optimizing, etc.
Reviews descriptive and inferential statistics. Uses spreadsheets for statistical
analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting.
Communicate results in a form that facilitates decisions by non-quantitative
managers. Attention to alternate choices, sub-optimization, and unanticipated
consequences. Optional topics include process control, six-sigma, data mining,
and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC &
Evening schedule: Additional evening sessions are required.)
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200)
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either
MPG 3 or completion of MAT 171. WEC and evening schedule: Additional
sessions are required, usually on a weekday evening.)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.)
Business Administration 127
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 299
Directed Study
See description on page 100.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
BUS 499
Independent Study/Research
See description on page 100.
ACCOUNTING—ACC
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
128 Business Administration
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year bachelor’s
degree plus a master’s degree.
DEGREE AND MAJOR REQUIREMENTS.
Accounting Major
Business Core Requirements
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics or
MAT 373 Probability and Statistics I
BUS 301 Business Law
FIN 331 Financial Management
Required Accounting Courses
Four courses including:
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students should take the courses in the
sequence given above.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
accounting major. The graduation skills in
Speaking (S) and Writing (W) are met by
completing the following courses:
S: ACC 423 or ACC 424
W: ACC 423 and ACC 424
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Joint B.A. in Accounting and Master
of Arts in Leadership
A B.A. in Accounting and an M.A. in
Leadership (MAL) can be earned in this
five-year program designed for students
who wish to qualify for CPA certification
and obtain a master’s degree. By the end of
the 5th year and successful completion of
all requirements, the student receives both
a B.A. in Accounting and an M.A. in
Leadership and will have fulfilled the 150-
Accounting 129
hour requirement to qualify for the CPA
certification. The MAL program offers a
large number of courses on a weekend
schedule. Please refer to the MAL program
catalog for a complete list of course offerings.
It is recommended that the students
meet with an accounting adviser to create
an effective plan for successful completion
of the five-year program.
Requirements:
1. Students must apply for admission to
the MAL program at the end of their junior
year. The application process includes:
submission of a completed application
form, three letters of recommendation (two
from professors and one from an employer), a personal statement, an example of
their writing in an academic paper, a GPA
of at least 3.30, and an interview with a
three-person panel from the MAL program.
2. Students must also have faculty
endorsement from the accounting program.
3. Students must complete at least on
year of accounting work experience (either
a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222, FIN 331 or ACC 324, ACC
322, 323
and one of the following: MIS 260, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACCOUNTING COURSES.
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
130 Accounting
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS
200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 299
Directed Study
See description on page 100.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 499
Independent Study/Research
See description on page 100.
FINANCE–FIN
T
he finance major prepares students
for professional careers in corporate
finance and the financial services industry.
Besides careers in the finance/accounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
CFA Institute.
DEGREE AND MAJOR REQUIREMENTS.
Finance Major
Finance Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
131
BUS 301
FIN 331
Business Law
Financial Management
Required Finance Courses
Five courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENL 111 or 112 or HON 111
and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
ECO 315 Money and Banking (Prereq:
ECO 112)
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
Finance major. The graduation skill in
Speaking (S) is met by completing the following course:
S: FIN 438
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Finance majors are encouraged to
take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core
Curriculum Senior Keystone requirement.
(See course description under Augsburg
Core Curriculum.)
132 Finance
FINANCE COURSES.
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
MANAGEMENT INFORMATION
SYSTEMS—MIS
T
he major in management information systems prepares students for professional careers in information systems such
as application developer, business systems
analyst, IT consultant, or project manager.
MIS studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and develop
new systems. MIS is an extensive major
(16 courses) and includes courses from
computer science, mathematics, economics, business, accounting, finance, and
marketing as well as from MIS.
DEGREE AND MAJOR REQUIREMENTS.
Management Information Systems
Major
Business Core Requirements
Seven courses including:
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
MKT 252 Principles of Marketing
MIS 260 Problem Solving for Business
Required MIS Courses
Five courses including:
MIS 270 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376
MIS 475
MIS 476
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to
Networking and
Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the MIS major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113,
BUS 242 or 200 or MKT 252, and MIS 376
or ECO 318.
133
134 MIS
MIS COURSES.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational
databases. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or
112 or HON 111)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Marketing 135
Internships and Independent Study Courses:
MIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 299
Directed Study
See description on page 100.
MIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 499
Independent Study/Research
See description on page 100.
MARKETING—MKT
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects.
Augsburg’s metropolitan location makes it
easy for marketing students to complete
marketing plans, research studies, and
other projects for leading Twin Cities companies and not-for-profit organizations.
DEGREE AND MAJOR REQUIREMENTSS
Marketing Major
Business Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 301 Business Law
FIN 331 Financial Management
MIS 260 Problem Solving for Business
BUS 379 Quantitative Methods for
Business and Economics
136 Marketing
or BUS 264 Statistical Literacy for
Managers
Required Marketing Courses
Five courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the marketing
major. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT
352, and two additional marketing courses.
This minor is recommended for anyone
who wishes to further their knowledge of
the marketing field.
MARKETING COURSES.
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with
consent of instructor. Augsburg statistics courses that will automatically fulfill
the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or
PSY 215.)
Marketing 137
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas,
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 299
Directed Study
See description on page 100.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 499
Independent Study/Research
See description on page 100.
138
CHEMISTRY—CHM
C
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
•To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
•To provide programs of study for professional goals in addition to the traditional positions as chemists.
•To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
•To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
•To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, David R. Hanson, Sandra
L. Olmsted
DEGREE AND MAJOR REQUIREMENTSS.
■ BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of
Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
One course in biochemistry and one additional course from:
CHM 364 Physical Chemistry II
Chemistry 139
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the first year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional
Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Other pre-health and preprofessional students (physician assistant,
pharmacy, engineering, etc. — see pre-professional program listings in the Academic
Information section) should consult members from the chemistry department for
assistance in course planning early in their
college careers.
■ BACHELOR OF SCIENCE
American Chemical Society Approved
Major
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122 General Physics I, II
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, and computer proficiency.
General Education Accommodation
B.S. chemistry majors are allowed a two
course reduction in the general education
program. See Graduation Requirements
modification section of this catalog.
Graduation Skills
The Critical Thinking and Writing
graduation skills are embedded throughout
the chemistry major for both B.A. and B.S.
degrees. ENL 111 should be taken in the
140 Chemistry
first year. Consult members of the chemistry faculty concerning the Quantitative
Reasoning (QR) graduation skill. The
Speaking skill is met through COM 115
(or COM 111) and further developed in
upper division chemistry courses.
all; one course or summer of approved
research; participation in seminar.
Departmental Honors
Note: Credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over-
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351, 352, and CHM 353.
CHEMISTRY COURSES.
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 100/102 Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM
100 and CHM 102 for credit. (Prereq.: MPG 2)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. and concurrent registration with MAT 105, or MPG 3. Fall)
Chemistry 141
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
142 Chemistry
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent
registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. A course in biochemistry is recommended.
Spring, alternate years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory consists of preparations using a
variety of techniques. (Three one-hour lectures, one three-hour laboratory.
Prereq.: CHM 352, 361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Chemistry 143
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 299
Directed Study
See description on page 100.
CHM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 499
Independent Study/Research
See description on page 100. (Prereq.: junior or senior standing)
144
CLINICAL LABORATORY SCIENCE—CLS
C
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The curriculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the fall
semester of the academic year just prior to
the beginning of their professional studies,
typically in the junior year. Formal acceptance into the hospital-sponsored program
is based on the submission of an application for admission to the major, personal
recommendations, review of academic performance, and interview with the Program
Admission Committee. A minimum grade
point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the
College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is accredited by the
National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 8410 W.
Bryn Mawr, Suite 670, Chicago, IL, 60631,
773-714-8880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional
Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for
clinical laboratory science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENL 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENL 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 151/152
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
Clinical Laboratory Science 145
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
First year:
Fall Term:
BIO 151: Introductory Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Term:
BIO 152: Ecology, Evolution and Diversity
CHM 106 or CHM 116: General Chemistry
ENL 111
Elective
Second Year:
Fall Term
BIO 253: Introductory Cell Biology
CHM 351: Organic Chemistry I
REL 200: Search for Meaning
Elective
Spring Term
BIO 355: Genetics
CHM 352: Organic Chemistry II
MAT 163: Statistics (QR)
Elective
Third Year:
Fall Term
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Term
BIO 476: Microbiology
BIO 486 Immunology
Elective
Elective
Fourth Year: Clinical Program
Summer Session
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 425: Clinical Chemistry
Clinical Rotations:
Fall & Spring Semester
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
Fall Semester
CLS 420: Immunohematology
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
Spring Semester
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
LS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
SCI 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of “C” (2.0) or above.
Students must meet all College graduation
requirements including General Education,
grade point, College residency, and total
credits.
146 Clinical Laboratory Science
CLINICAL LABORATORY SCIENCE COURSES.
CLS 400
Introduction to Clinical Laboratory Science
CLS 405
Body Fluids
Course is designed to provide the CLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also
provide teamwork, leadership, and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353;
BIO 355 and 476; and admission to the CLS program)
Covers concepts related to the formation, distribution, and function of body
fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory component will focus on
specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO
355, 476 and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for
the specific diagnosis of immunodeficiency diseases, malignancies of the
immune system, autoimmune disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory sessions offer exercises in methods
for detection of antigens and antibodies in patient specimens. (Prereq.: CHM
352; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing,
storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance of blood bank procedures, donor
processing, compatibility testing, antibody screening and identification.
(Prereq.: BIO 355, 369, and 486; and admission to the CLS program)
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ
systems, with an emphasis on the corresponding clinical laboratory procedures
and human disease states. Discussion will include the clinical correlations of
the analytical procedures data with the diseases. The laboratory section covers
skills necessary to the performance of clinical chemistry test procedures.
(Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program)
Clinical Laboratory Science 147
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma
as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of
transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be
placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and
Immunology; and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans.
Topics include clinical signs and symptoms of the disease process, specimen
collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality
assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and
practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the
CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus
on human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered.
(Prereq.: MAT 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry
in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS
program and CLS 400 and 425)
148 Clinical Laboratory Science
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in
CLS 415. Using patient specimens, students will gain experience in the clinical
immunological techniques, methods, and management of antigen-antibody
reactions and identify the relationship to diseased states. The rotation also
includes the fundamentals of HLA testing and Flow Cytometry techniques
with interpretation of results. (Prereq.: admission to the CLS program and CLS
400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in
CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management,
solving of patients’ blood compatibility problems, apheresis, and cell therapy.
(Prereq.: admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student
will process a variety of patient specimens in the microbiology laboratory and
gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS
430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such
as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and
lecture included. (Prereq.: admission to the CLS program and enrollment in
applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory
testing with an emphasis placed on its impact on current laboratory practice
and outcomes assessment. (Prereq.: admission to the CLS program and CLS
405, 410, 415, 420, 425, 430, 433, 435, and 440)
Communication Studies 149
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS
program. Student will complete a research project under the supervision of
a mentor. Course culminates in a major paper and presentation. Area of
emphasis will be in one of the specialty or subspecialty areas included in the
clinical laboratory practice. (Prereq.: admission to the CLS program and senior
standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor.
(Prereq.: admission to the CLS program; repeatable for maximum of one
credit)
COMMUNICATION STUDIES—COM
O
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen
Chamberlain, Wes Ellenwood, Robert
Groven, Daniel Hanson, David Lapakko
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Communication Studies Major
Twelve courses overall — eight required
core courses and four courses within one
of eight emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all communication studies
majors:
COM 111
Public Speaking
COM 280
Introduction to
Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 354
Interpersonal
Communication
COM 355
Small Group
Communication
150 Communication Studies
COM 321
Business and Professional
Speaking
or COM 329 Intercultural
Communication
COM 490 Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students
interested in studying communication from
an artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Four additional electives from the following: COM 321 (required), COM 329,
345, 399, 499; THR 350, 360; BUS 242,
301; ENL 220; POL 326, 342, 370; PSY
271, 325; REL 383; SOC 362, 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340
(required); COM 321, 326, 329, 345, 399,
410; PSY 373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Four additional electives from: MKT
252 (required); COM 321, 326, 329, 399,
410, 480; MKT 352, 355, 357, 450; POL
342
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Four additional electives from the following: COM 345 (required), COM 321,
326, 329, 399, 410, 480, 499; BUS 242,
340; PSY 271, 325, 373; SOC 265, 349,
375
Four additional electives from: ENL
227 (required); COM 321, 326, 329, 345,
399, 410, 480; ART 132, 224, 225; BUS
242, 379; MKT 252, 355, 357; PSY 373;
SOC 349, POL 342
Supervisory Management Emphasis
Mass Communication and Journalism
Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242
or 440 (required); COM 321, 326, 329,
399, 410, 480, 499; BUS 340; ENL 223;
MIS 260; PSY 373; SOC 349
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Communication Studies 151
Four electives from the following: ENL
227 (required); COM 247, 321, 329, 343,
348, 399, 499: ART 132, 215, 224, 225,
315, 330, 340; ENL 226, 228, 241, 324,
327; POL 342; THR 232, 233, 325, 350,
360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be
especially helpful for students planning to
do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC
362 or ENL 420 (required); COM 321,
329, 499; PHI 230; POL 483; PSY 215,
315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate
in Augsburg’s interscholastic forensics program. Students should be aware that the
tournament season is essentially from
October through mid-March, and should
plan schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: COM 111 or 115
W: COM 351 and any 200 level writing
course in English
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Communication Arts/Literature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The
course requirements for this program are
listed in the Department of English section
of the catalog.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.50 GPA
in the major and a 3.00 GPA overall, and,
as part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
152 Communication Studies
Communication Studies Minor
Required of all Film Majors:
Six courses including:
COM 111 Public Speaking
COM 280 History of Rhetorical and
Communication Theory
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 351 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
Six Core Courses
FLM/THR 216 Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
FLM/THR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded curriculum that
encourages creativity, critical analysis and
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women’s studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
Robert Thom
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your adviser who is designated by the
program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be
chosen.
Film majors should fulfill the Senior
Keystone requirement in either the English
Department or Art Department.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
FLM/THR 312 16mm Film II, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography, ART 215 Design for
New Media I, ART 315 Design for New
Media II, ART 340 Digital Imaging, ENL
228 Broadcast and Online Journalism,
MUS 130 Intro to Music and the Fine Arts,
PHY 119 Physics for the Fine Arts, THR
328 Stage Design
Track #2 Performance: This track is
designed for students interested in acting
and directing. Electives include: THR 233
Acting for the Camera, THR/ENL 325
Playwriting, THR 366 Stage Direction,
THR 328 Theatrical Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENL/FLM 328 Screenwriting, PHY
119 Physics for the Fine Arts
Communication Studies 153
Track #3 Theory & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221
Expository Writing about the Arts and
Popular Culture, ENL 228 Broadcast and
Online Journalism, ENL 240 Introduction
to Literary Study, ENL 430 Advanced
Studies in Theory and Method, COM 499,
AIS 364 Indigenous Filmmakers, AIS 264
American Indians in Cinema, AIS 208/408
Native American Women & Film, ART 240
Art History, PHI 260 Philosophy and the
Arts, PHI 120 Ethics, PHY 119 Physics for
the Fine Arts, SPA 248 Spanish and Latin
American Culture Through Film, REL 309
Religion at the Movies
Film Minor
Six courses including:
ENL 241 Introduction to Cinema Art
FLM/THR 216 Film Production I
THR 233 Acting for Camera
COM 343 Studio Production
FLM/THR 420 Issues in Contemporary
Cinema
Plus one of the following:
THR/ENL 325 Playwriting
or ENL/FLM 328 Screenwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
AIS 364 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a film faculty adviser.
COMMUNICATION COURSES.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take only
one of either COM 111, COM 112, or COM 115 for credit. Fall, spring)
COM 112
Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest
situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis.
(Note: Students may take only one of either COM 111, COM 112, or COM
115 for credit. Fall)
COM 115
Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public
speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical
fields, with special attention to distinguishing expert or lay audiences, and the
use of technical vocabulary and notation systems. (Note: Students may take
only one of either COM 111, COM 112, or COM 115 for credit.)
154 Communication Studies
FLM/THR 216 Film Production I
This course demonstrates the basics of 16mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
FLM/THR 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays
in artistry of theatre and film.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 280
Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world
of ideas that serves as the foundation for the field of communication studies.
(Fall)
FLM/THR 312 Film Production II
The focus of this course builds on the lessons learned in FLM/THR 216 and
adds the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or
115)
COM 326
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following courses —
SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years)
Communication Studies 155
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems.
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 247)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or 115 or consent of instructor. Fall)
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: MPG 3;
COM 111 or 115 or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles, and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
FLM/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371)
156 Communication Studies
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 490
Communication Studies Keystone: Critical Conversations About
Communication and Vocation
A synthesis of communication theories and application of those theories to
each student’s sense of vocation. This course satisfies the Keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
COM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 299
Directed Study
See description on page 100.
COM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 499
Independent Study/Research
See description on page 100.
ELECTIVES.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 440
BUS 450
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
INS 325
MIS 175
MIS 379
MKT 252
MKT 352
MKT 355
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR 325
THR 350
THR 360
COMPUTER SCIENCE—CSC
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The coursework provides students a strong base in computer science,
with emphasis on concepts rather than on
applications. We encourage students to
strengthen their coursework by electing an
internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them
to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett,
Charles Sheaffer, Erik Steinmetz, Shana
Watters
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Computer Science Major
Twelve courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Computer Science Major
Sixteen courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
157
158 Computer Science
CSC 385
Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 145 Calculus I
MAT 146 Calculus II
Two courses from:
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science, six from economics, and a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Charles Sheaffer, Department of Computer
Science
Major in Computational Economics
Thirteen courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or EC0 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
Computer Science 159
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Philosophy
Computational philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Symbolic Programming and
Artificial Intelligence
CSC 385 Introduction to Formal Logic
and Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242
History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
PHI 365 Philosophy of Science
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in computer science major
courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210, 345, one additional upper division
computer science course, and one of MAT
171 or MAT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
160 Computer Science
COMPUTER SCIENCE COURSES.
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, one-and-one-half
hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and
one of MAT 145 or MAT 171)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT
145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
CSC 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Computer Science 161
Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145
or MAT 171)
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
CSC 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 240 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 345 or concurrent registration, CSC 385 or concurrent registration, and
CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and CSC 385)
CSC 457
Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics
include geometric algorithms, geometric modeling, graphics techniques,
graphical user interfaces, human-centered software development, computer
animation, virtual environments and 3D immersive rendering. (Prereq: CSC
210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 299
Directed Study
See description on page 100.
CSC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 499
Independent Study/Research
See description on page 100.
162
ECONOMICS—ECO
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political science/economics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Augsburg offers degrees in economics,
applied economics, business and economics, computational economics, and economics and political science (education
majors only.) For the economics and
applied economics majors, the capstone
experience is Economics 490 Research
Methods in Econometrics. Students in
other majors should consult their adviser
for other alternatives.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Note: Transfer students must complete
at least three upper division economics
courses for a major and two for a minor.
Transfer classes must have been completed
in the last 10 years with at least a 2.0
grade.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
DEGREE AND MAJOR REQUIREMENTS.
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
and three other upper division economics
courses
Economics 163
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114 Precalculus
or MAT 145, 146 Calculus I & II
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Economics and
Business Administration
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 350 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163
ENL 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 331 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
164 Economics
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore, should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; a senior thesis and comprehensive
oral examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
ECONOMICS COURSES..
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing, and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
Economics 165
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate winter
trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate winter trimester)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years)
ECO 318
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester)
ECO 350
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics
This course applies economic principles to the management and utilization of
society’s environmental resources. It analyzes the role of externalities and the
public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined
include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
(Prereq.: Econ 113. Spring: alternate years)
166 Economics
ECO 370
International Economic Development
This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income
inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade
and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate
years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122. On demand)
ECO 490
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone
requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON
111)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (P/N Grading only.)
ECO 299
Directed Study
ECO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent Study/Research
EDUCATION—EED, ESE, EDC, EDU, SPE
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life
science, chemistry, and physics, grades 5-8
in general science, and K-12 specialist
licenses in visual arts, physical education,
music, and special education: EBD and LD.
(Note: special education: EBD and LD are
available in WEC only.) The K-12 Reading
Licensure Endorsement is also available at
the graduate level to already licensed
teachers.
Degree and/or licensure programs are
available in both weekday and weekend/
evening formats. Weekend College degree
and licensure programs are limited to elementary, communication arts/literature,
social studies, visual arts, and special education. Additional teaching majors are
available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during
regular weekday hours. All students must
have some time available each term for
field experiences.
A graduate level licensure option is
available in weekend/evening format to
those already holding a B.A. degree.
Graduate courses taken for licensure can
be applied to a Master of Arts in Education
degree. Contact the Education Department
or the Adult and Graduate Admissions
Office for information.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for
licensure: PPST, Principles of Learning and
Teaching Test, and one or more subject
matter tests.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are assigned an education
department adviser at the outset of coursework. All students are expected to become
knowledgeable of programs and follow
through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching program. Those interested in further information should contact the education department at least one year prior to
student teaching. Students who teach
abroad will do part of their student teaching in the Twin Cities area under direct
Augsburg faculty supervision.
167
168 Education
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Education Faculty
Lynn Lindow (Chair), Chris Brown,
Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson, Anne
Kaufman, Gregory Krueger, Susan
O’Connor, Vicki Olson, Donna Patterson,
Ron Petrich, Linda Stevens, Barbara West
ELEMENTARY EDUCATION—EED/EDC
Elementary Major and Licensure
Requirements:
SCI 110
SCI 111
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the
bachelor of science Liberal Arts
Foundation requirements.
Option B is for weekday, weekend and/or
transfer students with at least one college
level science course accepted in transfer or
for weekday students who have already
started this sequence.
PHY 103 Conceptual Physics
or EED 203 Elementary Education
Physical Science (summer
school only; does not fulfill
general education requirement)
or EED 200 Elementary Education Earth
Science (summer school only;
does not fulfill general education requirement)
BIO 102 The Biological World
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers II (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for weekday students who do
not have college level science courses in
their background.
Natural Science I
Natural Science II
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
Foundations Block II (courses from this
point and on require admissions to the
department)
Elementary Education 169
EDC 310 Learning and Development
Methods Block I
EED 311 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children’s Literature
Methods Block II
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change — see Education
Department for most current list)
Communication Arts Specialty
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
COM 329 or 351 or 354 or 355
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literature/Reading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120, 121 or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 141
ESE 495 Topics: Human Geography
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 287 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 121 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
SCI 106 Meteorology
Geology (take elsewhere — see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.50 overall, 2.50
in the major, 2.00 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major requirements.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
170 Elementary Education
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
A graduate-level elementary licensure
option is available through Weekend
College. Licensure is obtained through a
combination of graduate and undergradu-
ate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department or the Adult and
Graduate Admissions Office for information.
Pre-Primary Specialty: A pre-primary
specialty for elementary is currently being
developed. Contact the Education
Department for further information.
SECONDARY EDUCATION—ESE/EDC
I
PROGRAM REQUIREMENTS.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health,
mathematics, music, physical education,
physics, social studies, and grades 5-8 general science.
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Methods Block I
ESE 300 Reading/Writing in the Content
Area
ESE 325 Creating Learning
Environments
Non-departmental requirements:
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Foundations Block II (Courses from this
point and on require admission to the education department.)
EDC 310 Learning and Development
Methods Block II
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.03.0)
Elementary Education 171
A minimum GPA of 2.50 overall, 2.50
in education, 2.50 in the teaching major,
and P in student teaching are required for
licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or
better.
Art, Music, and Physical Education
Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
levels. Note: Recommendation for teacher
licensure in music is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
Art, music, and physical education
teacher education programs lead to licensure for grades K-12.
Students may no longer license in a
minor field of study.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Contact the Education Department or the
Adult and Graduate Admissions Office for
information.
EDUCATION CORE COURSES - EDC.
EDC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 200
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 required. This course meets Engaging Minneapolis
requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing)
EDC 206
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. (WEC and summer only)
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
EDC 211
Minnesota American Indians (.5)
An overview of cultural content, world view, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and
culture.
172 Elementary Education
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-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.
EDC 310
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 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 410
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 required.
(Prereq.: PPST and admission to department or special permission of instructor)
EDC 490
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. This course meets the Senior Keystone requirement. (Prereq.: PPST
and admission to department)
ELEMENTARY EDUCATION - EED.
EED 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern
inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 203
Elementary Education Physical Science
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts
learned, students will develop demonstrations and lessons for K-5 classrooms.
Assessment is based on written assignments, a technology project,
lessons/demonstrations, and classroom participation. (Prereq.: PPST and
admission to department; students must be Elementary Education majors —
this course does NOT meet the Science Lab graduation requirement. Summer
only)
Elementary Education 173
EED 299
Directed Study
See description on page 100.
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)
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.: PPST and admission to
department)
EED 320
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 required. (Preq.: PPST and admissions to department)
EED 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 Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (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 depart-
ment)
EED 342
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 required. (Prereq.:
PPST and admission to department. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
174 Secondary Education
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. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
SECONDARY EDUCATION - ESE.
ESE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ESE 299
Directed Study
See description on page 100.
ESE 300
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 the 5-12
Communication Arts/Literature license do not need to take this course.)
ESE 310
5-12 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 required. (Prereq.: PPST and admission to department)
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 required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
Secondary Education 175
ESE 330
5-12 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 required. (Prereq.: PPST and admission to department)
ESE 340
5-12 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 required. (Prereq.: PPST and admission to department)
ESE 350
5-12 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.
Also required for elementary concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 351
5-12 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)
ESE 352
5-12 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)
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 required.
(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 required.
(Prereq.: PPST and admission to department)
ESE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
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. Successful completion of student teaching occurs upon satisfactory
completion of licensure program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
176
SPECIAL EDUCATION:
EMOTIONAL/BEHAVIORAL DISABILITIES
AND/OR SPECIAL EDUCATION:
LEARNING DISABILITIES—SPE
T
EED 350
EED 360
SPE 315
SPE 400
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
he special education EBD and LD
majors are available only through Weekend
College; ideally, to people who are currently in schools working with students with
this label. These majors lead to Minnesota
teaching licensure in special education
with a specialty in emotional/behavioral
disabilities and/or learning disabilities.
Courses labeled SPE are to be taken during
the final year of coursework while students
are working in an EBD or LD setting.
Variations on this ideal are possible; see the
Education Department for more information.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 Minnesota American Indians
(.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Learners with Special Needs
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children’s Literature
K-6 Methods: Math
K-6 Methods: Science
Critical Issues Seminar (.5)
Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 490 Parent and Professional
Planning
SPE 481, 483, 485, 487 Student Teaching
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Required Education Courses for LD:
All courses for the EBD major, with the
exception of SPE 430, plus:
SPE 424 Etiology and Origins of
Learning Disabilities
SPE 434 Teaching Content Areas to
Students with Learning
Disabilities
Special Education 177
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a
final portfolio synthesizing your coursework and experience, and prepare for
student teaching. (Prereq.: PPST and admission to department)
SPE 400
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
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral 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 department)
SPE 420
Planning, Design, 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
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD).
This includes an in-depth look at the origin of learning disabilities, as well as
various theoretical models (sociological, biological, psychological, cognitive,
and behavioral) applied to understanding learning disabilities. The course will
also provide a critique of current philosophical positions in the field. Students
will also acquire knowledge related to accessing information relevant to the
field of learning disabilities. (Prereq.: PPST and admission to department)
SPE 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active 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)
178 Special Education
SPE 434
Teaching Content Areas to Students With Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as
having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in
these areas and the planning process involved. (Prereq.: PPST and admission
to department)
SPE 490
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. This course along with SPE 315 meets the
Senior Keystone requirement in the core curriculum. (Prereq: PPST and
admission to department)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
SPECIAL EDUCATION MINOR.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 Learners with Special Needs
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
EDC 410
PSY 105
Principles of Psychology
Choose one from the following:
PSY 250 Child Development
PSY 251 Adolescent and Young Adult
PSY 252 Aging and Adulthood
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Assessment
Interested students should contact the
director of special education at the outset
of coursework.
Learners with Special Needs
(see EDC course descriptions)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
ENGINEERING
A
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser. Contact Jeff
Johnson, Physics Department,
612-330-1070.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of
Engineering (B.A./B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
179
Bachelor of Arts/Master of
Engineering (B.A./M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A./B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
180 Engineering
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
DEGREE AND MAJOR REQUIREMENTS.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENL 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics II
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the first year.
Students interested in chemical engineering also should take CHM 351, 352.
ENGLISH—ENL
T
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life’s
complexity, experience life as others do,
and better understand the world in which
we live and work. Students majoring in
English have the opportunity to choose
one of four concentrations: Literature,
Language and Theory; Media Writing;
Creative Writing; and Secondary Licensure
in Communication Arts/Literature.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
181
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Doug Green (Chair), Robert Cowgill,
Cass Dalglish, Suzanne Donksy, Douglas
Green, John Harkness, Colin Irvine, Dan
Jorgensen, Deborah Kuhlmann, Dallas
Liddle, Scannell (James) McCormick, John
Reimringer, John Schmit, Kathryn
Swanson, Mzenga Wanyama, Cary
Waterman, Susan Williams
DEGREE AND MAJOR REQUIREMENTS.
Choosing a Concentration
The English Literature, Language, and
Theory concentration provides students
various approaches to the life-enhancing
study of the written word and visual text.
Spotlight courses focus on specific authors,
genres, or themes, and provoke discovery
of new literary experiences. Courses in
African American, Native American, Asian
American, and post colonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English,
American, and world literatures are organized by historical periods and provide a
classically structured framework of study.
Courses in literary theory demand the
intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground
theoretical approaches to literature and
deeply examine race, class, and gender in
the consideration of their subject matter,
all of our courses infuse these concerns
into their engagement with primary works
182 English
of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in
dynamic and enjoyable literary examination, and are taught by professors who love
teaching and who love literature. Our
classes develop and demand the skills of
aesthetic receptivity, perceptive and critical
reading, open and clear speaking, and analytical and engaging writing — skills of the
educated and employable citizen.
The literature, language, and theory
concentration offers courses of study crosslisted with American Indian Studies, Art,
Communication Studies, Film, Theatre
Arts, and Women’s Studies.
The English Writing concentration is
for students who intend to develop professional skills in either Creative or Media
Writing. Over the course of their study,
students will master terminology; understand historical, legal, and ethical issues
relevant to the field; and study the works
of established writers and professionals.
The writing major emphasizes expanding
competencies in observation, research, and
analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will
understand the interdisciplinary demands
inherent in creative and media writing
(including issues of design) and will
enhance their appreciation of the aesthetic
possibilities inherent in the writing life.
Writing courses are taught by dedicated
professors who are practicing writers themselves. The writing concentration offers
courses of study cross-listed with Art,
Communication Studies, and Theater Arts.
The Communication Arts/Literature
Teacher Licensure major is for students
who seek to be licensed to teach in
Minnesota in Communication
Arts/Literature. Students are encouraged to
take courses toward their major during the
first and sophomore years, and to apply for
the education licensure program no later
than the spring of their junior year.
Students in both programs must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major. Should licensure not be possible, graduation can be
achieved through an English major, which
requires at least two additional, specific
courses, or through a Communication
Studies major.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MAJOR REQUIREMENTS.
English Literature, Language, and
Theory Concentration
The concentration requires nine
courses above ENL 111, or HON 111, or
ENL 112.
Students must take at least two 200level literature courses as prerequisites for
upper division courses in English, as well
as either ENL 220 or ENL 221. No more
than two 200-level literature courses may
count for the major.
Students must take at least five 300level courses, with one each in British liter-
English 183
ature, American literature, and world literature.
Majors must take at least one 400-level
course with concurrent enrollment in ENL
490 English Keystone. Any 300-level
course serves as a prerequisite for the 400level.
Minor in English Literature, Language,
and Theory
Five courses above ENL 111, or HON
111, or ENL 112 are required. One course
must be ENL 220 or ENL 221; the remaining four must be literature, language and
theory courses, three of which must be
upper division courses.
Media Writing Emphasis
Two introductory courses are required:
Either ENL 227 or 228; and
Either ENL 220 or 221.
Also required, ENL 327 Quantitative
Journalism; ENL 390 Media Ethics and
Theory; and two additional courses from
the following: ENL 226, 227, 228, ENL
324; ENL/FLM 328; ENL/THR 325; an
approved ACTC writing/reporting course;
or an internship.
And ENL 420, the Keystone writing course.
Additional art classes are required: Web
Design I (ART 215) and Graphic Design
(ART 225).
English Writing Concentration
Minor in Writing
Students must take 10 or 11 courses
above ENL 111, or HON 111, or ENL 112,
including three Literature, Language, and
Theory courses. At least one of these must
be at the 300-level or higher.
A minor with an open emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112, including
at least one course from the 200-level and
two from the 300-level.
Creative Writing Emphasis
Two introductory writing courses at the
200-level:
ENL 226 (required) and either ENL 220 or
221.
And a 300 level writing sequence:
Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL
322 and 323).
And one elective from the following:
ENL 227; ENL 228; ENL 320 or ENL 322;
ENL 324; ENL/FLM 328; ENL/THR 325;
an approved ACTC creative writing course;
or an internship.
And ENL 420, the Keystone writing course.
An additional art class is required, either
Web Design I (ART 215) or Graphic
Design (ART 225).
A minor with a creative emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper
division creative writing courses, two of
which must be a 300 two-course writing
sequence.
A minor with a media emphasis
requires six courses above ENL 111, or
HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 390, one design
course, and three upper division media
writing courses.
Communication Arts/Literature
Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or
ENL 112
Major Requirements (eight courses in
English):
184 English
ENL 220
ENL 240
ENL 365
ENL 380
ENL 396
Intermediate Expository
Writing
Introduction to Literary Study
Contemporary Post Colonial
Fiction
Introduction to the English
Language
Internship in Teaching Writing
And three upper-division ENL Literature
courses, one each in British, American, and
world literature.
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval).
Additional Courses (outside the English
Department):
COM 112 Contest Public Speaking
COM 343 Broadcast Production I
COM 352 Persuasion
COM 354 Interpersonal Communication
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351 5-12 Methods: Speaking and
Listening (.5 course)
ESE 352 5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching.
Contact an education department adviser
for information about education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; submit proposal to department
chair by early Oct. in senior year for
department approval. Submit and defend
paper before faculty committee. Honors
project may receive independent study
credit (refer to departmental guidelines).
OTHER REQUIREMENTS.
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills—such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences—are
required to enroll in Developmental Writing
(ENL 101) where they receive more individual instruction than is possible in
Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of 2.0 or higher
before enrolling in Effective Writing (ENL
111).
Note: Students should register for ENL
101 during the first semester of attendance
if possible. ENL 111, 112, or HON 111
should be completed, if possible, during
the first year.
Students in Developmental Writing
(ENL 101), Effective Writing (ENL 111),
HON 111, or ENL 112 can elect the traditional grading system or P/N grading in
English 185
consultation with their instructor up
through the last week of class (without
special permission/petition). Students who
choose to receive a traditional grade in
either course will receive a grade of N (one
time only) if their work is below a 2.0. A
student who repeats ENL 101 or 111 and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
ENGLISH COURSES.
Service Courses: The department offers these service courses for students as required by a
placement test. Note: First day attendance in all writing courses is mandatory for a student to
hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing
critical reviews. Attention is given to increasing students’ effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository
writing. Attention is given to choosing, organizing, and developing topics;
thinking critically; reading closely; and revising carefully for clarity and style.
The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL
111; placement is determined by a writing sample submitted by students upon
entry to the College. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in
ELL until the requirement is completed but can receive credit for only two
courses.
186 English
Literature, Language, and Theory Courses: The 200-level courses in the literature, language,
and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses
require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction,
and drama. Emphasis is placed on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
Introduction to African American Literature
American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different
collection of those voices. A specific minority literature, such as Hispanic
American literature, Asian American literature, or African American literature,
is usually emphasized each term; sometimes the course explores the writing of
women or gay writers. Determine which version of the course is being offered
in any given section by checking the departmental web page, or get a detailed
course description in the English department. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL/AIS 255 American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature and the ways in which
literature reflects and illuminates American Indian culture and traditions. The
course emphasizes close readings of literature and public speaking skills
through in-class presentation and small group discussion. Course cross-lists
with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
English 187
Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check
online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various
cultural contexts. Course subjects may include “Shakespeare on Page, Stage,
and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and
cultural contexts. Course subjects may include “The Heroic Journey,”
“Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111,
or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course
subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and
others. Check the departmental Web page for the title of a given section.
(Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects
may include “Cinema and Sexuality,” “Strategies in Reading the Novel,”
“Challenging the Gaze,” “Language and Society,” and others. Check the
departmental Web page for the title of a given section. (Prereq or co-req: ENL
111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by
employing techniques, terminology, and research methods of the discipline, resulting in effective
and substantive expository writing about the subject. Students must take ENL 220 or 221 (see
writing courses), and two 200-level literature courses, or gain consent of the instructor as a
prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances
— for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
188 English
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its
European contexts. Begins with the Reformation of the 14th century and
Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier;
utopian dreams and the literature of conquest; the writer as politician; and the
challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220
or 221 and two 200-level literature courses, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries:
Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual and social influences of the major literary movements
on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the
history and culture of late 18th- and early 19th-century Britain. The famous
“big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper,
Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century,
Britain was the leader of the 19th century. Students will study the literature
and culture of Queen Victoria’s England and her empire from the 1830s
through 1914 in all four major genres of poetry, fiction, drama, and essay.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and
19th centuries. The course spans 150 years of literary history, while studying
and critiquing the ways literary theorists and historians have explained and
theorized British fiction. Authors surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.)
English 189
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include
“Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,”
and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or
221 and two 200-level literature courses, or one 200-level literature course
and THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid
to their contribution to modernism, experimentation, and literary form.
Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H.
Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
American Literature
ENL 350
Readings in American Minority and Alternative Literatures
A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The
course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the
period. Many different genres — slave narratives, romances, tall tales, epic
poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich,
Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as
well as contemporary fiction writers represented by the Best American Short
Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
190 English
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th
century as represented in the anthology Contemporary American Poetry.
Attention will be given to younger and/or less prominent poets represented in
the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level
literature courses, or consent of instructor.)
ENL/AIS 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include
American Families, Blacks and Whites, and Sex and Self on the American
Stage. Readings range from O’Neill and Treadwell to Shanley and Parks.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference
to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the
14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga,
romance, hagiography); the literature of courtly and profane love; and visions
of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to
the modern period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
English 191
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors
from Latin America, Africa, Asia, and the Middle East, and fiction written by
indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts.
Cross-listed with Women’s Studies. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two
200-level literature courses, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures.
Emphasis on the conditions that have affected women’s writing (including race
and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the
Western literary heritage. This course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized
historically and/or thematically. Sample topics include Classical Theaters,
Spanish and Latin American Drama from the Renaissance to the Present,
Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or one 200-level literature course and THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of
the moving image in the late 19th century through the emergence of film as
one of the most important popular art forms of the 20th century. Emphasis
will be placed on important international cinematic artistic movements, such
as Italian neo-realism and the French New Wave, on cultural contexts that
influenced the reception of film art, and on technological advancements that
altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent
of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Required for
the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221
and two 200-level literature courses, or consent of instructor.)
192 English
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a
means of establishing, maintaining, or revoking power. They will also pay
attention to gender differences in the use of language and analyze ways in
which speakers and writers can both create and revise reality via the language
they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 390
Media Ethics and Theory
This course acquaints students with the concepts and functions of the news
media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized
information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227,
or 228, and two 200-level literature courses.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in
which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and
written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks.
Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221 and two 200-level literature courses, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor serve as a prerequisite for the 400-level. One
400-level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers
Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black
and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor)
English 193
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this
course engages students in a variety of past and current critical theories.
Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and
the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her
place in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its
workshop format stresses style and organization, the process of revision, self
and peer evaluation, and the relationship between reading and writing.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective
Writing, but in this version students work on content related to subjects in the
world of art and literature. Particularly aimed at art, theatre arts, and film
majors. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering
business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print
media. Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for
broadcast and online media. Students use an intensive practice model to learn
the basics of newsgathering, writing, and production for television, radio, and
the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112)
194 English
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the
writing workshop environment. Throughout the term, students will also read
classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction,
redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one
new work of short fiction during this workshop term. (Prereq.: ENL 320 or
review and acceptance by instructor of four story drafts written by the student
and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing
workshop environment. Students will learn to identify successful poetry as
they create their own poems; they will read published poetry and listen to new
and established poets reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
A writing workshop in which students will revise a body of poetry, redrafting
and polishing a collection of poems for inclusion in a portfolio of work.
Students will also be expected to create new work during this workshop term.
(Prereq.: ENL 322 or review and acceptance by instructor of a collection of
poetry written by the student and offered as work the student will refine in
Poetry Two.)
ENL 324
Creative Nonfiction
Designed for the self-motivated writer, the course emphasizes the conventions
of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre department chair. THR 250 or
ENL 226 recommended.)
ENL 327
Quantitative Journalism: Computer Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports
and news features. This course is designed for persons wishing to explore the
use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228)
English 195
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this course will take students from
story outline to the creation of a screenplay draft. In addition to writing their
own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or
228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
(Prereq.: Any 300-level writing course)
ENL 490
English Keystone
(.0 course)
Students seeking keystone credit must register for this no credit, P/N course,
along with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101,
Developmental Writing. Interns prepare class presentations, assess student
writing, and learn methods useful in teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and
approved by the department. Independent study projects not designated for
honors must be approved by the Chair of the department.
196
ENVIRONMENTAL STUDIES
E
nvironmental studies is the interdisciplinary investigation of human relations
with the natural environment. The program pursues a multifaceted examination
— across the natural sciences, social sciences, humanities, and professional studies
— of the interdependence shared by people
and nature. It provides an understanding
of the material world as well as the ecological, social, and cultural processes and
problems that bind that world together.
Through the study of politics, biology, literature, chemistry, social work, economics,
and history, environmental studies students
focus on the most pressing local, regional,
national, and global issues of our day.
Augsburg College’s location in the city
offers a particular opportunity for the close
study of complex urban environments.
Although many equate environmental
issues with rural areas, most people live in
cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In
turn, cities often serve as the settings in
which environmental injustice flourishes.
With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social
justice.
The program provides undergraduate
training leading to a B.A. or a minor in
Environmental Studies. Upon completion
of the program, students will be able to
comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context
and variety of human experiences in
nature, identify inequities in the access to
and use of natural resources, and articulate
responses grounded in multiple discipli-
nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in
non-profit organizations, government policy and planning positions, law, education,
ministry, and corporate settings.
Environmental Studies Faculty
Michael Lansing (History, Director),
Kristen Chamberlain (Communication
Studies), Christina Erickson (Social Work),
Keith Gilsdorf (Economics), John
Harkness (English), Colin Irvine (English),
Joan Kunz (Chemistry), Joe Underhill
(Political Science), John Zobitz
(Mathematics).
Major
14 Courses (standard track or HECUA
track)
Standard Track Requirements (14 course
credits):
Core courses:
SBS 100 Environmental Connections
SCI 106 Introductory Meteorology
SWK 210 Environmental Justice and
Social Change
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or SOC 381 The City and Metro Urban
Planning
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
Environmental Studies 197
ECO 365 Environmental Economics and
Sustainable Development
INS 399 Internship
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
HECUA Track Requirements (14 course credits):
SBS 100 Environmental Connections
SWK 210 Environmental Justice and
Social Change
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
INS 345, INS 346, INS 399 (HECUA
ENVIRONMENTAL SUSTAINABILITY
SEMESTER, 4 course credits)
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
Minor
(7 courses)
SBS 100 Environmental Connections
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
SWK 210 Environmental Justice and
Social Change
HIS 316 U.S. Urban Environmental
History
or ENL 270 Rites of Thematic Passage
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or ECO 365 Environmental Economics
and Sustainable Development
or SOC 381 The City and Metro-Urban
Planning
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
198 Health, Physical Education, and Health Fitness
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Languages and Cross-cultural Studies.
FRENCH
See listing under Languages and Cross-cultural Studies.
GERMAN
See listing under Languages and Cross-cultural Studies.
HEALTH, PHYSICAL EDUCATION, AND
HEALTH FITNESS—HPF
A
ll students at Augsburg College will
interact at some point during their college
experience with the Department of Health,
Physical Education, and Health Fitness.
The philosophy of the department is to
provide quality experiences, preparation
for the professions, and an education that
leads to lifelong participation in physical
activity. Both recreational participants as
well as athletes will find ample opportunity
for developmental activities.
The physical education program prepares students for careers in physical education endeavors in the schools and in
allied professions. It also provides general
education in physical activity for all
Augsburg students.
The health education program prepares
students for careers in school health education and wellness. This program offers a
comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The health fitness program prepares
students with practical application of the
knowledge needed to become a health fitness or community health professional.
Interested students will also be prepared to
move on to graduate or professional school
Health, Physical Education, and Health Fitness 199
in any of the allied health fitness professions.
All students seeking teaching licensure
must receive a grade of 2.0 in all required
courses with an HPF prefix.
Health, Physical Education, and
Health Fitness Faculty
Eileen Kaese Uzarek (Chair), Sam Barber,
Jennifer Britz, Chris Brown, Anthony
Clapp, Carol Enke, Marilyn Florian, Paul
Grauer, Aaron Griess, Frank Haege,
Melissa Lee, Mike Navarre, Joyce Pfaff,
Jessica Rinehart, Missy Strauch
DEGREE AND MAJOR REQUIREMENTS.
■ HEALTH EDUCATION
Health Education Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education, and Health
Fitness
HPF 215 Exercise and Health Psychology
HPF 316 Human Sexuality
HPF 320 School Health Curriculum
HPF 357 Measurement in Health,
Physical Education, and Fitness
HPF 358 Assessment in Health and
Physical Education
HPF 390 Instructional Methods and
Materials in Health Education
HPF 410 Administration and Supervision
of the School Health Program
HPF 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 250 Child Development
OR
PSY 252
Adolescent and Young Adult
Development
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Health Education Minor
HPF 104, 110, 114, 115, 316, 320, 390,
450, BIO 103. (There is no teaching minor
in Minnesota public schools)
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty adviser concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ PHYSICAL EDUCATION
Physical Education Major
HPF 104 Components of Fitness
Training
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
200 Health, Physical Education, and Health Fitness
HPF 205
HPF 220
HPF 254
HPF 275
HPF 324
HPF 334
HPF 335
HPF 340
HPF 350
HPF 351
HPF 357
HPF 358
HPF 473
BIO 103
Introduction to Health,
Physical Education, and Health
Fitness
Motor Learning
Introduction to Developmental
and Adapted Physical
Education
Prevention and Care of Athletic
Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and
Administration of Physical
Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Assessment in Health and
Physical Education
Physical Education Curriculum
Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Physical Education Minor
HPF 104, 115, 205, 324, 334, 351.
(There is no teaching minor in Minnesota
public schools)
Coaching Certification
The Minnesota Board of Teaching does
not require coaching certification. The fol-
lowing courses are recommended for those
interested in coaching in Minnesota public
schools:
HPF 114
HPF 275
HPF 280
Safety Education
Prevention and Care of Athletic
Injuries
Coaching Theory
The MSHSL requires all head varsity
coaches of interscholastic sports to complete a coaching effectiveness program
offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty advisor concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ HEALTH FITNESS
Health Fitness Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education and Fitness
HPF 215 Exercise and Health Psychology
HPF 275 Prevention and Care of Athletic
Injuries
Health, Physical Education, and Health Fitness 201
HPF 300
HPF 305
HPF 350
HPF 351
HPF 357
HPF 430
HPF 445
Nutrition (Prior to Fall 2010,
HLTH 345 Nutrition at Univ. of
St. Thomas)
Stress Management (Prior to
Fall 2010, HLTH 375 Lifetime
Stress Mgmt. at Univ. of St.
Thomas)
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Epidemiology (Prior to Fall
2010, HLTH 400 Epidemiology
at Univ. of St. Thomas)
Health Fitness Seminar (Prior
to Fall 2010, HLTH 449 Health
Promotion Seminar* at Univ. of
St. Thomas. *=HLTH 449 does
not satisfy the keystone
requirement. Students completing HLTH 449 will complete
the keystone requirement outside of the major)
HPF 450
HPF 499
Current Health Issues
Internship in Health Fitness
Select and complete one (1) of the following two (2) courses:
HPF 315 Exercise Testing and
Prescription
HPF 330 Community Health Methods
BIO 103 Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES.
HPF 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPF major. It
seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health
and well being. This course is designed to not only provide knowledge but the
skills an individual can use to assess, monitor, and discipline him/herself to
maintain a lifestyle of fitness and wellness. (Fall, spring)
HPF 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy, and rules of the activity. (Fall, spring)
HPF 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the
student to become well educated in strength and cardiovascular training. The
proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for
improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
202 Health, Physical Education, and Health Fitness
HPF 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual
and the community. (Prereq,: ENL 111. Fall)
HPF 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
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. (Fall,
spring)
HPF 205
Introduction to Health, Physical Education, and
Health Fitness
(.5 course)
An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to
health, human performance, and wellness. Students also will examine the
components of a healthy lifestyle found on the wellness continuum, which
includes physical, intellectual, spiritual, social, emotional, environmental, and
occupational health. (Spring)
HPF 215
Exercise and Health Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention
and treatment of illness, stress management, and healthy lifestyles will be
emphasized. (Spring)
HPF 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)
HPF 254
Introduction to Developmental/Adapted Physical
Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall)
HPF 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring)
HPF 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to
clinical exercise testing and to develop a basis for the exercise prescription in
health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI)
certification exam. (Prereq.: MPG III, HPF 357. Fall)
Health, Physical Education, and Health Fitness 203
HPF 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring)
HPF 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for health education, curriculum, and assessment included.
(Prereq.: HPF 110. Fall even years)
HPF 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPF 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating elected games and activities. (Fall)
HPF 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years)
HPF 340
Organization and Administration of Physical Education
Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall)
HPF 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the
muscular system. An analytic approach to the study of movement and how it
relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall)
HPF 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological
principles applied to exercise programs and motor training. A lab accompanies
this course. (Prereq.: ENL 111, BIO 103. Spring)
HPF 357
Measurement of Health, Physical Education, and Health
Fitness
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness
and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205.
Fall)
HPF 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.)
204 Health, Physical Education, and Health Fitness
HPF 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary
aged children. (Prereq.: HPF 104, HPF 324. Fall)
HPF 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in
secondary schools. (Prereq.: HPF 104, HPF 334. Spring)
HPF 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Prereq.: HPF 110. Spring)
HPF 410
Administration and Supervision of the School Health
Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPF 110. Fall
even years)
HPF 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years)
HPF 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for physical education, curriculum, and assessment included.
(Prereq.: HPF 205. Fall)
Internships and Independent Study Courses:
HPF 199
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 299
Directed Study
See description on page 100.
HPF 399
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 499
Independent Study/Research
See description on page 100. Open only to junior or senior majors.
HISTORY—HIS
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: “No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community.”
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in many fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
Bill Green, Don Gustafson, Michael
Lansing
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses (including HIS 280 and
480). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
205
medieval, modern Europe, United States,
and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. Speaking and Writing skills are also
developed throughout the major, but are
given special emphasis in the following
courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00
overall; except in special instances, application before the end of the first term of
the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
206 History
Medieval Studies
Prerequisites
The History Department also hosts the
major in Medieval Studies. For more information, please refer to “Medieval Studies”
in this catalog.
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
OTHER REQUIREMENTS.
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
HISTORY COURSES.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from
first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change,
the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States,
and internal as well as foreign conflicts in that nation’s early years.
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural,
and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the years in
which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system,
and economy, slavery, expansion, and empire-building, regional differences,
the Civil War and its aftermath, and industrialization.
History 207
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history.
The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture, the growth of a strong federal
government, the emergence of the United States as a world power, the creation
of a consumer society, the rise of identity politics, and the passing of American
hegemony.
HIS 150/350 Latin American History
This course examines the histories of Mexico, Central America, and the
Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin
American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions
shared with the United States. Special attention will be paid to independence
movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355 Cultural Conflict and Change in Latin America
Center for Global Education course. See International Studies, Sustainable,
Development and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462 20th-Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan,
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of
frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
208 History
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content. (Prereq.: ENL 111 or 112)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social, and sexual status since the 19th century, with attention
given to social, racial, and ethnic, and sexual differences among women.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the
nonhuman world, with particular attention to urban and suburban areas.
Topics include the commodification of nature, the death of the organic city,
political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally,
students will use both primary sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
History 209
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China’s isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. See International Studies section, Nation
Building, Globalization, and Decolonizing the Mind (Namibia)
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly
examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution
through the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, and the emergence of the
United States as an economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modern legal system.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes
include the persistence of Native peoples, ethnicity, race, and gender in
Western daily and political life, the creation of an international borderlands,
and the ecological transformation of Western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (International Studies—
Namibia)
210 History
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern
Germany, focusing on the question of Germany’s sonderweg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for
Global Education. Cross-listed with Women’s Studies.
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c.
3200 to 323 BC, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800
BC to 476 AD, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300
to 1350 AD, and uses a variety of written and visual sources in an attempt to
understand medieval society. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 BC to 1648 AD, and
uses a variety of written and visual sources in an attempt to understand late
medieval society. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to “take back” the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
History 211
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. This
course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered
fall and spring terms.)
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 299
Directed Study
See description on page 100. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 499
Independent Study/Research
See description on page 100. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.50 GPA in history)
212
HONORS PROGRAM—HON
T
he Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Honors Review of
Undergraduate Scholarship, participate in
an intramural debate league, belong to an
Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so students can learn from talented
professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program Director,
e-mail at <honors@augsburg.edu>.
Honors Program Recognition
Students who finish the Honors
Program requirements satisfy all general
education requirements, except those for
physical education and modern language.
Honors students also receive special
transcript notation, special graduation
recognition, résumé-building positions,
and special access to academic advising
and career options.
Honors Admissions Requirements and
Academic Scholarships
Students with a demonstrated record of
achievement are eligible to enter the
Augsburg Honors Program. Prospective
students may demonstrate achievement in
a variety of ways. Most students who are
admitted have a composite ACT score of
27 or higher (or a combined SAT score of
1250 or higher), and a high school G.P.A.
of 3.50 or higher. However, students without these numeric requirements may be
eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged
to apply. To apply, students should fill out
the online application located at
<www.augsburg/honors.edu>.
Students applying for the Honors
Program also automatically apply for the
College’s highest academic-based scholarships, the President’s, Honors Regents’, and
Harwick/Agre Scholarships.
Qualifying Advanced Placement,
International Baccalaureate, and PostSecondary Option courses may satisfy
Honors Program requirements, and/or be
granted college credit. Contact Academic
Advising or the Honors director for further
information.
Students may enter the Honors
Program at three points: first semester of
first year, second semester of first year, or
first semester of sophomore year. Students
who enter during the second semester of
the first year must fulfill all remaining
Honors requirements, may substitute REL
100 for HON 100, and may be excused
from taking HON 120. Students who enter
the first semester of the sophomore year
must fulfill remaining Honors requirements, and may substitute REL 100 for
HON 100, may substitute two non-Honors
Honors Program 213
Humanities liberal arts foundation courses
for HON 130, may substitute ENL 111 for
HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced
Transfer Students
Students with more than 16 credits in
transfer work may enter the Scholars
Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all
Honors Program activities. In order to
graduate with the Scholars Program transcript designation, students must: join an
Honors House and participate in required
meetings, maintain an overall GPA of 3.50
or higher, and take: HON 340, HON 490
and any two other Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students
must belong to an Honors House for the
purpose of receiving academic advising
and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their
Houses. These meetings are necessary for
advising, information, and governance.
When students enter the Honors Program
they choose to join one of the four Honors
Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship,
major award or prize opportunities, and
graduate school placement for all Honors
students. Crockett House also organizes
events related to scholarship such as
College scholarship events and high school
research fairs.
The Pike Stewards House coordinates
public relations, job placement, and fund
raising opportunities for all Honors students. Pike House also organizes events for
alumni and fund raising.
The Griffin Citizens House coordinates recruiting, social activities, admission
and scholarship applications, and the
Honors website opportunities for all
Honors students. Griffin House also organizes events for recruiting and socializing,
such as banquets, parties, and high school
recruiting trips.
The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity
opportunities for all Honors students.
Hesser House also organizes related events,
such as honors service days and Augsburg
experiences.
Augsburg Honors Review: Students
manage, edit, write, and publish an interdisciplinary journal of undergraduate
scholarship. The Review accepts submissions from students at Augsburg and other
colleges and universities around the
nation.
Honors Disputation League:
Students organize, coach, research, write,
and rehearse as teams which then compete
in intramural debate tournaments held
four times each year.
Student House Presidents, Debate
Captains, and Student Councils:
Students elected to leadership within their
Honors House may serve as House
Presidents or Debate Captains. The House
Presidents sit on the Honors Student
Presidents Council and make critical decisions about program courses and
resources. House Debate Captains organize
the Inter-House Disputations and judge
disputes among the Honors Houses.
214 Honors Program
Student-Created Learning Experiences
(SCLE)
Honors students may learn through
established courses or through studentcreated learning experiences. These student created experiences may substitute for
Honors curricular requirements, or may
simply enrich a student’s education. Such
student-created experiences may count
toward requirements in majors and satisfy
Honors requirements at the same time, or
simply be an elective.
Student-created learning experiences
may take any form. Some possible forms
include:
• Student Created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination
(individual study)
• Student/Faculty Research (may be one or
many students)
Process: A student-created learning
experience may be proposed by any
Honors student or by any Augsburg faculty
or staff person. The interested student
should speak with either an Honors
Council Member or the Honors Program
Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the
proposal should be submitted by the student to the Honors Program Director who
will carry the proposal to the Honors
Council for review.
Honors Established Curriculum
These requirements are normally taken
in the order listed below, but can be taken
out of order if schedule conflicts require it.
First Year
Fall
• First-year students select Honors House
membership.
• First-year students not permitted to join
Augsburg Honors Review or Honors
Disputation League.
• HON 100 Christian Vocation and the
Search for Meaning I
• HON 120 Scholar Citizen (includes
theatre lab, critical thinking skill)
Spring
• HON 130 Liberating Letters (humanities
LAF and speaking skill)
• HON 111 Effective Writing (or advanced
placement or transfer)
Second Year
Fall
• Students invited to join HON 450
Augsburg Honors Review or HON 460
Honors Disputation League
• HON 220: Scholar Scientist (one natural
sciences and mathematics LAF and quantitative reasoning skill)
Spring
• HON 240: Science, Technology, and
Citizenship (one natural sciences and
mathematics lab LAF)
Third Year
Fall
• Students invited to join HON 450
Augsburg Honors Review and HON 460
Honors Disputation League
• HON 250: Social Scientist (social and
behavioral sciences LAF)
• HON 340: Junior Colloquium (President
or Dean teaches. P/N, no credit, meets
twice each semester for 90 minutes)
Spring
• HON 230: Arts and the City (fine arts
LAF)
• HON 340: Junior Colloquium (same as
Fall semester)
Honors Program 215
Fourth Year
Fall
• Students may join HON 450 Augsburg
Honors Review and HON 460 Honors
Disputation League in their fourth year
• HON 200: Christian Vocation and the
Search for Meaning II
Spring
• HON 490: Honors Senior Seminar
Research Requirement: At some point
before graduating, students must take at
least two semesters of the following:
• HON 450 Augsburg Honors Review
• HON 460 Honors Disputation League
• HON 470 Student/Faculty Research
Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical
education.
• Students past first year may take courses
out of the recommended sequence without prior permission.
• Residency: All Honors students must
complete seven full-credit courses in the
Augsburg Honors Program to meet the
Honors residency requirement for graduation.
HONORS COURSES.
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may
need to defer the course and take HON 100 in another term.
HON 120
The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great (and
significant) primary texts focusing on the connections between learning and
citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the
medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab)
HON 130
The Liberating Letters
Problem-based or question-based interdisciplinary humanities course.
Emphasizes public uses of knowledge; uses resources of Cities; and satisfies
the public speaking skill.
HON 111
Honors Introduction to Effective Writing
Linked with HON 130, this effective writing course employs a rhetoric-based
and argument focused approach to writing.
HON 200
Christian Vocation and the Search for Meaning II
Honors section of REL 200.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy,
music), this course addresses systems of quantitative thought, including logic,
computing, formal systems. Fulfills graduation QR requirement.
216 Honors Program
HON 230
Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries,
concerts, plays, and other significant arts events.
HON 240
Science, Technology, and Citizenship
Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and
chemistry are used to critically examine a key national or global issue.
HON 250
The Social Scientist
Problem-based/question-based course in social sciences involving at least two
social science disciplines and several faculty. Makes substantial use of the
resources of the Twin Cities.
Travel Seminar
May include a Center for Global Education 10-day seminar, other international travel, or
domestic immersion trip.
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the dean and/or president of the College, this seminar explores
themes of leadership and service in the public context. (P/N; 0.0 credit, meets
twice a semester for 90 minutes each seminar.)
HON 380
Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as
determined by the student and faculty creating the learning experience (may
be .5 or 1.0 credit, may be traditional or P/N).
HON 450
Augsburg Honors Review: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N
only)
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving in the Disputation League. (0.0 credit, P/N only)
HON 470
Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the student/faculty research collaboration.
(0.0 credit, P/N only)
HON 490
Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the
Honors Program. It also expands upon the themes of HON 120 by studying
several great primary texts related to philosophy, rhetoric, vocation and meaning.
INTERDISCIPLINARY STUDIES—INS
I
nterdisciplinary studies programs draw
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study. Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
LEADERSHIP STUDIES MINOR.
Coordinator
Norma Noonan
The world of the 21st century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
BUS 242
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
COM 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242 or 200)
HIS 122 20th-Century United States
INS 325 Building Working Relationships
(WEC/Day)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
COM 321 Business and Professional
Speaking
COM 355 Small Group Communication
(no prereq.)
COM 410 The Self and the Organization
(WEC)
MIDDLE EAST STUDIES MINOR.
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
217
218 Interdisciplinary Studies
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
ences, with at least one course to be selected in each area.
1. Language courses: one year (two
courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
See International Relations, page 220.
PEACE AND GLOBAL STUDIES MINOR.
3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES.
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INTERNATIONAL RELATIONS
I
nternational relations is an interdisciplinary major which provides students with
the basis for informed global citizenship,
preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill
DEGREE AND MAJOR REQUIREMENTS.
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modern World
or HIS 104 The Modern Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modern language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 368, 465
ECO 317, 360, 365
HIS 323, 346, 348, 350, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 382, 459
REL 356, 420
SOC 141
COM 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modern Languages)
SWK 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second foreign language.
219
220 International Relations
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing:
GPA of 3.50 in the major; 3.00 overall.
In addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
S: one of the following IR electives:
ECO 365, HIS 350, or PHI 355
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
International Relations Major with
International Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modern
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor
focuses on the centrality of justice, tolerance, and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw
International Studies 221
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, INS/WST
311, POL/WST 341, REL 313, POL/WST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations program director for full program
description.
INTERNATIONAL STUDIES
I
nternational study at Augsburg aims to
provide students the skills needed to be
successful in today’s global world. The
College’s strong commitment to a global
perspective and its mission to “...nurture
future leaders in service to the world,” provide the foundation to include international study in every student’s degree program.
In addition to the following courses,
students have over 200 programs in over
sixty countries from which to choose the
best opportunity for their discipline and
personal needs. Contact Augsburg Abroad
for advising on study abroad programs,
finances, and academics. Augsburg Abroad
is the front door for students and faculty
interested in study abroad. More information about study abroad is located in the
Augsburg Abroad section of this catalog.
CENTER FOR GLOBAL. EDUCATION COURSES.
■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(MEXICO)—FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change. The program begins with a
one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
approximately six weeks, and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359, REL/WST 366, and at least one
Spanish course. In addition, they may choose between taking a second Spanish course or
completing an internship or field research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
222 International Studies
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POL/WST 359
Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women’s organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
International Studies 223
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL
This program, designed for international business majors, will study the important role
that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and
with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico
City, and short trips to other nearby regions in order to develop a broader perspective on
globalization and international business issues.
All students will take two Spanish language courses and BUS 495. For their fourth
course, they may take Topics in Business Spanish, or complete an internship or independent study.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all
the basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
224 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversations in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. Taught by Mexican
instructors.s (Prerequisite: SPA 311 or equivalent.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices on contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or the equivalent.)
BUS 495
Global Business Issues and Developing Countries: Mexico and
Beyond.
This course examines global economic conditions today and explores vital
issues, such as exchange rates, trade balances, international joint ventures,
resources, tariffs, trade barriers, government regulations’ shipping option, etc.
Emphasis is on understanding issues from the perspective of both developed
and developing countries, using Mexico as a case study. (Prerequisites.: ECO
112 or 113, and BUS 242 or MKT 252, or consent of instructor).
BUS/HIS/INS/POL/REL/SPA/WST 399 Internship
The internship seminar is a rigorous academic course that involves not only
approximately 100 hours of work experience and/or participant observation in
a Mexican business, government agency, school, or other organization, but
also participation in a seminar that explores cultural issues, organizational
analysis, and personal and professional development through class discussions
and written and oral assignments. Students seeking Spanish credit must
receive approval from department chair to enrollment.
International Studies 225
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced Spanish language students develop
proficiency in the vocabulary, grammar, and cultural competencies necessary
to successfully conduct business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.)
HIS/INS/POL/REL/WST 499 Independent Study
Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical
issues. This course option is intended for serious students who want to begin
research related to a senior thesis or capstone project.
■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES
(MEXICO)—SPRING
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship
or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities
that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six
weeks living with Mexican host families.
All students will be expected to take HIS/WST 357 and three of the following:
POL/WST 341, one to two Spanish courses, an internship or independent study.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
226 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
HIS/WST 357 Mexican History, Culture, and Cosmovision
This course traces the historical development of gender, class-based, and
racial/ethnic oppression in Latin America from the Conquest to the present
day, and explores the history of resistance and social change in Latin America.
POL 341/WST 341 Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes
political, social and economic policies that promote and/or hinder sustainable
development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest
in Mexico.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
International Studies 227
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING
This program was created to satisfy the curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
or its equivalent. (Students may choose to study Spanish in Mexico during the month of
January, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
228 International Studies
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students’ knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA,
EL SALVADOR, NICARAGUA)—FALL OR SPRING
This program introduces students to the key issues facing Central Americans. For two
decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war
on the lives and culture of the people and the environment of Guatemala, El Salvador, and
Nicaragua.
International Studies 229
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following four courses:
1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 311 or equivalent.)
230 International Studies
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.
POL 459
Topics in Comparative Politics: Citizen Participation in Policy
Formulation within a Globalized Economy — A Nicaraguan Case
Study
This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America.
The course aims to help students understand the interplay between global
processes and political and economic factors that define development policy
formulation and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
International Studies 231
HIS 327
Racism and Resistance in Southern Africa and the United States:
Struggles Against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance, the successes and limitations
of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
HECUA COURSES.
■
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The curriculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
232 International Studies
■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND
SPRING
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life
and culture. Models of community participation, organization, development, and social
change are compared and contrasted. Students learn first-hand about the social problems
in Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE:
BANGLADESH — SPRING
The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field
study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement
plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s
development is at the core of the program, as is hands-on experience through internship
and independent study.
INS 307
Culture and Society (1.5 credits)
INS 313
Sustainable Development
INS 399
Internship
(1.0 credit)
and
INS 397
Internship
(.5 credit)
(total 1.5 credits)
Or
INS 499
Independent Study/Research
(1.0 credit)
and
INS 497
Independent Study/Research
(.5 credit)
(total 1.5 credits)
International Studies 233
■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and
the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE
NEW EUROPE — SPRING
The Divided States of Europe program examines the development of the European
Union (EU), including its historical foundations and institutional basis, contemporary,
democratic, and social challenges, and its expansion to include the former communist
nation-states of Central and Eastern Europe. The program explores the relationship
between the EU and globalization and, in particular, questions whether the EU adequately
addresses the human dimensions of globalization.
Scandinavia and Poland will be used as case studies throughout the program;
Scandinavia because of its strong democratic credentials, relatively evenly distributed
wealth, and unique range of experiences with the European integration project; Poland
because of its tumultuous history, recent accession to EU membership, and role as a major
supplier of migrant labor within Europe.
INS 371
Ever Closer Union: The Challenge of European Integration
INS 376
Included but Excluded? Globalization and Human Rights in
Europe
INS 499
Independent Study
234
LANGUAGES
STUDIES
AND
CROSS-CULTURAL
T
he Department of Languages and
Cross-cultural Studies at Augsburg College
contributes in many ways to realizing the
College’s mission of providing liberal arts
education for service in today’s world. The
department is committed to the view that
education should go beyond career preparation and that familiarity with the language and culture of another people is an
essential step in the development of a truly
global perspective.
The department offers language, literature, and culture courses leading to majors
in French, German, Norwegian, and
Spanish. (A major in cross-cultural studies
is being developed. See department chair
or Academic Advising for details.)
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College’s affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Languages and Cross-cultural Faculty
Frankie Shackelford (Chair), Anita Fisher,
Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana
Sandmann, Donald Steinmetz, Dann
Trainer, John vanCleve
DEGREE AND MAJOR REQUIREMENTS.
Major
The major consists of ten courses above
211 (Norwegian only: 211 and above),
including two courses in culture, two
courses in language, two courses in literature, KEY 480, and three electives (from
any of the three areas above). At least
seven of these courses must be taught in
the target language of the major and at
least four of them must be taken on the
Augsburg campus.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing 411 in French, German, Norwegian, or
Spanish (W) and KEY 480 (W and S).
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Languages and Cross-cultural Studies 235
Minor
Transfer Students
The minor consists of four courses
above 211 (Norwegian only: 211 and
above), including one in language and one
in literature or culture. All of these courses
must be taught in the target language, and
at least two of them must be taken on the
Augsburg campus.
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
OTHER REQUIREMENTS.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.50 GPA in the major,
3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Since spring term 2001, Augsburg
College no longer offers a licensure program in modern languages.
LANGUAGES AND CROSS-CULTURAL STUDIES COURSES.
■ AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
■ CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ FARSI (FAR)
FAR 111/112 Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop
communicative skills in understanding, speaking, translating into English, and
reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
236 Languages and Cross-cultural Studies
■ FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modern period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in key modalities at
an advanced level. Attention to accuracy and effectiveness, characteristic levels
of expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Languages and Cross-cultural Studies 237
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 299
Directed Study
See description on page 100.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 499
Independent Study/Research
See description on page 100.
■ GERMAN (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture, and participation
in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional
sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1648). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
238 Languages and Cross-cultural Studies
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
GER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The prose, epic, and poetry readings in this course chronicle the German
experience from Charlemagne to Napoleon; from Luther to Kant; from
Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to
relive the Renaissance, the Reformation, and the Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modern age. (Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
GER 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 299
Directed Study
See description on page 100.
GER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 499
Independent Study/Research
See description on page 100.
■ JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
Languages and Cross-cultural Studies 239
■ NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 299
Directed Study
See description on page 100.
240 Languages and Cross-cultural Studies
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 499
Independent Study/Research
See description on page 100.
■ OJIBWE (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction. (Fall:
111; spring: 112, prereq.: 111)
■ SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Languages and Cross-cultural Studies 241
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and seek to expand them. Intensive practice aimed at refining
grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or
consent of instructor)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 299
Directed Study
See description on page 100.
SPA 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 499
Independent Study/Research
See description on page 100.
242 Mathematics
MANAGEMENT INFORMATION SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MATHEMATICS—MAT
M
athematics is the study of structure and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg’s urban
location allows students to gain experience
working with mathematics through internships, cooperative education, and the colloquium course.
Mathematics Faculty
Matthew Haines (Chair), Pavel Belik,
Tracy Bibelnieks, Suzanne Dorée, Kenneth
Kaminsky, Jody Sorensen, John Zobitz
Mathematics 243
DEGREE AND MAJOR REQUIREMENTS.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
Three supporting courses from the following list or substitutes with departmental
approval: CSC 160 (recommended), CSC
170, CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, ECO 490, ESE 330, FIN
331, MAT 163, MAT 173, PHY 121, PHY
122, PSY 215, PSY 315, SOC 362, SOC
363. No more than one of MAT 163, PSY
215, or SOC 362 may count toward the
supporting courses.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Graduation skills in Critical Thinking (CT)
and Writing (W) are embedded in the MAT
courses and are met by completing the
major. An additional course in Speaking
(S) is also required and may be met by
either MAT 201 and the major or a course
outside the department; consult your MAT
adviser for recommendations. Also, consult
your MAT adviser for requirements for
meeting Quantitative Reasoning (QR).
Students transferring in mathematics
course(s) towards the major must consult
their MAT adviser about potential additional skills courses needed.
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with mathematics
major except that two MAT electives and
three supporting courses must be chosen
from a focus area approved by the department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355, 363, 374, 377 or
approved 395; Three of CSC 160, ECO 112
or 113; MAT 163, MAT 173, ECO 318,
ECO 490, or FIN 331.
Computational Mathematics: Two of MAT
355, 363, 377, or approved 395; CSC 160,
CSC 170; and either MAT 163 or CSC 320.
Physical Sciences: Two of MAT 247, 327,
or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116.
Teaching Mathematics: MAT 252; MAT
287; MAT 314; ESE 330; CSC 160.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
244 Mathematics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as: CSC
160, MAT 252 Exploring Geometry, MAT
287 History of Mathematics, MAT 314
Abstract Algebra, and ESE 330 5-12
Methods: Mathematics. At the time of publication, the mathematics requirements for
a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I; MAT 163
Introductory Statistics; MAT 252 Exploring
Geometry; MAT 271 Discrete Mathematical
Structures; and MAT 287 History of
Mathematics. Elementary Education
majors seeking middle school mathematics
licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT
courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered
above 200, 3.00 overall GPA, an honors
project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
At least one MAT course numbered above
250 must be taken at Augsburg.
OTHER REQUIREMENTS.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
Math Placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar’s office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the
Mathematics Department. All other students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Mathematics 245
MATHEMATICS COURSES.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for
MAT 137; MAT 137 or MPG 4 for MAT 138)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
246 Mathematics
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction
to actuarial mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics (.5 course)
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count
toward the mathematics major or minor. Completion of this course plus two
MAT courses numbered above 250 taken at Augsburg that include significant
speaking assignments satisfies the College’s speaking skill requirement.
(Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160)
Mathematics 247
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq. : MAT 145)
Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill
course before enrolling in any MAT course numbered above 300.
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions,
derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271.
Also recommended: additional MAT course numbered 200 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160)
MAT 363
Chaotic Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams,
symbolic dynamics, chaos, and fractals, along with topics such as applications
of dynamical systems and/or complex dynamics including the Mandelbrot set
and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, combinatorics, graph theory, topology, or foundations of
mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required)
248 Mathematics
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study courses:
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing) See also description on page 99.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 100.
MEDIEVAL STUDIES
T
HIS 370 Late Middle Ages
HUM 499 Keystone, Medieval Studies
Project
The major in Medieval Studies fulfills
the original (medieval) ideal of a liberal
arts education. Since the study of the liberal arts was developed in the Middle Ages,
students majoring in Medieval Studies find
a model context for the pursuit of a liberal
arts degree in the modern world.
One (1) of the following religion or philosophy courses:
HIS 372 Medieval Church
PHI 242 Medieval and Renaissance
Philosophy
REL 361 Church in the First Four
Centuries
REL 362 Theology of the Reformers
he objective of Medieval Studies is to
introduce students to the culture of the
Middle Ages — its diverse history and
beliefs, its arts and literature — and to the
disciplinary and interdisciplinary skills
necessary for its serious study.
As was the case in medieval universities, Augsburg’s major in Medieval Studies
prepares students for life beyond college.
Because of its emphasis on precise reading
and analysis of texts, careful writing, and
spirited discussion, the major in Medieval
Studies offers a solid foundation for graduate or professional study, as well as
employment opportunities that require
abilities in communication, critical and
abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program
Director), Kristin M. Anderson (Art), Mark
L. Fuehrer (Philosophy), Douglas E. Green
(English), John Harkness (English),
Martha B. Johnson (Theatre Arts), Merilee
I. Klemp (Music), Philip A. Quanbeck II
(Religion), Bruce R. Reichenbach
(Philosophy), Mark D. Tranvik (Religion)
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses, including:
Four (4) core requirements:
HUM 120 Medieval Connections
HIS 369 Early and Middle Ages
One (1) of the following literature courses:
ENL 330 Shakespeare
ENL 332 Renaissance and Reformation
ENL 360 The Medieval World
ENL 361 The Classical Tradition
One (1) of the following history of arts
courses:
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
MUS 231 History and Literature of Music I
THR 361 Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374 Medieval Crusades
HIS 440 Monks and Heretics
POL 380 Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may
be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
249
250 Medieval Studies
Minor
Quantitative Reasoning (QR) Skills
Five courses including HUM 120. The
remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of
arts).
OTHER REQUIREMENTS.
Language Requirement
Students must take one year of collegelevel Latin or other medieval language
approved by their adviser, which will fulfill
the Modern Languages Graduation Skills
requirement.
Fulfilled outside the major.
Augsburg Experience
As with all majors, an Augsburg
Experience is required for graduation. For
the Medieval Studies major this might
include study abroad, or internships at the
University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance
Festival. Prior approval of adviser is
required for all Augsburg Experiences
related to Medieval Studies.
COURSES.
HUM 120
Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, please refer to the specific departments elsewhere in the catalog.
METRO-URBAN STUDIES—INS
M
etro-Urban studies is a multidisciplinary major and minor taught by faculty
in sociology, economics, history, political
science, social work, art, and other related
disciplines. Metro-Urban studies is designed
to blend classroom, theory, field studies, and
internships that focus the content of liberal
learning on the metropolitan community
and the process of urbanization.
Metro-Urban studies introduces students to the wide variety of careers related
to urban and metropolitan affairs and
equip students with the analytical and theoretical tools required to understand and
contribute to the metropolitan community.
The Metro-Urban studies major and minor
also provide undergraduate preparation for
postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government,
community organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College’s
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, Keith Gilsdorf,
Stella Hofrenning (ECO), Michael Lansing
(HIS), Lars Christiansen, Nancy Fischer
(SOC), Michael Shock (SWK), Kristin
Anderson (ART)
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses including:
ECO 113 Principles of Microeconomics
POL 122 Metropolitan Complex
SOC 111 Community and the Modern
Metropolis
HIS 316 U.S. Urban Environmental
History
or HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 Political/Statistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
SOC 381, taken in conjunction with INS
399, fulfills the Keystone requirement.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
251
252 Metro-Urban Studies
Minor
POL 122, SOC 111, HIS 316/225/
249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES.
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
INS 299
Directed Study
See description on page 100. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
Independent Study/Research
See description on page 100. (Prereq.: POL 484 or SOC 363)
■ URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
URBAN STUDIES COURSES.
■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING
This Semester in the Cities program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Contested Theories of Poverty, Inequality and
Social Change
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
Metro-Urban Studies 253
INS 359
Field Seminar: Social Policy and Anti-Poverty Strategies in Theory
and Practice
Concrete conditions of life and community issues in different neighborhoods
provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 99.
■ II. CITY ARTS—SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Arts Praxis
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
Creating Social Change: Art and Culture in Political, Social and
Historical Context
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 99.
■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC
POLICY — FALL
Focuses on the social, scientific, ecological, and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions of Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship and Field Methods (2 course credits)
■ IV. WRITING FOR SOCIAL CHANGE
INS 354
Reading for Social Change: Writing in Context
INS 355
Writing for Social Change: Creative Writing Workshop
INS 399
Internship and Integration Seminar (2 course credits)
■ V. SEE HECUA UNDER INTERNATIONAL STUDIES
254
MUSIC—MUS
T
he Music Department at Augsburg
College offers professional music training
in the context of a liberal arts curriculum
through three music degree programs and
five majors. It also offers a variety of music
courses and ensemble experiences that are
available to non-music majors and courses
that meet Augsburg’s Liberal Arts
Foundation requirements.
Augsburg’s location in the heart of a
major artistic center makes it an ideal place
to study music, and the music faculty seek
and encourage opportunities that connect
the campus and the greater arts communities. These opportunities allow students to
explore the links between theory and
applied knowledge and may take many
forms, including internships; community
performances; music therapy practica;
community-based learning projects;
required off-campus performance and concert attendance assignments; or travel and
study within and outside the United States.
The music department is an institutional member of the National Association of
Schools of Music (NASM) and the
American Music Therapy Association
(AMTA).
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Douglas
Diamond, Stephen Gabrielsen, Peter
Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Fred Bretschger, Marv Dahlgren,
Bridget Doak, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl,
Megan Holroyd, Mary Horozaniecki, Joan
Hutton, Jim Jacobson, Kathy Kienzle, Rena
Kraut, Steve Lund, K. Christian McGuire,
Laurie Merz, Vladan Milenkovic, Rick
Penning, Michael Petruconis, O. Nicholas
Raths, Andrea Stern, Sonja Thompson,
Shannon Wettstein, Angela Wyatt
Fine Arts Manager
Randall Davidson
Fine Arts Coordinator
Cathy Anderson
Fine Arts Facilities Manager
Karen Mulhausen
DEGREES/MAJORS.
Bachelor of Arts
Music Major
Music Major/Music Business
Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate
degree the preparation necessary to meet
the AMTA requirements for becoming a
certified music therapist.
Music 255
Music Minor
Music
Music business
**All music majors and music
minors** must choose and apply to a
degree program by the end of their fourth
semester of study. Degree and GPA requirements and applications are in the Music
Department Student Handbook. Transfer
students should meet with a music degree
adviser as soon as possible after enrolling
at Augsburg.
DEGREE AND MAJOR.
REQUIREMENTS.
Music Core
MUS 101
MUS 111
MUS 102
MUS 112
MUS 201
MUS 211
MUS 202
MUS 212
MUS 231
Materials of Music I
Aural Skills I
Materials of Music II
Aural Skills II
Materials of Music III
Aural Skills III
Form and Analysis
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music II
Piano Proficiency Test (see Music
Department Handbook)
Music Repertoire Tests (see Music
Department Handbook)
Graduation Skills for Music Majors:
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
music major. Consult the department chair
or an academic adviser for requirements
for meeting the Writing (W) and
Quantitative Reasoning (QR) graduation
skills.
For the music major, the graduation
skill in Speaking (S) will be met by completing the following course:
Bachelor of Arts in Music:
S: MUS 341 — Basic Conducting
Bachelor of Arts in Music with a Music
Business Concentration:
S: MUS/BUS 105 — The Music Business
Bachelor of Music Performance:
S: MUS 341 — Basic Conducting
Bachelor of Music Education:
S: MUS 341 — Basic Conducting
MUP 1xx-4xx Performance Studies
Bachelor of Science in Music Therapy:
S: MUS 363 — Expressive/Creative Arts in
Healing
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145: Chamber Music
One to four semester(s) on the major
instrument in accordance with degree
requirement (0.0 credit)
Transfer Students and Graduation
Skills: Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large
Augsburg Ensemble
Four to eight semesters in accordance with
degree requirement
■ BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
256 Music
or desire to enter one of the many music
related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One (1.0) credit of approved courses outlined in the Music Department Student
Handbook.
One (1.0) credit of upper division music
courses.
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
for careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
business student the opportunity to pursue
music business studies. The music business major has two tracks: the Bachelor of
Arts in Music with Music Business
Concentration (designed with a music
emphasis) and the Bachelor of Arts in
Business Administration with
Specialization in Music Business
(designed for the music/business student).
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business
Concentration
Requirements:
Music core and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
MUS 458 Senior Recital
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music 257
B.A. in Business Administration with
Specialization in Music Business
MUS 232 History and Literature of
Music II
Requirements:
One (1.0) credit of additional music
courses
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — OR — 2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUE 111 or 112 or 114 or121 &
MUP 1xx-2xx Performance Studies (.25
credit) Four semesters in a large Augsburg
ensemble and four (.25 credit) semesters of
performance studies in the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today’s
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
MUS/BUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
258 Music
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
■ BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocal/general or instrumental/general
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.50 in all music courses is necessary for the music education licensure program.
Faculty Advisers:
Robert Stacke—Instrumental
Peter Hendrickson—Vocal
Requirements
Music core and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student
Teaching
MUS 359 Music Methods: Choral/Vocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342 Choral Conducting (.5 credit)
MUS 129 Improvisation (0.0 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344 Instrumental Conducting
(.5 credit)
MUS 129 Improvisation (0.0 credit) two
semesters, OR
MUS 129 one semester AND
MUS 143 one semester
Music elective (1.0 credit)
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the
major instrument/voice (first year)
MUP 2xx-4xx Performance Studies
(.5 credit)
Six semesters of hour lessons in the major
instrument/voice (second, third, fourth
year)
A Music Education major whose major
instrument is piano, organ, or guitar is
required to take a minimum of four additional semesters of lessons on an instru-
Music 259
ment/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds
and percussion, Band; strings, Orchestra;
voice, Choir). You must participate in the
ensemble for which you want to teach.
(total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
Two semesters in a chamber music course
on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all
music courses and in the major instrument/voice
■ BACHELOR OF MUSIC
Music Performance Major
A focused classical training program
designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and
studio teaching, professional performance
opportunities, auditions, and graduate
school. Acceptance to the program is by
application and audition (see Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core and:
MUP 1xx Performance Studies
Two semesters of half hour lessons (0.25
credit) in major instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5
credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
At least four semesters Chamber Music
playing on major instrument (see
Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Augsburg Ensembles: eight semesters
OR for guitarists, harpists and pianists:
four semesters of large ensemble and four
additional semesters of chamber music or
other assignment in consultation with
adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
Elective (1.0 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music
Theater and/or MUE 294 or 494 Opera
Workshop.
Keyboard Majors:
MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
Elective (1.0 credit)
Instrumentalists:
MUS356 MusicMethods:
Brass/Percussion (0.5 credit); or
MUS 357 Music Methods: Woodwinds
(0.5 credit); or
MUS 355 Music Methods: Strings
(0.5 credit)
Electives (1.5 credit)
260 Music
■ BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a four-and-one-half-year degree
program, which includes a full-time (six
months or 1,040 hours) internship in a
clinical facility approved by the American
Music Therapy Association (AMTA). This
course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274, 275 Music Therapy Practicums
MUS 363 Expressive and Creative Arts in
Healing
MUS 372, 375 Psychological Foundation
of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 473 Music Therapy Senior Seminar
MUS 474, 475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods II:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design
Procedure, and Analysis I
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Therapy Equivalency/
Certification Program
The music therapy equivalency program is available to students who already
have a bachelor’s degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student’s degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
Music 261
• submit an application for admission during the first semester of residency at
Augsburg
• submit a copy of a current academic
transcript and transferred credits with
the application
• submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Department Student Handbook)
• complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student’s performance at his or her first jury.
Departmental Honors
Students may apply for departmental
honors by submitting an honors project
proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should
include a transcript showing a cumulative
GPA of 3.00 or higher in music courses,
and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly
outline a project that goes well beyond
required coursework, and could include
but is not limited to one of the following:
defending a senior thesis, presenting an
additional recital, composing a substantial
piece(s), conducting a program, presenting
a research paper, or some combination of
any of the above.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Registration in performance
studies in the major instrument/voice is
required during the semester in which a
degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail basis.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other non-degree
student recitals may be considered for
departmental sponsorship. All music
degree recitals must meet the academic
guidelines set forth in this catalog.
• B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
• B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
• B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
■ EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
262 Music
MUSIC COURSES.
Many music courses are offered alternate years. Consult the registrar’s website
<www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each
term.
■ THEORY AND MUSICIANSHIP
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.00)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
Music 263
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form.
Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal
grade of 2.0)
■ HISTORY AND LITERATURE
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles
and instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying
music in its historical and cultural contexts as well as basic knowledge of
repertory. (Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232)
Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire
is studied within cultural and historical contexts; listening is emphasized; and each course fulfills
the LAF required skill in writing.
264 Music
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254, or permission from instructor)
MUS 436
Piano Repertoire (.5 course)
A study of piano literature from the 17th century to the present. (Prereq.: MUS
231, 232)
■ MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano, and percussion with application for the use
of these instruments for music therapy.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and
movement. Consultants will describe and demonstrate specific specialties in
expressive and creative arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Music 265
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar, and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music. This course satisfies the Keystone requirement.
■ MUSIC BUSINESS
MUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as BUS 105.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience. (Prereq.: MUS/BUS 105)
■ METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
(.5 course)
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
(.5 course)
266 Music
MUS 359
MUSIC METHODS: VOCAL
MUS 456
Piano Pedagogy (.5 course)
(.5 course)
Explores methods, materials, and techniques for teaching piano. This course
has a community service-learning requirement that fulfills the LAF Augsburg
Experience requirement.
■ APPLIED SKILLS AND GROUP LESSONS
MUS 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 155A
Class Piano (.25 course)
This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from
instructor)
MUS 158
Class Guitar Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting (.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Music 267
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity for Augsburg students to study on
an individual basis with artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student.
Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits
(one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may
qualify to have their lesson fee waived (one instrument per semester for half-hour weekly
lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a
large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department.
Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is
two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the
student. Please check with the music office or use the search option on AUGNET Records
and Registration to get the correct course section for instruments with more than one
teacher.
MUP 111-211-311-411 Voice
MUP 132-232-332-432 Bassoon
MUP 116-216-316-416 Electric Bass
MUP 133-233-333-433 Clarinet
MUP 121-221-321-421 Violin
MUP 134-234-334-434 Saxophone
MUP 122-222-322-422 Viola
MUP 135-235-335-435 Flute
MUP 123-223-323-423 Cello
MUP 137-237-337-437 Horn
MUP 124-224-324-424 Bass
MUP 141-241-341-441 Trumpet
MUP 131-231-331-431 Oboe
MUP 142-242-342-442 Trombone
MUP 143-243-343-443 Baritone
MUP 181-281-381-481 Organ
MUP 144-244-344-444 Tuba
MUP 191-291-391-491 Harp
MUP 152-252-352-452 Piano
MUP 192-292-392-492 Improvisation
MUP 161-261-361-461 Guitar
MUP 193-293-393-493 Composition
268 Music
MUP 171-271-371-471 Percussion
The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber
music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide
variety of venues. The literature performed reflects the cultural diversity and
historical context of jazz. Placement is by audition or by arrangement with the
director. Preference is given to Concert Band members.
MUE 294
Opera Workshop
(1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUE 494
Opera Workshop
(.25 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for singers and instrumentalists.
Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and
coaching with a professional pianist. MUP fee schedule applies. (see
Handbook)
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at repertoire level III for music
education majors, one hour recital at level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music
Education majors, one hour recital at level V for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
Music 269
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts
Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional
or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency.
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers of Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
■ INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 299
Directed Study
See description on page 100.
MUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
See description on page 100. Open only to advanced students upon approval
of the faculty.
270
NATURAL SCIENCE TEACHING
LICENSURES
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distribution/general education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
LICENSURE REQUIREMENTS.
Broad Base Requirements (also for 5-8
general science licensure)
GEO XXX Introductory Geology (taken
off-campus)
SCI 106 Introductory Meteorology
BIO 121 Human Biology and Lab
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division
biology courses are required, along with:
Two additional science courses chosen
from the following list:
PHY 101 Astronomy
SCI 106 Meteorology
An introductory geology course
Natural Science Teaching Licensure 271
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO
367
One year of general physics — PHY 121,
122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or
Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken
off-campus)
Physics Major (for licensure in physics
9-12)
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of
Mathematical Physics (Prereq.:
MAT 245 or equivalent)
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
272
NORDIC AREA STUDIES—NAS
N
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modern Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; elective
courses or a second major such as
Norwegian, history, political science, urban
studies, business administration, international relations, sociology, or social work.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skill in Speaking (S)
is met by completing the following course:
S: NAS 352
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
NORDIC AREA STUDIES COURSES.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity
against the broad backdrop of Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Nordic Area Studies 273
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 299
Directed Study
See description on page 100.
NAS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 499
Independent Study/Research
See description on page 100.
NORWEGIAN
See listing under Languages and Cross-cultural Studies.
274
NURSING—NUR
T
he Augsburg Department of Nursing
is designed exclusively for registered nurses who want to increase their opportunities
in the healthcare field.
The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever they work, nurses provide
comprehensive health care for persons,
groups, and communities of diverse cultures and socioeconomic levels throughout
the life span.
The bachelor’s degree equips nurses to
synthesize knowledge from the liberal arts
with the art and science of nursing. The
nursing program at Augsburg also provides
educational opportunities to increase skills
in critical thinking, clinical investigation,
and decision-making in preparation for
challenging new nursing positions in
emerging care systems.
Augsburg’s nursing program, which
leads to a bachelor of science degree with a
major in nursing, is fully accredited by the
Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public
health nurse registration certificate
through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Magdeline
Aagard, Marty Aleman, Katherine
Baumgartner (Coordinator BSN program in
the Minneapolis/St. Paul), Ruth Enestvedt
(Coordinator of Augsburg Central Nursing
Center), Joyce Miller, Sue Nash
(Coordinator BSN program in the
Minneapolis/St. Paul), Joyce Perkins,
Pauline Utesch
Adjunct Faculty: Linda Holt (Coordinator
BSN program in the Minneapolis/St. Paul),
Tabitha Hanson, Jeannie Jacobson, Barbara
Knutson, Susan Loushin, April Morehouse,
Deborah Schuhmacher, Debra Zaffke
DEGREE AND MAJOR REQUIREMENTS.
Major
Seven courses including:
NUR 300 Trends and Issues in Nursing
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 403 Families and the Life Cycle
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing II
NUR 490 Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of
2.50 are required. Students also must complete Augsburg’s residence and general
education requirements.
The Critical Thinking (CT) graduation
skill is embedded throughout the required
courses in the nursing major and is met by
completing the major. The graduation skill
in Speaking (S) is met by completing the
following course:
S: NUR 305 — Communication
Consult the department chair or an
academic adviser for requirements for
meeting the Writing (W) and Quantitative
Reasoning (QR) graduation skills.
Students petitioning to transfer in
upper division nursing courses from
another institution to meet requirements in
the nursing major at Augsburg must consult an adviser about potential adjustments
to their course requirements to fulfill each
of these graduation skills.
The program has been planned so that
courses in the nursing major can be completed over 15 months (full-time study,
two courses per term) with a summer
Nursing 275
break; however, students may pursue their
studies at a slower and more flexible pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 411) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with BSN admissions staff in the Adult
and Graduate Admissions Office for program planning.
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.60 in the
major and 3.30 overall, application to the
department chair by November 1 of the
senior year, recommendation by nursing
faculty, and honors thesis to be presented
before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Note regarding Latin honors: To be eligible for Latin honors, a student must meet
minimum GPA standards as well as complete a minimum of fourteen traditionally
graded credits at Augsburg and have no
more than two elective pass/no pass graded
credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on
page 94.
ENTRANCE REQUIREMENTS.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.20
GPA.
2. Graduation from a nationally accredited nursing program: Applicants must
have graduated from a nationally accredited associate degree or diploma nursing
program with a 2.50 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have an updated
immunization record.
276 Nursing
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing a nursing
degree.
Nursing courses at Augsburg are available evenings and weekends. Nursing
classes usually meet on alternate weekday
evenings for three-to-four-hour time
blocks. Clinical practicum requirements
usually occur on weekdays. Optional
immersion practicums abroad are scheduled throughout the year. Check with the
Department of Nursing for details.
It is recommended that most liberal arts
courses be taken before starting the nursing major. Nursing majors can complete
courses toward the baccalaureate at the
Minneapolis campus; at United, Mercy,
Unity, and Children’s Hospitals in St. Paul,
Coon Rapids, and Fridley, Minn.; and in
Rochester, Minn.
NURSING COURSES.
NUR 300
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 305
Communication
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or
concurrent enrollment.)
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research. (Prereq.: NUR 300 or concurrent enrollment.)
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span. (Prereq.: NUR 305 and 306, or consent of instructor.)
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.)
NUR 411*
Community Health Nursing II
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
Nursing 277
NUR 490
Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing
and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied.
Application of theory occurs in selected practice settings with a professional
nurse preceptor. This course satisfies the Keystone requirement. (Prereq.:
Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent Study/Research (optional)
See description on page 100.
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
* This course involves an additional clinical tuition and clinical practicum hours.
278
PHILOSOPHY—PHI
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
“big” questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by the study of
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
DEGREE AND MAJOR REQUIREMENTS.
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer
Science for course listing.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student’s
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy 279
Philosophy Minor
Five courses, including two from
PHI 241, 242, 343, and 344.
PHILOSOPHY COURSES.
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students
who receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on informal
logic and inductive reasoning.
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from
Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of
truth and human knowledge, and the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
280 Philosophy
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature,
music, architecture, and film: the truth and falsehood of aesthetic judgment,
the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its
relation to the rest of the artistic tradition. For arts majors and students with a
strong background in the arts.
PHI 343
History of Philosophy III: Early Modern and 19th-Century
Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza,
Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume),
Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and
the reaction to it (Marx, Kierkegaard, Nietzsche and Mill).
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and
post-modern philosophy. Focus of study is on major texts of these movements.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of
reality, the self, ways of knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: one course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Philosophy 281
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on one philosopher, one philosophical writing, and/or on
one topic in philosophy. Students work on preparing an in-depth thesis paper
on some aspect of the course through discussion of the course material. Short
lectures are used to introduce students to the material followed by discussion
and debate to move students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent
of instructor. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an
overview of specific themes in philosophy.
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 299
Directed Study
See description on page 100.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 499
Independent Study/Research
See description on page 100.
PHYSICAL EDUCATION
See listing under Health, Physical Education, and Health Fitness.
282
PHYSICS—PHY
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called “natural philosophers,”
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society’s understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments in science with
heightened awareness and comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor’s and advanced degree
levels, and administers Augsburg College’s
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Biophysics, with support
from the National Science Foundation,
NASA, and other private and public
sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative
education, internship, and undergraduate
research programs provide opportunities
for students to apply their knowledge and
problem-solving skills in practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson, Jeffrey
Johnson, David Murr, Ben Stottrup, David
Venne
Physics Research Staff
Jennifer Posch
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Major
Thirteen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
Physics 283
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Major
Seventeen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics II
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory II
PHY 486 Quantum Physics
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
Eighteen course credits. It is the same
as the B.S. major, with the addition of PHY
320 and PHY 420, and the omission of the
elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30
overall. An original research project on a
significant topic in physics with an oral
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the first year, and
MAT 245 and 247 (or PHY 327) during the
sophomore year.
284 Physics
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.00 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, II
PHYSICS COURSES.
PHY 101
Introductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition
the course traces the development of scientific thought from early civilization
to the present day. Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Physics 285
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratory/lecture periods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the
human body relating to music, the visual arts, and theatre. Explores the
physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
286 Physics
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations,
Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special
matrices, determinants), and functions of a complex variable. (Three one-hour
lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent.
Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and
electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
Physics 287
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One
three-hour laboratory and an occasional one-hour seminar per week. Prereq.:
PHY 395, junior or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 351. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 299
Directed Study
See description on page 100.
PHY 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 499
Independent Study/Research
See description on page 100. Open to juniors and seniors with departmental
approval.
288
POLITICAL SCIENCE—POL
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful
career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki,
Milda Hedblom, Elizabeth Klages, Norma
Noonan, John Shockley
DEGREE AND MAJOR REQUIREMENTS
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective—one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing
one of the following courses:
S: POL 325, POL 326, or POL 380
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Political Science 289
Pre-Law Concentration in Political
Science
POL 160
POL 170
Major: 11 courses required
III. Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can
be used for this requirement)
SOC 381
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
COM 111
Electives — five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in
Political Science (can come from the list
above, or be any other upper level Political
Science course).
Public Policy and Political Change
Concentration in Political Science
Major: 11 courses required.
I. Six Specific Courses
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by
political science adviser)
ECO 490, POL 483, or SOC 362 (only one
can be used for this requirement)
POL 484
II. One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
NOTES
1. POL 140 can be substituted for POL
122, with adviser approval.
2. If both POL 121 and 122 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
3. If both POL 325 and 325 are completed,
one can count for section I and one for
section III. The same course cannot fulfill
requirements in both sections.
4. Only one economics course (either 312,
313, or 413) can be counted toward the
four courses required in Section III.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student’s GPA must
be 3.50 in the major and 3.00 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
290 Political Science
Minor
NOTES
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
1. POL 140 can be substituted for POL
122, with adviser approval.
Pre-Law Minor: six courses required
3. Only one economics course (either 312,
313, or 413) can be counted toward the
three courses required in Section II.
Four Required Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be
approved by the chair (e.g. if a required
course has to be canceled).
Public Policy and Political Change
Minor: 6 courses required
I. Three Specific Courses
POL 121 or 122.
POL 325 OR 326
POL 399 (internship must be approved by
adviser)
II. Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
2. If both POL 325 and 325 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division economics
course
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social Studies —
Capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Political Science 291
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(II) Comparative Politics and Analysis,
(III) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
POLITICAL SCIENCE COURSES.
■ I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government — including Congress,
the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
292 Political Science
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
■ II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
Political Science 293
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
■ III. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.:
four courses in the international relations sequence)
■ IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
“supreme” law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
294 Political Science
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
■ V. POLITICAL THEORY AND ANALYSIS
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education
(issues may vary). Students develop their own arguments about social justice.
Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at the struggle to define
Asian Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor)
Political Science 295
■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 100.
POL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
POL 499
Independent Study/Research
See description on page 100.
296
PSYCHOLOGY—PSY
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum’s emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg’s active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
David Matz (Chair), Barbara Curchack,
Grace Dyrud, Stacy Freiheit, Lisa Jack,
Bridget Robinson-Riegler, Nancy Steblay
DEGREE AND MAJOR REQUIREMENTS.
Major
The major is 10 courses
Foundations of Psychology (five courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods and Statistics
I
PSY 315 Research Methods and Statistics
II
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 201 Health Psychology
PSY 263 Sports Psychology
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
PSY 410 Clinical Neuropsychology
Electives (three courses in psychology)
Majors are strongly encouraged to take
more than the minimum 10 required psychology courses; no more than 13 course
credits can count for graduation.
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 199, 299, 399/396, and
499 may be counted.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academ-
Psychology 297
ic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law
involves the application of scientific and
professional aspects of psychology to questions and issues relating to law and the
legal system. This field encompasses contributions made in a number of different
areas — research, clinical practice, public
policy, and teaching/training among them
— from a variety of orientations within the
field of psychology, such as developmental,
social, cognitive, neuropsychology, and
clinical. Students in this concentration will
participate in at least three experiential
learning venues: laboratory research, a
community-based internship, and study
tours to Hennepin County Courts.
See department chair for specific
requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.00 in the major and 3.50
overall, and completion of a high-quality
research project. Formal application must
be made during the junior year. Please
consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299, 399/396,
and 499 may be counted.
298 Psychology
PSYCHOLOGY COURSES..
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one
course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research
design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population—the
elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
PSY 262
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
Psychology 299
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology,
Close Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken
in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of
2.0 or higher)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of
learning and cognition, emotions, abnormal psychology, personality, normal
and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 215, or PSY 105 with junior standing)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with
junior standing)
300 Psychology
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required.
(Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 with junior standing)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.:
PSY 215 or PSY 105 with junior standing)
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 with junior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic
brain injury and diseases such as stroke, epilepsy, and dementia. Learn human
neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including
neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent
of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Psychology 301
Internships and Independent Study Courses.
PSY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 100. (Prereq.: PSY 105)
PSY 399/396 Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Weekly class meetings are required for this course.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone requirement. (Prereq.: PSY
315)
PSY 499
Independent Study/Research
See description on page 100. (Prereq.: PSY 315)
302
RELIGION, YOUTH
MINISTRY—REL, YFM
R
eligion asks questions and seeks
answers fundamental to humanity’s search
for meaning: Who are we as human
beings? (Who am I?) What is our relationship with each other, with the natural
world, and with God? (What is my place in
the world? What am I called to do?) What
do good and evil mean in this time and
this place? (Do I — or how do I — understand these concepts differently than those
from different times and ages?)
The study of religion, including inquiry
into the history and traditions of
Christianity, exploration of other major
world religious traditions, study and interpretation of the Hebrew Bible and New
Testament, and reflection on vocation, is
central to the mission and vision of
Augsburg College. At the center of the
AugCore, Augsburg’s general education
program, are courses in the Religion
Department. In these courses, students are
challenged and equipped to articulate what
they believe and to see that what they
believe matters. These courses also ground
students who wish to major or minor in
Religion or Youth and Family Ministry,
where they may more explore more deeply
the interpretation of the Bible, church history, theology, world religions, spirituality
and spiritual practices, as well as the practical aspects of the life and work of the
church.
Augsburg is a college of the Evangelical
Lutheran Church in America (ELCA), and
this means that we are eager to engage in
dialogue with Christians of all denominations and with people who practice other
spiritual traditions or claim no religious
beliefs. We challenge all our students to
respect and learn from one another and to
AND
FAMILY
think critically about matters of faith and
reason.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt
Hale, Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik, Hans Wiersma
GENERAL REQUIREMENTS.
Majors
The Religion Department offers two
majors: Religion (REL) and Youth and
Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective credit for the major. Students who
have taken an approved introductory
course in Bible and/or Christian theology
Religion 303
at another college may take REL 300 in
place of the College REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the
department.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall, research project approved by the
department, and colloquium with the
department. Application must be received
by the department by Dec. 30 of the student’s senior year.
RELIGION—REL
A religion major serves as a strong
foundation in the liberal arts. It prepares
students for professional work and/or graduate studies in a wide array of fields.
Certainly, students interested in seminary
and ministry are well-served by an undergraduate religion degree. Students who
wish to pursue graduate studies in theology, religious studies, sacred scripture, or
church history are also good candidates for
a religion major. Students interested in
graduate studies in most any field in the
humanities and social sciences could
choose a religion major. Law schools and
other professional schools, including medical schools, are attracted to students with
a religion degree and the skills of analytic
reading, critical thinking, writing, and
speaking acquired in pursuit of that
degree.
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 210 Research Methods in Religion
REL 495 Religion Keystone
Five additional electives
Note: Keystone, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302, 386 or consult with your
adviser for an approved course outside the
major
W: REL 495 and one of the following: REL
362, 370, or 481
304 Religion
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Religion Minor
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note for majors and minors:
Students are required to have at least a
2.00 GPA in courses counted toward the
major or minor. One or two courses in
youth and family ministry (YFM) may
count toward the religion major or minor.
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
RELIGION COURSES.
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for credit for students who
have taken REL 300 or 331.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through
issues that emerge in public discussion through news and popular media.
Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its
relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion.
Students will explore primary texts on topics such as gender, economics, and
politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own perspectives on the topic
under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111
or 112 or HON 111)
REL 206
Apostles of Hope
This course will explore how Israel adapted, resisted, fractured into sects, and
was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman
empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a
threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of
the Roman order?
Religion 305
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South,
Central, and North America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand’s contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships
within the context of the faith and practice of the Christian church.
306 Religion
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of the world religions as practised in America. Some
controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
American culture and politics. Focuses on the relationship between theology
and social/political transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111,
junior standing, and REL 100 or 300)
REL 378
Medieval Church (See description under HIS 378)
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Religion 307
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology.
REL 405
Lilly Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 406
Lilly Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST
100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities. This course satisfies the
Keystone requirement.
308 Religion
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: REL 210)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Limited to special cases.
REL 299
Directed Study
See description on page 100.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
REL 499
Independent Study/Research
See description on page 100. For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
YOUTH
AND
FAMILY MINISTRY—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to
nurture future leaders in service to the
world, the major in youth and family ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministry settings.
This major is interdisciplinary, combining
a core study of theology, Bible, and ministry with supporting coursework in the
social sciences. A distinctive element of the
major is the combination of practical and
theological training: students will have
many opportunities to apply their knowledge and discernment skills in specific
ministry contexts, including a supervised
internship. Students must declare the YFM
major and receive faculty approval before
participating in off-site field work. A youth
and family ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302
W: REL 362 and REL 495
Consult your YFM academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
Course Maximums
A student majoring in YFM may take
apply up to 15 courses from the religion
department toward graduation if they are
required to take REL 100 and 200, and the
15th course is a REL or YFM study abroad
course or the Lilly Scholar Seminar. If the
student is required to take REL 300, they
may apply up to 14 courses if the 14th
course is a REL or YFM study abroad
course or the Lilly Scholar Seminar.
Associate in Ministry (A.I.M.)
Course work completed with the major
fulfills part of the requirements for
Associate in Ministry (A.I.M.) status within
the Evangelical Lutheran Church in
America. Students interested in A.I.M. certification should consult with their home
synod and with a YFM adviser no later
than their second year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (6 courses):
REL 210 Research Methods in Religion
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Religion Keystone
Youth and family ministry core (4 courses):
YFM 208 Vocational Formation I [required
non-credit experience]
YFM 209 Vocational Formation II
[required non-credit experience]
YFM 235 Foundations for Ministry with
Youth and Families
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
YFM 399 Internship
Youth and family ministry electives (2
courses):
YFM 205 Exploring Topics in Youth and
Family Ministry (students will choose two
topics courses from a list of 0.5 credit
courses)
One REL or YFM course from the following list:
309
310 Youth and Family Ministry
YFM 232 Peer Ministry
YFM 316 Church and Culture in Context
REL 343 Theology of Marriage and Family
REL 345 The Lutheran Heritage (required
for A.I.M. certification)
REL 353 Denominations and Religious
Groups in America
REL 356 World Religions
REL 357 Giants of Christian Faith
REL 425 Christian Spiritual Practices
Youth and Family Ministry Minor
and three supporting courses:
SOC 231 Family Systems: A Cross-Cultural
Perspective
PSY 105 Principles of Psychology
PSY 250 Child Development
or PSY 252 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
One Bible survey course from:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
Note: A student with a youth and family
ministry major or minor may not also
major or minor in religion.
The minor consists of the following five
courses:
YFM 235 Foundations for Ministry with
Youth and Families
One youth and family ministry course
from:
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
One theology course from:
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
and one course from the theology core,
YFM core, or YFM electives as listed in the
major.
YOUTH AND FAMILY MINISTRY COURSES.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205
Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year
to year and include such subjects as Outdoor Ministry, Service Learning,
Program Administration and Planning, Youth Culture and Religion,
Communications, Media, Music and Ministry, and Ministry with Youth on the
Margins.
YFM 208
Vocational Formation I (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students
will complete an entrance process into the major, participate in monthly
cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
YFM 209
Vocational Formation II (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students
will complete a professional portfolio, participate in monthly cohort groups,
monthly roundtables, have multiple meetings with an assigned mentor from
the field, and attend one approved professional conference or workshop.
(Prereq.: YFM 208)
Youth and Family Ministry 311
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Foundations for Ministry with Youth and Families
An introductory level study in which the biblical, theological, and historical
foundations of ministry with youth and families are explored. Students will
also be introduced to the principles of practical theology and learn the skills
and sensibilities necessary for discerning what faithful ministry might look
like in a specific location.
YFM 305
Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of
the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the
major themes of this course. (Prereq.: YFM 235)
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in
another country. An exploration of the roles of households, congregations, and
other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
YFM 358
Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the
issues and challenges facing modern and “post-modern” churches. A central
element of this course will be a research project that studies the methods and
strategies of congregations and other ministry organizations in their efforts to
introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235)
YFM 399
Internship
The internship centers around 150 hours of supervised leadership practice
focused on youth and families, fulfilled in partnership with a congregation or
other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
(Prereq.: YFM 235 and YFM 305 or 358)
SCANDINAVIAN STUDIES
See Nordic Area Studies.
312
SOCIAL STUDIES TEACHING LICENSURE
S
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 120 America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields—economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor’s degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
SOCIAL WORK—SWK
S
tudents in social work are preparing
to engage in professional practice with
individuals, families, groups, communities,
and organizations. Students learn to
become skilled at designing change strategies with clients that promote individual
change, social justice, and empowerment.
The curriculum includes classroom
instruction and agency practice in human
development in a social context, social
work skills, history of social work and
social welfare in the United States, analysis
of social welfare policy, and social science
research. In and out of the classroom, students study privilege and oppression and
engage with diverse communities. In the
end, our students are prepared to practice
in a global society and in international settings.
Those graduating with a social work
major receive a Bachelor of Science degree
in social work and are eligible to apply for
licensure as a generalist social worker.
Students interested in a graduate degree in
social work (MSW) are encouraged to
apply to our Master of Social Work program. Both the baccalaureate and graduate
social work programs are accredited by the
Council on Social Work Education.
Social work graduates embody the
Augsburg College motto, “Education for
Service.” One example of this motto in
action is the extensive service learning and
practica assignments embedded in the
social work curriculum. Students begin
service learning early in their major and
engage in over 400 hours of agency based
training, supervised by licensed social
workers. The Twin Cities offers a variety of
innovative and professional programs and
agencies. Students are encouraged to train
with and learn from these local, regional,
and national leaders in social work.
313
The social welfare minor offers students
from other disciplines the opportunity to
gain knowledge about the history of social
work and social welfare, human development in a social context, and experience
with agency and community social work.
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Christina Erickson, Annette
Gerten, Barbara Lehmann, Curt Paulsen,
Nancy Rodenborg (Undergraduate Field
Coordinator), Glenda Dewberry Rooney,
Michael Schock (Undergraduate Program
Director), Maryann Syers (Field Education
Coordinator), Tan Ngoh Tiong
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice 1:
With Individuals
SWK 307 Field Work 1:
Integrative Seminar
SWK 316 Social Work Practice 2:
With Families and Groups
SWK 317 Field Work 2:
Integrative Seminar
SWK 402 Research 1: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 2: Evaluation of Social
Work Practice and Programs
(.5)
SWK 406 Social Work Practice 3:
With Communities and Policies
SWK 407 Field Work 3:
Integrative Seminar
SWK 417 Field Work 4:
Integrative Seminar
SWK 490 The Social Worker as
Professional
314 Social Work
and seven supporting courses:
BIO 121 Human Biology and Lab
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 265 Race, Class, and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 280 Diversity and Inequality in
Professional Practice
A minimum grade of 2.0 is required for
each core course and a 2.00 cumulative
GPA is required in the supporting program.
A statistics course is recommended for students planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and are
met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill. Transfer
students must consult an adviser about
potential adjustments to their course
requirements to fulfill each of these skills.
Admission to the Major
Students must apply to be admitted to
the degree program in social work. This
application process, called candidacy, is
subsequent to and separate from admission
to Augsburg College. The initial candidacy
application is completed in the spring term
of the sophomore year or in the summer
months for junior transfer students. Each
social work major must complete the
application materials and be officially
admitted to the social work program before
beginning the first field practicum in the
junior year. Social work majors must have
a cumulative 2.20 G.P.A. to enter the pro-
gram. Students who do not meet this minimum G.P.A. standard will be given an
opportunity to explain their G.P.A. and
may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those
300 and 400 level courses restricted to
social work majors only. Contact the Social
Work Department for details.
Departmental Honors
The social work department offers students the opportunity to earn
Departmental Honors through the completion of an applied or scholarly project.
Students may apply for Departmental
Honors if they have earned and maintain
an overall GPA of 3.30 and maintain a
cumulative GPA of 3.60 in all social work
classes at the 300 level and above. Honors
applicants may take up to two courses as
P/N (in addition to the integrative field
seminars, which are graded P/N) and must
complete a minimum of 14 traditionally
graded Augsburg courses. Other requirements include the successful completion of
a paper or project designed to demonstrate
critical understanding of one area in the
field of social work or social welfare. A faculty mentor will guide and supervise work
on this paper or project. Please consult
with your adviser or program director for
complete details and deadlines.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 3:
With Communities and Polices
SOC 265 Race, Class, and Gender
and one course from:
Social Work 315
POL 121
POL 158
POL 325
American Government
and Politics
Political Patterns and Processes
Politics and Public Policy
SOCIAL WORK COURSES.
■ COURSES OPEN TO ALL STUDENTS
SWK 210
Environmental Justice and Social Change
This course examines the relationship between environmental justice issues
and principles and methods of social change. It explores the relationship
between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways
social change agents can mobilize action to correct these injustices. (Elective
credit)
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and
are vital to fostering peace, human rights, and well-being. (Elective credit)
SWK 257
Exploring Human Services
In this service learning course, students explore human services and especially
social work as a major and as a career. In addition to attending class, students
work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups.
SWK 260
Humans Developing
This course helps students to examine critically factors influencing human
growth and development within diverse and oppressed groups. Students come
to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals,
groups, and families.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural
competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or
concurrent registration: SOC 265 Race, Class and Gender)
SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and globally profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs.
(Prereq.: junior standing or consent of instructor)
316 Social Work
SWK 406
Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and
social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt,
and how to influence local, regional, and national policies. (Prereq.: senior
standing or consent of instructor)
■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY
SWK 306
Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual
clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist
social work practice with individuals, families, and groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and
working with diverse populations.
SWK 307
Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social
work practicum. Social work professionals in regional human service agencies
supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the fall term. (SWK 307 is concurrent with SWK 306
and is the first of two courses required in the junior year practicum, P/N grading only.)
SWK 316
Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills,
and values while learning to interview families and facilitate groups. Emphasis
is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
SWK 317
Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge
and skills in their first social work practicum. Students synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the spring term. (SWK 317 is concurrent with SWK 316
and is the second of two courses required in the junior year practicum, P/N
grading only.)
SWK 402
Research 1: Fundamentals of Social Work Research and Evaluation
(0.5 course)
Students are introduced to basic social research methods commonly used in
social work research. Students learn how to access and understand current
knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing
research strategies as applied to practice evaluation. (This half course is in
sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.)
Social Work 317
SWK 403
Research 2: Evaluation of Social Work Practice and Programs (0.5
course)
Building on the work in SWK 402, students plan and complete an evaluation
of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative
and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is
concurrent with SWK 417 and SWK 490.)
SWK 407
Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced
course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and
SWK 406, and is the first of two courses required in the senior year practicum,
P/N grading only.)
SWK 417
Field Work 4: Integrative Seminar
This course is a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term. (SWK 417 is concurrent with
SWK 403 and SWK 490, and is the second of two courses required in the
senior year practicum, P/N grading only.)
SWK 490
The Social Worker as Professional
This course, which meets the senior keystone course requirement in the
Augsburg Core Curriculum, is the summative seminar in the social work
major. Students learn organizational analysis and methods for agency change
as well as reflect on vocation in social welfare, engage in career planning,
study ethical practice principles, and prepare to engage in professional social
work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.)
Internships and Independent Study Courses:
SWK 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 100.
SWK 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 499
Independent Study/Research
See description on page 100.
318
SOCIOLOGY—SOC
S
ociology is the scientific study of
society as a whole and of human social
organization in groups. The sociological
perspective provides a way to better understand the social world and how human
beings come to think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg’s metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in research, management, and
human resources departments of both government and private corporations, in the
criminal justice field, and as professors of
sociology. Others have used the major as
preparation for advanced study in areas
such as law, the ministry, social work,
urban planning, and human services.
Sociology Faculty
Tim Pippert (Chair), Lars Christiansen,
Nancy Fischer, Garry Hesser, Diane Pike,
James Vela-McConnell
DEGREE AND MAJOR REQUIREMENTS.
Students may choose to pursue the core
sociology major or they may opt for a specialized, interdisciplinary concentration
within the major.
Core Major
Sociology has a long-standing tradition
as an excellent undergraduate major that
applies to a number of fields from human
services to criminal justice to business to
public service. The foundation of the
major at Augsburg is that it provides a
clearly organized curriculum that is challenging, develops over the course of the
major, and integrates and reinforces an
excellent set of important skills; those
skills include abstract thinking, writing,
critical analysis, basic research, integration
of theory and data, and the connection of
the individual and collective perspectives
in the unique way of the sociological imagination. The five core courses intentionally
develop those skills in our students and
serve them well. Thus, these required and
sequenced courses are also the core of the
concentrations that allow students to pursue their electives in a direction that adds
other skills related to areas of interest.
Those concentrations include: community
studies, crime and deviance, law and society, organizational studies, and social psychology.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below:
Core major:
SOC 121 Introduction to Human Society
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 485 Sociological Theory
SOC 490 Senior Seminar
Sociology 319
At least three of the following upper-division courses (Prereq: SOC 121):
SOC 320 Sociology of Law
SOC 349 Organizational Theory
SOC 375 Social Psychology
SOC 377 Organizational Deviance
SOC 381 City and Metro-Urban Planning
SOC 387 Juvenile Delinquency
SOC 390 Social Problems Analysis
SOC 410 Field Studies of Organizations
Two additional sociology electives. SOC
399 (Internship) is highly recommended.
Note: Majors must have a 2.0 or better in
each required course to receive credit in
the major.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are embedded within
the core courses — specifically SOC 363,
SOC 485, and SOC 490 — and are met by
completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. Courses required beyond the
core major requirements are: SOC 111,
SOC 381, SOC 399, and one additional
elective. See Garry Hesser for advising and
visit the department website for details.
Concentration in Crime and Deviance
Careers in criminal justice — corrections, federal investigation, probation,
court work, law enforcement and crime
prevention — will be supported by this
concentration in the major. In addition to
the five core major requirements and one
elective, the courses are: Criminology
(SOC 277); three courses from the following four upper division options — Juvenile
Delinquency (SOC 387), Organizational
Deviance (SOC 377), Sociology of Law
(SOC 320), or Social Problems (SOC 390);
one interdisciplinary course — Psychology
and Law (PSY 265) or approved ACTC
elective that meets student interests; and,
an internship in a field related site which
serves as the concentration capstone experience (SOC 399). The total number of
courses for the concentration is 12. Please
see Diane Pike for advising and visit the
department website for details.
Concentration in Law and Society
This concentration is an interdisciplinary concentration that is intended for students who are considering law school and
legal careers such as becoming lawyers or
legal researchers. It emphasizes the development of reasoning and communications
skills as well as courses that address legal
issues. Courses required beyond the core
sociology major requirements include:
Sociology of Law (SOC 320), Sociology of
Organizations (SOC 349), and Internship
(SOC 399), and three courses in related
fields — COM 111, COM 351, and POL
170. See Nancy Fischer for advising and
visit the department website for details.
320 Sociology
Concentration in Organizational
Studies
This concentration is designed for students who plan to work in organizational
settings including corporate, government,
and non-profit sectors. Students will learn
how organizations are structured, function,
and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This
concentration seeks to equip students with
skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career
and professional goals. Courses required
beyond the core major requirements are:
Office Space (SOC 222), Sociology of
Organizations (SOC 349), Organizational
Deviance (SOC377), Field Studies in
Organizations (SOC 410), an Internship
(SOC 399), and three courses in related
fields — BUS 242 or BUS 340; ECO 113;
and one from INS 325, COM 345, or COM
410. See Lars Christiansen for advising and
visit the department website for details.
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
and/or psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in public relations, law, consulting,
research, social policy, and more. Courses
required beyond the core major requirements are: Social Psychology (SOC 375),
Social Problems Analysis (SOC 390), an
Independent Research in Ethnography
(SOC499), and three courses in
Psychology — Principles of Psychology
(PSY 105), Social Behavior (PSY 325), and
the Advanced Research Seminar (PSY 491).
See James Vela-McConnell for advising and
visit the department website for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.50 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.00 GPA in courses counting toward the minor.
Sociology 321
SOCIOLOGY COURSES
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 141
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly?
Can workplaces be functional, or are they inherently conflictual? How does
the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United
States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns.
(Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts
do social movements have on social institutions, the state, culture, and even
personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over
the last two centuries. (SOC 121 and courses on 19th or 20th century U.S.
history recommended, but not required)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
322 Sociology
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and
riots. What are the dynamics underlying different forms of violence? This
course takes violence in its many forms as a topic for sociological analysis.
(Spring of alternate years)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq. for 300 level courses
only: SOC 121 or consent of instructor)
SOC 320
Sociology of Law
How does law in practice differ from law as it is written in the
Constitution/Bill of Rights? Despite the pretense that legal language is neutral,
in practice, the law constructs people in different, unequal ways based on their
class, age, race, gender, and sexuality. We will explore the different ways that
law is practiced, and coursework will involve observing law in practice in local
courts. (Prereq.: SOC 121 or consent of instructor. Fall)
SOC 349
Sociology of Organizations
What is the nature of these modern organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Sociology 323
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course examines individual identity within the social context of
symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring)
SOC 377
Organizational Deviance
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents;
corporate scandals. What are the causes and consequences of organizational
crime and deviance? Case study analysis and the application of sociological
models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349.
Spring of alternate years.)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning
and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent
of instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of
adults? In addressing this question the social construction of deviance and
delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.:
SOC 121 or consent of the instructor. Spring of alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring
of alternate years)
SOC 410
Field Studies in Organizations
In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as
explore the challenges, strategies, and rewards of doing projects as a group.
(Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate
years)
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
324 Sociology
SOC 490
Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Internships and Independent Study Courses:
SOC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 299
Directed Study
See description on page 100.
SOC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring)
SOC 499
Independent Study/Research
See description on page 100. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Languages and Cross-cultural Studies.
THEATRE ARTS—THR
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledge
and principles from many academic and
artistic disciplines, including communication, art, music, history, English, literature,
business, philosophy, and religion. Both
the curriculum and dramatic productions
by the Theatre Arts Department offer valuable cross-disciplinary connections for the
campus while also providing a solid base
in classical, modern, contemporary, and
multicultural theatre.
Augsburg’s location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students), and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students
325
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department encourages a
second major or minor in such fields as
art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Darcey Engen (Chair), Julie Bolton,
Michael Burden (Program Director),
Martha Johnson, Lisa Anderson, David
DeBlieck, Karen Mulhausen, Sandy
Schulte, Warren C. Bowles, Carla Steen,
Adriene Heflin, Michael Hoover, Edward
Lee Bok
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
The Theatre Arts Department currently
has three concentrations within the major:
performance concentration, directing/
dramaturgy and theatre design/technical
theatre concentration. Each concentration
consists of the Theatre Core Curriculum
supplemented by electives specific to each
concentration.
Theatre Arts Major
Performance Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies in
Theatre (M.A./Ph.D. and M.F.A.) and/or
professional work as a performer. Students
choosing this concentration will enroll in
the eight core theatre major courses taken
by all theatre majors and will supplement
the core with courses identified as concentration specific electives. Students in the
performance concentration are encouraged
to consult with their adviser when select-
326 Theatre Arts
ing electives. Advisers will assist students
in identifying the year and semester elective courses are offered. Students are
strongly encouraged to also complete a
professional Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses — eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten production practicum units (THP)—
See Practicum Units
The theatre arts department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Directing/Dramaturgy Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag.
Students choosing this concentration will
enroll in the eight core theatre major
courses taken by all theatre majors and
will supplement the core with courses
identified as concentration specific electives. Students in the Directing/Dramaturgy
concentration are encouraged to consult
with their adviser when selecting electives.
Advisors will assist students in identifying
the year and semester elective courses are
offered. Students are also required to complete a THR 399 Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses-eight required core
courses and two electives chosen from two
categories of courses Plus 10 theatre
practicum units taken as THP.
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 250 Script Analysis: Foundations of
Theatre
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Electives:
Select and complete one (1) of the following courses
ENG 330 Shakespeare
Theatre Arts 327
ENG 338 Readings in British and
Commonwealth Drama
ENG 358 Readings in American Drama
ENG 368 Readings in World Drama
NAS 352 Modern Nordic Drama
encouraged to also take an Independent
Study in their area of focus and to do a
professional internship at a local Twin
Cities theatre.
Select and complete one (1) of the following courses
THR/ENG 325 Playwriting
ENG 221 Expository Writing about the
Arts and Popular Culture
Ten THR courses-eight required core
courses and
Two electives chosen from ART electives,
Plus 10 theatre practicum units taken as
THP.
Required Internship:
THR 399 Internship—Off Campus
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one Main-Stage Show
Ten Practicum Units (THP) See Practicum
Units
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Technical Design/Technology
Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies and/or
professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre
major classes taken by all theatre majors
and will supplement the core with at least
two electives from the Art Department.
Students in the emphasis are strongly
To fulfill this concentration:
Two Electives from:
ART 107 Drawing
or
THR/ART 265 Computer Drafting
ART 240 Art History Survey
or
ART 243 or 244 History of Architecture
Required Internship:
THR 199 Internship—Off Campus
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
328 Theatre Arts
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Ten Production Practicum Units (THP) See
Practicum Units
The following courses are strongly recommended:
THR 228 Directed Study
ART 340 Digital Imaging
THR 339 Internship
THR 499 Independent Study
Theatre Practicum Units (THP)
All theatre arts majors in either concentration are required to complete 10
practicum units (THP) from three established areas.
Area 1 Performance
Each major will complete between one and
five THPs from this area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2 Production
Each major will complete between four
and eight THPs from this area.
The Production Area THPs are:
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes
Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage
Manager
THP 116, 126 or 136 Stage Manager
Area 3 Artistic/Production Management
Each major will complete one THP from
this area.
The Production Area THPs are:
THP 117 Fall Artistic/Production
Assistance
THP 127 Winter Artistic/Production
Assistance
THP 137 Spring Artistic/Production
Assistance
Please note that all theatre practicum
courses count as one theatre practicum
unit except for the following because of
exceptional time requirements:
THP 115, THP 125 and THP 135 Assistant
Stage Manager counts as two units
THP 116 ,THP 126 and THP 136 Stage
Manager counts as three units.
Curricular Planning Information: The following courses are encouraged, but not
required:
THR/MUS 235 Skills of Music Theatre
THR/ENL 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 is recommended to fulfill one of
the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
First-years planning to major in theatre
arts should begin with courses THR 228,
232, or 250; sophomores: THR 226, 228,
245, 361, 362; juniors: THR 325, 328, 350,
360, 361, or 365; seniors THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should
meet in the fall of first year with a theatre
adviser to ensure proper sequence of classes to be taken based on odd or even year of
entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
Theatre Arts 329
a 3.75 GPA in the major and a 3.50 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser early spring semester of their
junior year to develop a proposal for the
honors project.
Transfer Students
Transfer students should meet with a
transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The
majority of core classes should however be
taken at Augsburg. Additionally transfers
are required to take a minimum of three
upper division theatre arts courses. Ten
practicum units are also required, five of
which need to be completed within the
department. Transfers must also complete a
minimum of five THP credits within the
department. No more than five units can
be credits from others schools.
Theatre Arts Minor
Five courses including:
THR 250 Script Analysis: Foundations of
Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 362 Theatre History Criticism II
THR 366 Stage Direction
The theatre arts minors also must complete
five practicum units. Students must take a
minimum of one performance unit and a
minimum of three production units. Refer
to the practicum categories listed below
the curriculum concentrations.
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 250 Script Analysis: Foundations of
Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism II
A directed studies course in dramaturgy or
theatre criticism or theatre history
THEATRE ARTS COURSES.
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and composition. Each
class includes a rigorous, physical warm-up, mixing yoga, conditioning, and
modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of
THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting and
storytelling with an emphasis on active participation, creation of an original
330 Theatre Arts
performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at
theatre productions required.
THR/FLM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and
focuses on the appreciation and value of theatre in society. Focus on historical
periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
THR 226
Movement for the Theatre
A study of the principles of movement used in the art of acting. Students will
improve their use of energy, concentration, balance, control, clarity, timing and
spontaneity through practical exercises. This course uses established theory
and techniques in neutral mask, Asian martial arts, and physical and vocal
characterization exercises. Students will examine various performance paradigms and see professional productions.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
and creative processes. Students will execute practical projects, attend theatre
tours, see professional productions, and participate on the theatre department’s
fall production. Open to all students. Forty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays
in artistry of theatre and film.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama, culminating in public performance. Students attend
and review local professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of music theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
Theatre Arts 331
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. Attendance at local
theatre productions required.
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as
a way of interpreting a dramatic script for academic and artistic applications.
Close readings of plays from each genre (comic, tragic, realistic, absurd and
post-modernism) will enable students to learn and apply basic terminology for
literary and artistic processes.
THR/ART 265 Computer Drafting for the Stage and Architecture
Computer Drafting for the Stage and Architecture is an introduction to using
AutoCAD LT for drafting on the computer. Students will learn how to use
basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture.
THR 270
Black Theatre
Introduction to Black Theatre is an examination of the principles, major
movements, and fundamentals of theatre by and about Black Americans. It
examines the historical, political, and cultural context of Black Theater. This
course will focus on and provide an overview of Black Theatre utilizing plays
written by Black American playwrights.
THR/FLM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
THR 325
Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or
HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute
four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two
Augsburg College productions. Forty-hour lab required, materials needed.
(Prereq.: THR 228, junior or senior status)
332 Theatre Arts
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. This course will use established exercises and theories in
several methodologies of vocal training. Theory and practice are combined in
oral projects, reports and papers, voice tapes, and individual coaching.
(Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a
research paper, and attendance at local theatre productions are required. Need
not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON
111. Fall: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 361. (Spring: alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare, French neoclassicism, restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 250 and THR
232 and 362 or consent of instructor. Fall/Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also
examined. (Prereq.: THR 362, or consent of instructor)
THR/FLM 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241
and junior/senior standing)
Theatre Arts 333
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 299
Directed Study
See description on page 100.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 499
Independent Study/Research
See description on page 100.
THEATRE PRACTICUM COURSES.
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts major/minor. All THP theatre
practicum courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
• Consent of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester
when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one
THP 123 unit in costumes.
• All majors will complete one THP 113 in
lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards
practicum.
• Work-study hours do not count towards
practicum.
• Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
• Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Five practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
334 Theatre Arts
THEATRE PRACTICUM COURSES.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for dance/licensure
majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition).
Area Two: Production
THP 112/122/132 Theatre Practicum: House Management
1 Practicum unit (.0 course)
Substantial participation (30 hour minimum) in house management, ushering,
or box office.
THP 113/123/133 Theatre Practicum: Set, Costumes, Lights
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Practicum: Assistant Stage Management
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management
3 Practicum units (.0 course)
Stage management for main stage production.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project.
URBAN STUDIES
See Metro-Urban Studies.
WOMEN’S STUDIES—WST
T
he women’s studies program provides students with the opportunity to
examine critically women’s contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The
women’s studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women’s Studies Faculty
Jessica Nathanson (Coordinator), Kristin
M. Anderson, Stephanie Barnes, Janelle
Bussert, Cass Dalglish, Jacqueline deVries,
Grace B. Dyrud, Darcey Engen, Nancy
Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara
Lehmann, Lynne Lorenzen, Mary Lowe,
Anita Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg,
Timothy Pippert, Judy Shevelev, Beverly J.
Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses that must include WST 201
Foundations in Women’s Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women’s studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women’s Studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the Women’s Studies
major must also be completed at Augsburg.
Each student’s program must have the
written approval of the Women’s Studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg’s Center for Global Education.
Two programs have been pre-approved for
Women’s Studies credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Migration and
Globalization: Engaging Our Communities
(offered spring semester).
The Critical Thinking graduation skill
is embedded at all levels and is met by
completing the major. The Speaking and
Writing graduation skills are also embedded at all levels, with particular emphasis
in the following:
Speaking: WST 201, WST 305, and WST
495
Writing: ENL 365, ENL 367, WST 495,
and REL 441
Consult your department chair or academic advisor for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
335
336 Women’s Studies
Minor
Transfer Students
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student’s program must have the written
approval of the Women’s Studies program
coordinator.
Students who transfer to Augsburg
College and wish to complete a major or
minor in women’s studies are urged to consult with the director of Women’s Studies
immediately upon transfer.
The Women’s Studies program has an
articulation agreement with Century
College that governs Century College students with a Women’s Studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of Women’s Studies
for approval of courses for the major or
minor.
WOMEN’S STUDIES COURSES.
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women’s perspectives. Students will also study the diversity of women’s
experiences in terms of race, sexual orientation, and class.
WST 281
Topics in Women’s Studies
WST 305
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
may include guest speakers, a service-learning component at local
glbt/supporting agencies, and some travel and experiences in the Twin Cities,
as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields
(history, sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
WST 315
Mid-Level Feminist Theory
This multidisciplinary and multicultural feminist theory course focuses on the
global voices often marginalized by the feminist canon. A variety of texts —
including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and
multiple feminisms.
Women’s Studies 337
WST 341
Globalization, Social Struggles and the Environment
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Sustainable Development and Social
Change (Guatemala, El Salvador, Nicaragua))
WST 357
Mexican History, Culture and Cosmovision
(CGE course. See International Studies, Social Justice, Gender and the
Environment)
WST 359
Women, Gender and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan
Africa
This broad-based course explores the influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and
epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological
and political responses to the disease are examined. (Augsburg Abroad course,
Summer)
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
Topics in Women’s Studies
WST 495
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies
the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester.
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 320
American Indian Women
(See American Indian Studies for course description.)
AIS 490
Keystone Indigenous Issues of Central America
(See American Indian Studies for course description.)
338 Women’s Studies
Internships and Independent Study Courses (Must be approved in writing by the women’s studies
coordinator):
WST 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 299
Directed Study
See description on page 100.
WST 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 499
Independent Study/Research
See description on page 100.
See department listings for descriptions of the following approved electives:
AIS 208/408 Native American Women and Film
ART 352
Women and Art
ENL 365
Contemporary Post Colonial Fiction
ENL 367
Women and Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and
Women’s Grassroots Movements in Latin America
HIS 282
History of Women Since 1850
HPE 316
Human Sexuality
POL 124
American Women and Politics
REL 441
Feminism and Christianity
SOC 231
Family Systems
SOC 265
Race, Class, and Gender
SOC 295
Sociology of Sexuality
YOUTH
AND
See listing under Religion.
FAMILY MINISTRY
College Information
Board of Regents – 340
ELCA Program Unit for Vocation
and Education – 341
Faculty and Administration – 342
Officers – 342
Administration – 342
Faculty – 345
Faculty Emeriti – 366
Campus Maps – 369, 370
340
BOARD
OF
REGENTS
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Andra Adolfson (2011)
Director of Business Development,
Adolfson and Peterson Construction,
Minneapolis, MN
*Rolf Jacobson (2011)
Associate Professor, Luther Seminary,
St. Paul, MN
*Dan W. Anderson ’65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
*Ruth E. Johnson ’74 (2011)
Consultant, Department of Internal
Medicine, Mayo Clinic & Mayo Medical
School, Rochester, MN
*Gary E. Benson ’70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
Dean Kennedy ’75 (2009)
President, Texacoma Oil & Gas
Corporation, Dallas, TX
*Jackie Cherryhomes ’76 (2010)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
Dean C. Kopperud (2009)
Consultant, Private Practice, Minneapolis,
MN
Michael O. Freeman (2012)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*André J. Lewis (2010)
Vice President and Director, Community
Affairs and Diversity, RBC Dain Rauscher
Minneapolis, MN
*Anthony Genia ’85 (2008)
Emergency Dept. Physician, Fairview
University Medical Center, Minneapolis,
MN
*Michael R. Good ’71 (2013)
President and Chief Operating Officer,
Sotheby’s International Realty, Parsippany,
NJ
Jennifer H. Martin (2013)
Senior Vice President, Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
Marie O. McNeff (2009)
Professor Emeritus and Dean (retired),
Augsburg College, Minneapolis, MN
*H. Theodore Grindal ’76 (2008)
Attorney/Partner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
*Paul S. Mueller ’84 (2009)
Internal Medicine Consultant, Mayo
Clinic, Rochester, MN
Norman R. Hagfors (2009)
Founder & President (retired), Norsen,
Inc., North Oaks, MN
*Ronald G. Nelson ’68 (2008)
Retired, Mendota Heights, MN
Jodi Harpstead (2009)
Chief Advancement Officer, Lutheran
Social Service of Minnesota, St. Paul, MN
*Richard J. Hartnack (2010)
Vice Chairman of Consumer Banking, U.S.
Bancorp, Minneapolis, MN
*Beverly Oren ’55 (2008)
Retired, Roseville, MN
Board of Regents 341
Paul C. Pribbenow, Ex Officio
President, Augsburg College, Minneapolis,
MN
Rev. Peter Rogness (2008), Ex Officio
Bishop, St. Paul Area Synod, ELCA, St.
Paul, MN
*Stephen Sheppard (2011)
CEO, Winds of Peace Foundation,
Decorah, IA
*Philip Styrlund ’79 (2012)
President, The Summit Group, Apple
Valley, MN
*P. Dawn Taylor ’78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, IA
ELCA PROGRAM UNIT
EDUCATION
Executive Director
The Rev. Dr. Stanley N. Olson
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Ms. Marilyn Olson
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Rev. Harold Usgaard (2008), Ex Officio
Bishop, Southeastern Minnesota Synod,
ELCA, Rochester, MN
*Joan L. Volz ’68 (2011)
Lawyer, Private Practice, Welch, MN
*Norman W. Wahl, ’76 (2010)
Executive Pastor, Bethel Lutheran,
Rochester, MN
*Bonnie Wallace (2011)
Scholarship Director, Fond du Lac
Scholarship Program, Cloquet, MN
FOR
VOCATION
AND
342
AUGSBURG COLLEGE FACULTY
ADMINISTRATION
AND
Beginning year of service of faculty and staff is indicated with parenthesis.
Officers of the College
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of
Chicago.
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of Saint
Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and
Special Assistant to the President. Professor of Business Administration. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and
Administration. B.B.A., University of Wisconsin-Eau Claire.
Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg
College.
Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin –
Milwaukee; M.S.W., Washington University; J.D., Saint Louis University.
Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown
College; M.A., Saint Mary’s University.
Administration
Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota.
Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University –
Moorhead; M.A., Augsburg College.
David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A.,
North Dakota State University.
Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University
of Wisconsin – Superior.
Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead.
Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of
Minnesota.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College;
M.T.A., George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
Augsburg College Administration 343
James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W.,
University of Minnesota – Duluth.
Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of
Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A.,
Hamline University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A.,
University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University;
M.A., Ohio State University; A.B.D., Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead;
M.B.A., University of St. Thomas.
Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College.
Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin –
Eau Claire.
Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of
Tennessee.
Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College;
B.S., Winona State University; M.Ed., Hamline University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon.
Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg
College; M.S., Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate
Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D.
University of Minnesota.
Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of
Wisconsin.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
344 Augsburg College Administration
Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Jessica Nathanson (2007). Director, Women’s Resource Center.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A.,
The American University; M.A., Indiana University.
Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College;
M.A., University of Minnesota.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College.
Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business
Administration. B.S.B., M.Ed., Ph.D., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana
University; M.A., Ph.D., Purdue University.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State
University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A.
Saint Mary’s University.
Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College.
Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University
St. Davids; M.Div., Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A.,
Moorhead State University; Ed.M., Rutgers University.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of
Minnesota; M.A., Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg
College; M.A., University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A.,
Minneapolis College of Art and Design.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury
Theological Seminary; Ed.D., Pepperdine University.
Augsburg College Faculty 345
Faculty
A
Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College;
M.B.A., Ed.D., University of St. Thomas.
John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., North Dakota State University.
Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for
Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A.,
Missouri State University – Warrensburg; Ph.D. Saugor University, India.
Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S.,
M.S., Winona State University.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A.,
Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York
University; M.S., Northeastern University; M.B.A., Boston University.
Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A.,
Simpson College; M.S., Mankato State University.
Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil
Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S.,
M.B.A., Northwestern University.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
B
Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University.
Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University.
346 Augsburg College Faculty
Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A.,
University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A.,
University of Minnesota.
David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of
California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of
California-San Diego.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State
University-Mankato; M.A., Augsburg College.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program.
B.C.E., M.S., Ph.D., University of Minnesota.
Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St.
Cloud State University.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas;
M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State
University.
Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota.
Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of
Minnesota; B.S., South Dakota State University.
Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm.,
University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Augsburg College Faculty 347
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A.,
University of Minnesota.
Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of
Minnesota; Ph.D., Purdue University.
Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div.,
Fuller Theological Seminary; Ph.D., Luther Seminary.
Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International
University; Ph.D., Iowa State University.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina
School of the Arts; Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College;
M.Ed., St. Mary’s University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A.,
Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University;
M.S., Mankato State University.
Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona
College; M.B.A., University of St. Thomas.
Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A.,
Luther College; M.Div., Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills
Adviser. B.A., University of Minnesota; M.A., Hamline University.
348 Augsburg College Faculty
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S.,
Ph.D., North Dakota State University.
Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A.,
Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest
Texas State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University;
M.S.W., University of Minnesota.
Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota;
M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant
Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D.,
St. Mary’s University of Minnesota.
David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.B.A., University of St. Thomas.
Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago,
New Zealand.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of
Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson.
D
David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A.,
University of Wisconsin-Madison.
Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail
School of Music.
Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.F.A., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.F.A., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Augsburg College Faculty 349
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College;
M.F.A., University of Hawaii-Manoa.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of
Nebraska.
Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College;
M.A., Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M.,
The Mannes College of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A.,
Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A.,
University of Iowa.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College;
M.A., Ph.D., University of Minnesota.
Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State
College; M.S., Ph.D., West Virginia University.
Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois
University; M.S., University of South Dakota – Vermillion; Ph.D., University of
Nebraska – Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A.,
University of Minnesota; M.F.A., Syracuse University.
R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia
University; J.D., University of Iowa; M.B.A., University of Missouri.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
350 Augsburg College Faculty
Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College;
M.F.A., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of
Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of
Illinois – Chicago.
Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus
College; M.S., University of Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central
Michigan University; M.M., University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of St.
Benedict; M.B.A., Ph.D., University of Minnesota.
Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S.,
M.S., Mankato State University.
Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University.
Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A.,
The American University; Ph.D., State University of New York – Albany.
Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., State University of New York at Stony Brook.
Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas
College.
Augsburg College Faculty 351
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.P.A., University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana.
R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar
College; M.B.A., New York University.
Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St.
Thomas; M.S., Ph.D., The Pennsylvania State University.
Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern
Michigan University; M.A., Middlebury College; M.A., Hamline University.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State
University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict;
three M.A.s, University of St. Thomas; M.S.W., Augsburg College.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The
University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of
Minnesota; M.A., College of St. Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages.
B.S., M.Ed., University of Minnesota.
352 Augsburg College Faculty
Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester
Program. B.S., M.S., Winona State University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of
Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College,
Moorhead; M.P.H., M.S., University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota;
Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington
University; M.F.A., Yale University.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg
College; M.A., University of St. Thomas.
Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.A., University of St. Thomas.
Augsburg College Faculty 353
Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University;
M.F.A., Illinois State University.
Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M.,
Indiana University.
Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College.
Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College;
M.M., Eastman School of Music.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin,
LaCrosse; M.A., University of Nebraska.
J
Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration.
Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College;
M.Div., Luther Seminary; A.B.D. Union-PSCE.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A.,
Metropolitan State University; M.A., Ed.D., University of St. Thomas.
354 Augsburg College Faculty
Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of
Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St.
Thomas.
William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State
University.
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M.,
Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South
Dakota State University.
Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato
State University; M.B.A., University of St. Thomas.
Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College;
M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D.,
University of Minnesota.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
Augsburg College Faculty 355
Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State
University; M.Ed., College of St. Catherine.
Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester
Community College; B.S.N., Augsburg College; M.A., College of St. Catherine.
Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College,
Moorhead; M.S., A.B.D., University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University
of St. Thomas.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A.,
Ph.D., State University of New York-Albany.
Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota
State University; M.A., Hamline University.
Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian
University; M.A., University of Arkansas; Ph.D., Texas Christian University.
James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona
State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of
Florida; M.Ed., University of Minnesota.
Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and
Mary; M.A., Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership.
B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia
University.
Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of
Minnesota.
Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S.,
Valparaiso University; M.B.A., Ph.D., Indiana University.
Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of
Minnesota; M.F.A., Brown University.
Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
356 Augsburg College Faculty
Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of
Graduate Studies. Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of
Minnesota.
Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed.,
University of Minnesota.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A.,
University of Nebraska; E.D., University of St. Thomas.
Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of
Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin,
Superior; M.Div, Luther Seminary.
Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
Augsburg College Faculty 357
M
Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University,
River Forest, IL; M.A., University of Minnesota.
Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A.,
University of Wisconsin-Madison; ABD, University of Minnesota.
Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership
Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D.,
University of St. Thomas.
Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University;
Ph.D., University of Minnesota.
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S.,
Purdue University; M.S., Colorado State University; Ph.D., Utah State University.
Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota;
M.A., University of St. Thomas.
Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M.,
Cleveland Institute of Music Conservatory.
M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A.,
Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., Ph.D., University of Minnesota.
John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther-Northwestern Seminary.
Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther
College; M.A., University of Minesota; M.S., Massachusetts Institute of
Technology.
David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute
of Technology; M.S., Ph.D., University of Minnesota.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University
of Wisconsin-Madison; Ph.D., Western Michigan University.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music.
B.A., Luther College; M.A., University of Minnesota.
Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of
Iowa.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul
University; M.B.A., Harvard University; D.B.A., Argosy University.
358 Augsburg College Faculty
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian
Institute of Technology; M.B.A., University of Minnesota; M.S., University of
Chicago.
Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of
Music; M.M., University of Northern Iowa.
Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College;
B.S., M.A., Augsburg College.
Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College;
M.A., University of Minnesota.
April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine.
Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College;
B.A., University of Minnesota.
Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota;
M.A., Luther-Northwestern Seminary.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A.,
Wesleyan University; M.A., Ph.D., State University of New York-Buffalo.
Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S.,
University of North Dakota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician
Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary;
M.D., University of Minnesota.
Augsburg College Faculty 359
Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program.
B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch.,
University of Wisconsin-Milwaukee.
O
James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and
Design; M.A., Syracuse University; M.F.A., Hartford University.
Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W.,
University of Iowa.
Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community
College; B.S., Bethel College; M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State
University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
P
Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S.,
University of Minnesota; M.A., San Francisco State University; J.D., University of
California.
Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed.,
University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of
Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College [now part of University of San
Francisco].
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
360 Augsburg College Faculty
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College;
M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota;
M.Ed., Southeastern Louisiana University.
Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New
Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D.,
University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State
University; M.Ed., St Mary’s University.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas;
M.F.A., University of Arkansas.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of
Wisconsin-Eau Claire; M.B.A., University of St. Thomas.
Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of
California-Irvine; M.Ed., University of Minnesota.
Augsburg College Faculty 361
Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate
Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University.
Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair
State University.
S
Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of
Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of
Wisconsin-LaCrosse; D.B.A., U.S. International University.
Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A.,
University of New Orleans; Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts.
B.A., M.A., M.F.A, University of Minnesota.
David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of
Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota.
Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A.,
United Theological Seminary of the Twin Cities.
Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of
San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University.
Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian
University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University
of Iowa.
Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s
College; Ph.D., University of Minnesota.
362 Augsburg College Faculty
Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas;
M.A., Ph.D., University of Wisconsin.
Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S.,
Wright College; B.S., University of the State of New York-Albany; M.A., Webster
University; D.B.A., U.S. International University.
Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College;
M.A., Saint Mary’s College.
Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University;
M.A., University of Illinois.
Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith
College; M.A., University of Minnesota.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State
University.
Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., Hamline University.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A.,
Ph.D., Northwestern University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern
University; M.B.A., Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A.,
Columbia University.
John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Augsburg College Faculty 363
Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S.,
Winona State University.
Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota,
Morris; Ph.D., University of Washington.
Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S.,
Southwest Missouri State University; M.B.A., Metropolitan State University.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-LaCrosse.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout;
M.F.A., Minneapolis College of Art and Design.
Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University;
M.S.W., Ph.D., University of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore;
M.S.W., University of Pennsylvania; Ph.D., University of Minnesota.
Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University;
M.F.A., University of Minnesota.
Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education.
B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of
Iowa.
Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A.,
Yale University; M.F.A., San Francisco Art Institute.
David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A.,
St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University.
Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A.,
Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
364 Augsburg College Faculty
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern
University; M.B.A., University of St. Thomas.
U-V
Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of
Minnesota; M.S.E., University of Wisconsin-River Falls.
Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community
College; B.S.N., Winona State University; M.A., Augsburg College.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College;
M.A., Pepperdine University.
David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State
University.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of
Nairobi, Kenya; Ph.D., University of Minnesota.
Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A.,
Luther College; M.A., Ph.D., University of Kansas.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D.,
University of Pittsburgh.
Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University
of Minnesota; M.A.L., Augsburg College.
Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia
Community College; B.S., South Dakota School of Mines and Technology; M.S.,
M.A., Ph.D., University of Minnesota.
Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University;
M.S.W., Augsburg College.
Augsburg College Faculty 365
Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of
Queensland, Australia; Ph.D., Luther Seminary.
Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of
St. Thomas; M.B.A., University of St. Thomas.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College;
M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline
University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of
Minnesota.
Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California,
San Diego; M.Div., Ph.D., Luther Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of
Minnesota.
Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College,
Moorhead; M.A., University of North Dakota.
Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of
St. Thomas; M.B.A., University of Minnesota.
Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University
of Wisconsin-Eau Claire; M.B.A., Winona State University.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
X-Y-Z
John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University.
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director,
M.B.A. Program. B.A., Shimer College; M.S., University of Utah.
John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University;
M.A., Ph.D., University of Utah.
366
FACULTY EMERITI
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S.,
Michigan State University; Ph.D., Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Faculty Emeriti 367
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A.,
Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana
College; M.A., University of South Dakota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
368 Faculty Emeriti
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two
M.S. degrees; Ph.D., University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
CAMPUS MAP
369
6th Street S.
Ri
I
6
12
1
8
22
E
9
14
D
C
A
24
23
M
Av
J
16
S.
7th Street S.
K
15
7 1/2 Street S.
e.
25
28
27
13
10
3
L
4
B
Butler Place
B
ce
tran
t En
Wes
I-94
Interstate 94 West
Interstate 94 East
COLLEGE MAP INFORMATION
1. Center for Counseling and Health
Promotion
2. Augsburg for Adults Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. Barnes & Noble at Augsburg College
7. Foss, Lobeck, Miles, Center for
Worship, Drama and Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communication
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther Hall
25th Ave. S.
11
5
ide
23rd Ave. S.
19
C
17
21
C
20
26
22nd Ave. S.
18
rs
7
7th Street S.
F
ve
24th Ave. S.
2
21st Ave. S.
20th Ave. S.
G
29
H
Riv
ers
ide
/25
th A
ve.
Ex
Disability access
it
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety Communications Center
24. Shipping and Receiving
25. Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C. Commuter Parking
D. Faculty/Staff/Commuter/Resident Parking
E. Resident Parking
F. Resident Parking
G. Faculty/Staff Parking
J. Faculty/Staff Parking
K. Commuter Parking
L. Faculty/Staff/Commuter Parking
M. U of M, Fairview Parking Ramp
2/2008
370
CAMPUS LOCATION
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the North—
Take Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-94 East from Minneapolis—
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
PUBLIC TRANSPORTATION
I-94 West from St. Paul—
Take Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the South—
Follow the I-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 22nd Avenue South.
Augsburg College is located near two
Metro Transit Light Rail stations: the
Cedar-Riverside station and the Franklin
Avenue station. In addition to light rail,
four Metro Transit bus lines keep Augsburg
easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more
information about Metro Transit schedules
and routes, call 612-373-3333 or go online
to <www.metrotransit.org>.
Index
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.
372
INDEX
A
B
About Augsburg 10, 19
Academic Advising 41
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Excellence Scholarships 33
Academic Information 53
Academic Internships 69, 99
Academic Policies and Procedures 73
Academic Progress, Probation and
Dismissal 93
Academic Skills Office 42
Access Center 44
Accessibility 19
Accounting 127-130
Accreditation and Memberships 11, 18, 19
Achievement Scholarships 34
Admissions 15, 21-25
Administrative Officers of the College 340
Advanced Placement Program Test (AP) 91
Advanced Transfer Students 79, 82
African American Student Services (see
Pan-Afrikan Student Services) 47
American Indian Studies 100-104
American Indian Student Services 46
American Sign Language 235
Anderson Hall 15, 50
Anne Pederson Women’s Resource Center
40
Application Procedures 22-23, 32
Applied Economics 163
Architecture Minor 106
Art 104-111
Art and Architectural History 109-111
Art History 105
Asian American Student Services (see Pan
Asian Student Services) 46
Assessment of Previous Learning (APL)
Program 91-92
Associate in Ministry 309
Associated Colleges of the Twin Cities
(ACTC) 10, 60, 62
Associated Support Organizations 17
Athletic Affiliation 19
Athletics and Sports 41
Audit Fee 28, 29
Auditing Courses 90
Augsburg Abroad 63-68
Augsburg Core Curriculum 81-88, 112-114
Augsburg Experience 84-85
Augsburg First Year 84
Augsburg for Adults 13-14
Augsburg Seminar 84, 112
Augsburg Signature Curriculum 81-85, 112
Bachelor of Science (Liberal Arts
requirement modifications) 88
Beta Beta Beta 117
Biology 114-119
Board of Regents 340-341
Business (Master of Business
Administration) 71
Business Administration 120-137
Business Administration and
Economics Major 124, 163
Business Administration (Music Business
Specialization) 123, 256-257
Business Management Certificate 121
C
Calendar 4-7, 54-55
Campus Kitchen 69
Campus Location 14-15, 19, 369-370
Campus Map 369-370
Campus Ministry 38
Campus Tours 22
Canadian Program 72
Career Services 69-70
Center for Global Education 65-68, 221-233
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning
68-69
Certificates 71 (MBA), 106, 121, 254, 260261
Change of Program 75
Chemistry 138-143
Chinese 235
Chapel 15, 38
Choir 269
Christensen Center 15, 40
Class Schedule 98
Classification (Class Year) 90
Clinical Laboratory Science 144-149
Coaching Certification 200
College Costs 2008-09 Day 28-29,
WEC 29
College Level Examination Program
(CLEP) 91
College of the Third Age 14, 15, 17, 72
Commencement 94
Commons 51
Communication Studies 149-156
Communication Arts/Literature Teacher
Licensure 60, 151, 183-184
Community Service-Learning 68-69
Community Studies Concentration
(Sociology) 319
Computational Economics 158-159
Index 373
Computational Philosophy 159, 278
Computer Science 157-161
Concert Band 269
Connections Courses 112-113
Continuing Education Program 72
Cooper’s Coffee Shop 51
Core Curriculum 81, 84-88
Costs 28-30
Counseling 48
Counseling and Health Promotion 15, 48
Course Descriptions 97-338
Course Numbers 98
Credits 98
Crime and Deviance Concentration
(Sociology) 319
Crossover Registration 74-75
D
Dean’s List 93-94
Degree Verification 95
Degrees Offered 19, 54, 77
Departmental Comprehensive Exams 91
Departmental Honors (see each major)
Departments and Programs 97-338
Deposits 29
Development 8
Directed Study 100
Directory 8
Directory Information 52, 96
Disability Services 44-45
Dismissal 93
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 15-17, 49-50
Dual Degree Programs 59, 179-180
E
Early Admission of First-years 23
Economics 162-166
Economics/Business Admin. Major 124, 163
Economics/Political Science Teaching Major
290-291
Edor Nelson Field 15
Education 167-178
Education for Service 11
Education (Master of Arts) 70
Elementary Education 170-174
Emotional/Behavioral Disabilities 176-178
Employment 36
Engaging Minneapolis 84
Engineering 179-180
English 181-195
English Language Learners (ELL) 87, 92-93
English Placement Test 184-185
Enrollment 19
Enrollment Center 8, 74
Enrollment/Degree Verification 95
Enrollment Deposit 29
Ensembles 269
Entry-level Skills 86-87, 113
Environmental Studies 196-197
Ethnic Student Services 46-47
Evaluation and Grading 88-90
Evangelical Lutheran Church in America
(ELCA) 12, 19, 341
Experiential Education Programs 68-69
Explanation of Grades 88-90
Exploring Our Gifts (Vocation) 38
F
Facilities and Housing 15-17, 49-50
Facts and Figures 19
Faculty 14, 19, 55, 345-368
Faculty Emeriti 366-368
FAFSA (Free Application for Federal Student
Aid 32
Family Educational Rights and Privacy Act
(FERPA) 52, 95
Farsi 235
Federal Work Study Program 36
Fees 28-30
Film 152-153
Finance 131-132
Finance Certificate 121
Financial Aid 19, 32-36
Financial Policies 30-32
Fine Arts 40
Fitness Centers 49
Food Service 51
Foreign Languages (See Languages and
Cross-cultural Studies)
Forensics 151
Former Students 24, 77
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 87, 201
French 236-237
First-years 22-23
G
Gage Center for Academic Achievement 41
German 230, 237-238
Gift Assistance 35
Global Education Center 15, 65-68, 221231
Global Education Program
Courses 65-68, 221, 231
Grade Point Average 80, 90
Grading 88-90
Graduate Programs 70-71, 128
Graduation (Applying for) 79, 83, 94
Graduation Skills Requirements 88
374 Index
Graduation Requirements 77 (catalog),
79-88
Grants 35
Graphic Design Certificate 106
Gymnasium (Melby Hall) 16
H
Health and Physical Education 198-204
Health Clinic Services 48-49
Health Education 198-204
Health Fitness 198-204
Health Insurance 48
Health Promotion 48-49
HECUA Courses 67-68, 231-233
Higher Education Consortium for Urban
Affairs (HECUA) 67-68, 231-233
Hispanic/Latino Student Services Program
46
History 205-211
History of Augsburg College 10-12
Honors (Departmental—see each major)
Honors (Latin) 94
Honors Program 62, 212-216
Housing 15-17, 28, 49-50
Human Relations (Communication Studies)
150
I
Ice Arena 15
Incomplete Grade 89-90
Independent Studies 100
Information Technology Certificate 121
Information Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 17
Intercollegiate Athletics 41
Interdisciplinary Studies 217-218
International Baccalaureate Program (IB) 91
International Business Minor 124
International Business Specialization
(Business Administration) 123
International Business Concentration
(International Relations) 220
International Partners 67
International Relations 219-221
International Student Advising 49
International Students 24-25, 49
International Studies 221-233
Internships 69, 99-100
Intramural Athletics 41
J
Japanese 238
K
Kennedy Center 16, 49
Keystone (Senior Keystone) 85, 112
L
Languages and Cross-cultural Studies 234241
Latin Honors 94
Law and Society Concentration (Sociology)
319
Leadership (Master of Arts) 70, 128
Leadership Studies Minor 217
Leadership, Service, and Performance
Scholarships 34
Learning Disabilities (Special Education)
176-178
Learning Disabilities Program 42
LGBTQIA Support Services 47
Liberal Arts (Bachelor of Science Waiver)
88
Liberal Arts Foundation 81, 85-86
Library and Information Technology 16,
19, 55-56
Licensure (Teaching; see also individual
majors) 60, 167-178, 270-271, 312
Life Sciences 115-116
Lifetime Fitness 87-201
Lindell Library 16, 19, 55-56
Loan Assistance 35-36
Location 14-15, 19, 369, 370
Luther Hall 16, 50
Lutheran Congregational Scholarships 34
M
Majors and Minors 10, 56-60, 77, 97-338
Management Information Systems 133-135
Management Specialization (Business
Administration) 122-123
Managerial Accounting 128
Many Voices Project 84
Maps 369, 370
Marketing 124 (WEC), 135-137
Marketing Communication (Communication
Studies) 150
Mass Communication and Journalism
(Communication Studies) 150
Master’s Degrees 55, 70-71, 128
Math Placement Group (MPG) 86, 244
Mathematics 242-248
McNair Scholars Program 43-44
Medical Refund 31
Medieval Studies 249-250
Melby Hall 16
Memberships 18, 19
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 17
Index 375
Metro-Urban Studies 251-253
Middle East Studies Minor 217-218
Military Called to Active Duty 76
Minnesota Indian Teacher Training
Partnership (MNITTP) 46
Minnesota Work Study Program 36
Minors 59, 98-338
MIS Courses 133-135
Mission Statement 10
Modern Language Skill 87
Mortensen Hall 16, 50
Murphy Place (2222 Murphy Place) 16
Murphy’s Grill 51
Music 254-269
Music Business 123, 256-258
Music Education Major 258-259
Music Ensembles 269
Music Hall 16
Music Performance Major 259
Music Repertoire Tests 261
Music Therapy Equivalency/Certification
254, 260-261
Music Therapy Major 260
N
Nabo 51
National Student Clearinghouse 95
Natural Science Teaching Licensures
270-271
Nordic Area Studies 272-273
Norwegian 239-240, 272-273
Notification of Admissions Decision 23
Numeric Grades 89
Numbering of Courses 98
Nursing 274-277
Nursing (Master of Arts) 70
O
Officers of the College 342
Official Notices 51
Ojibwe 240
Old Main 16
Orchestra 269
Oren Gateway Center 16, 50
Organizational Studies Concentration
(Sociology) 320
Organizational Communication
(Communication Studies) 150
Orientation 39
P, Q
Pan-Afrikan Student Services 47
Pan-Asian Student Services 46
Partner Hospitals Program 14, 73-75
Part-Time Students 28
Pass/No Credit 80, 88-89, 90
Pastor 38
Payments 30
Peace and Global Studies Minor 220-221
Performance Studies 267-269
Petition Process (Student Standing
Committee) 76-77
Philosophy 278-281
Physical Disabilities Program (Access Center)
44
Physical Education 198-204
Physical Science Teaching Licensure 60,
139, 270-271, 284
Physician Assistant Studies (Master of
Science) 71
Physics 282-287
Piano Proficiency Test 261
Policies 17, 19, 30-32, 51-52, 73-79, 88-90,
93-95
Political Science 288-295
Political Science/Economics teaching major
290-291
Portfolio Assessment Program 92
Pre-Law Concentration (Political Science)
289
Pre-Professional Programs 60-61
Prerequisites 99
President’s Greeting 2
Probation 93
Psychology 296-301
Psychology and Law Concentration 297
Public Accounting 128
Public Policy and Political Change in Political
Science 289, 290
Public Relations and Advertising
(Communication Studies) 150
R
Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77
Recitals 261
Refunds 30-31
Regents 340-341
Registration 73-75
Religion 302-311
Religious Affiliation 10-12, 19, 81, 341
Repeated Courses 90
Research Opportunities 44
Residence Life Program (see also
Housing) 15-17, 28, 49-50
Residence Requirements 80
Retaking courses 90
Rochester Program 13-14, 73-75
Room and Board 28
ROTC 62-63
376 Index
S
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies Term 67, 231
Scholarships 33-35
Scholastic Connections 47
School Year 4-7, 19
Science Hall 16
Secondary Education 170-171, 174-175
Senior Keystone 85, 112
Service-Learning 68-69
Sigma Pi Sigma 284
Skills Requirements 80, 86-87, 88, 114
Social Psychology Concentration (Sociology)
320
Social Studies 312
Social Welfare Minor 314
Social Work 313-317
Social Work (Master of Social Work) 71
Society of Physics Students 284
Sociology 318-324
Space Physics 283
Spanish 240-241
Special Education 176-178
Special Interest Housing 50
Special Students (Non-Degree or Second
Degree) 24
Sports 41
StepUP Program 45
Student Center 40
Student-Designed Major 56-57
Student Employment 36
Student/Faculty Ratio 19
Student Government 38-39
Student Life 38-52
Student Rights 51-52, 95
Student Standards of Behavior, Complaints,
Records 51
Student Standing Committee 76-77
Student Support Services (TRIO) 43
Student Teaching Abroad 68, 167
Studio Art 104-109
Study Abroad 63-68, 221-233
Summer Session 8, 63
Supervisory Management (Communication
Studies) 150
Support Programs 41-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 17
T
Teaching Licensure (see also individual
majors) 60, 167-178, 270-271, 312
Test Scores 22
Theatre Arts 304-312
Theatre Practicums 305-306, 311-312
Transcripts 22, 23, 29
Transfer Students 22-24, 77-79
TRIO Program 43-44
Tuition, Fees, Room and Board 28-30
U
Undergraduate Research and Graduate
Opportunity (URGO) 44
Unofficial Withdrawal 31-32
Urban Studies 251-253
Urness Hall 17, 50
V
Veterans 95
Vocation 38, 81
W
Weekend College 13-14, 23, 29-30, 73-75
Withdrawal From College 30-32, 75-76
Women’s Resource Center 40-41
Women’s Studies 335-338
Work Study Program 36
Writing Concentration 182, 183
X, Y, Z
Youth and Family Ministry Major 301-302,
309-311
Show less
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you fee... Show more
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in
full contact with the critical social, economic,
Y
religious, and political phenomena of the modern
3
city. This education, however practical and pro6
fessional, will be serviceable over the long haul
only to the degree that it respects and pursues
certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it
is offered for the sake of improving both its students and the world itself.
O
.?
h
The study you are undertaking at Augsburgdr 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.
k you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
William V. Frame
President
5 2000-2001 ACADEMIC
CALENDAR,
DAYPROCRAM
Fall Term 2000
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. .................... New student orientation
Sept. 6Ned. ................................ Upper-class validation
Sept. 6Ned. ................................ Classes begin
Sept. 1UTues. ...........................
Last day to register
Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on
record
Mid-term break (one day only)
Oct. 27/Fri. ..................................
Nov. 3/Fri. ....................................Last day to designate grading option
Last day to withdraw from class
Nov. 10/Fri. ..................................
Nov. 13-Dec. l/Mon.-Fri. ............Interim registration
Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration
Nov. 23Rhurs. ............................ Thanksgiving recess begins
Nov. 27/Mon. .............................. Classes resume
Dec. 15Eri. .................................. Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Interim Term 2001
.... ....... h t e r i m classes begin
Jan. 3 N e d .....................
Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without
notation on record
Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 26/Fri. ................................... Classes end
Spring Term 2001
Jan. 30Rues.. ................................ Classes begin
Feb. 5/Mon................................. Last day to register
Last day to add a class or drop a class without notation
Feb. 5/Mon...................................
on record
Mar. 19/Mon. ............................... Mid-term break
Mar. 26/Mon. ............................... Classes resume
Apr. 6Eri...................................... Last day to designate grading option
Apr. 1UThurs............................... Last day to withdraw from a class
Apr. 13/Fri..................................... break
Apr. 171Tues. ................................ Classes resume
Apr. 23-May 4/Mon.-Fri. .............Early registration for fall
May 11Eri.................................... C l a s s end
May 14-17/Mon.-Thurs. ..............Final exams
May 2O/Sun. .................................BaccalaureatdComencement
TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 2001
Summer.. ....................................Freshman registration
Sept. 2-4/Sun.-Tues. .....................New student orientation
Sept. 51Wed. .................................Upper-class validation
Sept. 51Wed. .................................Classes begin
Sept. 1l/Tues. ...............................Last day to register
Sept. llnues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 26/Fri....................................M i d - e m break (one day only)
Nov. UFri. ....................................Last day to designate grading option
Nov. 9/Fri. ....................................Last day to withdraw from class
Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration
Nov. 12-Nov. 30A4on.-Fri............Spring term registration
Nov. 2 n h u r s . .............................Thanksgiving recess begins
Nov. 26A4on. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-2OA4on.-Thurs. ..............Final exams
Interim Term 2002
Jan. N e d . ................................. ..Interim classes begin
Last day to register, add a class, or drop a class without
Jan. 3nhurs. ................................
notation on record
Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 25/Fri. ...................................Classes end
Spring Term 2002
Jan. 291Tues................................. .Classes begin
Feb. 4/Mon. .................................. Last day to register
Feb. 4Mon ................................... Last day to add a class or drop a class without notation
on record
Mar. 25Non. ...............................M i d - t e r m / break begins
Apr. n u e s . ................................. .Classes resume
Apr. 8/Mon................................... Last day to designate grading option
Apr. 1UFri....................................s t day to withdraw from a class
Apr. 22-May 3/Mon.-Fri. .............Early registration for fall
May 10/Fri....................................Classes end
May 13-16/Mon.-Thurs. ..............Final exams
May 19/Sun. ................................. BaccalaureatdCommencement
Fall Term 2000
June 12 .......................................
Aug. 18 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
Sept. 15 ........................................Registration ends
Last day to add class, last day to drop a class without
Sept. 18 ........................................
notation on record
Last day to change grade option
Oct. 16 ................
Last day to withdraw from class
Oct. 30 ....................................
Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19,
Dec. 1-3. Dec. 15-17
Winter Term 2001
Nov. 6 .......................................
Dec. 8 ..........................................
Jan. 5 ...........................................
Jan. 8 ........................................
Feb. 5 ........................................
Feb. 19 .....................................
Registration begins
Remote registration ends (must register in person after
this date)
.
.
Registration ends
..Last day to add class, last day to drop a class without
notation on record
Last day to change grade option
Last day to withdraw from class
Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18,
Mar. 30-Apr. 1, Apr. 6-8
Spring Term 2001
Feb. 12 ........................................
Mar. 30 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
.Restration ends
Apr. 20 .......................................
Last day to add class, last day to drop a class without
Apr. 23 .......................................
notation on record
May 21 ..................................... . a day to change grade option
June 4 .......................................... L a day to withdraw from class
Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24,
June 29-July 1
T e n t a t i v ~ o n s u lthe
t 2001-2002 weekend college class schedule or Weekend
College program office for changes
Fall Term 2001
Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 14-16
Winter Term 2002
Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17,
Mar. 22-24, Apr. 5-7
Spring Term 2002
Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2,
June 14-16, June 28-30
Area Code
612
Academic Advising..................................................................................................... .330.1025
Academic and Learning Services ................................................................................
330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ...............................................................................( 8 0 0 ) 788-5678
AlumniParent Relations ....................................................................................3 3 0 - 1 178
Toll-free number .......................................................................................8 0 0 ) 260-6590
Athletics ......................................................................................................................330-1243
Career Services ....................................................................................................
3 3 0 - 1162
College PastorICampus Ministry ................................................................................330-1732
Public Relations & Communication ....................................................................... 3 3 0 1 180
ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107
Development (financial gifts to the College) .............................................................330-1613
Toll-free number ........................................................................................( 8 0 0 273-0617
Enrollment and Financial Service Center ...................................................................330-1046
Facilities Management ..............................................................................................
..330-1104
Financial Aid (scholarships and other aid) ............................................................<...
330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Arts in Nursing .........................................................................................330-1204
Master of Social Work Program ,................................................................................. 330-1307
Human Resources .......................................................................................................
330-1058
Interim Office ............................................................................................................. 330-1 150
Lost and Found ......................... .
.
.
.......................................................................
330-1000
President ......................................................................................................................
330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing)........................................................................................3 0 1 0 9
Student Activities .....................................................................................................
330-1111
Student Government ...................................................................................................
330-11 10
Summer School ..........................................................................................................
.330-1787
Weekend College ........................................................................................................
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1782
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg cuniculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 55 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Through the Weekend College
Program, 14 majors are offered.
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
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 1
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 18905, 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 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
-
2 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cuniculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. He has initiated a strategic
planning process intended to idennfy the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
In 1999, a new apartment-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment and Financial Services Center,
the Women's Resource Center, and the
Honors Program Suite; a skyway link to
Lindell Library was constructed.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great memopolitan center.
There are now almost 16,000 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 social work, leadership,
nursing, and physician assistant training
(after May 2001).
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 1
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 14 majors,
Augsburg's Weekend College is the largest
program of its kind in the state. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct professionals.
The Weekend College student body is
involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
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 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. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College 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 academic
year for Weekend College is divided into
three trimesters.
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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
-
4 About Augsburg
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to 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 tunneVramp1skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 Zlst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of the American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs
provide support services and information to
American Indian and African American students.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Academic Skills Center, which includes the
Learning Skills Office, the Center for
Learning and Adaptive Student Services
(CLASS) Program, the Groves Computer
Lab, the Karen Housh Tutor Center, and
the John Evans Learning Laboratory.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
Zlst Avenue South.
-
About Augsburg 1
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1997)-This four-level brick structure
opened during the 1997-98 academic year.
As the library and information technology
center, it houses all library functions and
brings together the computer technology
resources of the College. It is located on
the block of campus bordered by 22nd and
2lst Avenues, and by Riverside Avenue and
Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes.
Mortensen Hall (1 973)-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 (1 964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
-
5 About Augsburg
W YOUTH AND FAMILY INSTITUTE
OF AUGSBURG COLLEGE
The institute is designed to help
churches better serve the changing needs
of youth and families. The institute offers
an undergraduate academic program, as
well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally.
W ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to the College of the Third Age.
Richard R. Green Institute for
Teaching and Learning-Named for the
late Augsburg alumnus Richard Green,
who served as superintendent of schools
in both Minneapolis and New York City,
the Green Institute is a collaboration
between Augsburg College and the
Minneapolis and St. Paul school districts.
Its goal is to improve the outcomes of students, especially in urban areas, through
systemic changes in K-12 education practices as well as higher education teacher
training programs.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
H 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 andlor
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, 221 1
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
-
About Augsburg 1;
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physican Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, (312) 263-0456;
<www.nca-cihe.org>
IsAUGSBURG
COLLEGE
FACTSAND 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, 9 percent represent other
Protestant denominations, and 19 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. 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 National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
W
Financial Aid--Over 84 percent of the
students receive some form of financial
aid from the College and many other
sources.
W
Library-Over 175,000 items, direct
access to over 1,300,000through CLIC,
the Twin Cities private college library consomum. The James G. Lindell Family
Library opened in September 1997.
W
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
W
Majors-More than 50 majors in 23
departments.
W
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), lnternational Partners, Upper
Midwest Association of Intercultural
Education (UMAIE), and extensive
cooperative education and internship
programs.
W
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
W
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.
Enrollment (Fall 1999-2000)-3,053
students from 41 countries.
Graduates-16,000 undergraduates
from 1870 through August 1999.
Student/Faculty Ratio-16 to 1.
Undergraduate class size averages 15-20.
Campus-17 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 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S.. B.M.,
n
w
n
n
n
4 0 , 3 4 3
V)
- UNDERGRADUATE ADMISSIONS
!O
A
ugsburg College is looking for students with intelligence and character. We
want people whocan benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
For Weekend College Admission information, call (612) 330-1743.
BPPLICATION
PROCEDUR~
DAY PROGRAM FREbHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
T r a n s c r i p S A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Two academic recommendations are required by the
Admissions Committee before an admissions decision is made.
-
-
-
Undergraduate ~dmissions 2'
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of 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 D e c i s i o b
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $100"
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 nonrefundable application fee to the
Augsburg Weekend College Admissions
Office.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous tranferable
college work should also have their official
high school transcript sent. The G.E.D. 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 peronally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admis-
-
' 2 Undergraduate Admissions
sion 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 w-riting 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.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transfemng from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the MN Transfer Curriculum. A
maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-
24 Undergraduate Admissions
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
48.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1for fall, Dec. 1 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Room Rent
(includes telephone
and basic service) ....................$ 2,680
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2000-01 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 PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$ 15,974
This rate applies to all full-time students
attending in September 2000. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,726
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
630
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
..................$
2,640
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,566
....................$
2,336
Student Activity Fee ................$
150
Flex 5 point plan
ACTC Bus (full-time
students only)
..................$
16
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .....................................
Late Registration (per day
after classes begin) .....................
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time) ................................
Music Therapy Internship
(one-half course credit) ..............
-
Financial Information 2;
Private Music Lessons, per
semester (14 lessons) ................. ,3324
Student Teaching (per course
for full-time students) .................. $ 66
Student Teaching (per course
for part-time students) ................. $130
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Nursing Comprehensive Exam ........$ 16
Nursing Credit Validation ................ $ 150
Locker Rental (commuters) .............$ 40
Student Parking Lot Permit
-ar
........................................... $ 108
-motorcycle ............................ ..$ 50
Transcript Fee (per copy
after first, which is free) ............ $
5
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
W BOOKS AND SUPPLIES
These costs are estimated to be $900
per year.
W DEPOSITS
Enrollment Deposit
(non-refundable) .................... $
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit
and shall be assessed an additional $450
for termination.
Application Fee (payable once,
non-refundable) ...................... .$ 20
Tuition (per course) ....................... .$1,258
Tuition (per summer course 2000) ..$ 950
Technology Fee (per course) ............ .$ 25
Activity Fee (per trimester) ............. $ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) ..................... $ 630
Lifetime Sports: Fee for Weekend
College Course ........................... $ 188
Lifetime Sports: Fee for Assessment
of Previous Learning .................. $ 100
Nursing Clinical Fee ........................ $ 214
Supplementary Student Teaching
Fee (per course credit) .............. $ 462
Late Confirmation Fee (per day) .....$ 35
Registration Change after first
class meeting (cancelladd) ........$ 10
5
Transcript Fee (first is free) ............. $
-
'8 Financial Information
PAY MENTS-DAY
PROGRAM
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 and Financial Services Center
is sent to the student from the Business
Office.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
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) Threepayment plan: first one-third payment is
due at the start of the term; second and
third payments are due in the second and
third months of the term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason.
FINANCIAL POLICIES
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absencnithdrawal from College form
available in the Academic Advising Center
or the Enrollment and Financial Services
Center. It must be filled out completely,
signed and turned in to the EFSC. Students
who properly withdraw or change to parttime, who are dismissed, or who are
released from a housing contract will have
their accounts adjusted for tuition andlor
room (except for the minimum deduction
of $100 to cover administrative costs).
Students are responsible for canceling
courses through the Enrollment and
Financial Services Center in order to be
-
Financial Information 2!
eligible for any refund. Students who unofficially withdraw (stop attending) but do
not complete the dropladd 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
dropladd form is processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 2lst day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the first class weekend
(less a $75 administrative fee if
withdrawing from the current
term entirely)
80% Prior to the second scheduled
class meeting
60% Prior to the third scheduled class
meeting
No refund after the third scheduled
class meeting.
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. Please 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.
Pro-Rata Refund Policy: Applies to all
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
-
10 Financial Information
Federal Return of Funds Policy: This
policy applies to returning students who
have completed at least one full term,
withdraw from all courses for the current
term, and receive federal Title IV financial
assistance (including Pel1 Grant, SEO
Grant, Perkins Loan, Stafford Loan, Parent
PLUS Loan). The Return of Funds Policy
is based on a percentage derived from the
number of days attended divided by the
number of days in the term.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in 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 Office of Student
Life in Christensen Center.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment and Financial Services
Center and is distributed to students on an
annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its EFSC, 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 1999-2000 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) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
-
Financial Information 3'
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. FAFSA forms are available
from the Enrollment and Financial Services
Center at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to EFSC.
H WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the EFSC. In addition, the student must complete and return
the Stafford Loan application to receive
Stafford Loan funds. Applications for the
SELF Loan and the Parent PLUS Loan are
sent upon request.
H KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children. and other sources.
Honor Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
-
12 Financial Information
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Transfer Honor S c h o l a r s h i k
Transfer Honor Scholarships are awarded
to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56
semester) credits in transfer from a
Minnesota community college or Lutheran
junior college, who apply for and are
accepted for admission by May 1. A separate application is required by April l.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa ScholarshipThese scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship-These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
Scholarship-These scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg ArneriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
August 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must amve at Augsburg by October 1.
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
-
Financial Information 3:
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community and Public Service
Scholarship-Awarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader S c h o l a r s h i p
Awarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood a n d Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracumcular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment and
Financial Services Center for accepted
enrollment patterns.
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
2000-01 is $3,300.
Bureau of Indian AffairsITribal and
State Indian Scholarship--Bureau of
Indian Affairsnribal 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
Affairsnribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
-
14 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College EFSC or
the lending institution.
-
Financial Information 3!
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment and Financial Services
Center.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of the
Scholarship Catalog Supplement from the
Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
John and Martha C. Fahlberg Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Rutherford L. and Audrey M. Sander
Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
American Indian Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Nonvest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0. Olson Memorial Scholarship*
Pederson Samuelson Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Financial Information 3;
Short-Term Programs Endowed Scholarship
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
W MULTlCULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kerridgehlueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul companies, Inc. Teaching
Assistants Scholarship
Students of Color Scholarship Fund*
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
Martin and Sylvia Sabo Scholarship for
Leadership in Public and Community
Service*
Joel and Frances Torstenson Scholarship in
Urban Affairs*
W
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
-
18 Financial Information
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Famers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Nancy Joubert Raymond Scholarship*
David Winsor Memorial Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. l? A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Floyd V and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
-
Financial Information 3
Music
Beth Halverson Violin Scholarship*
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Hearn Violin Scholarship*
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
Noms Memorial Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
Alfred and Margaret Syring Scholarship*
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Robert Ellingrod Memorial Scholarship*
Theodore J. Hanwick Physics Scholarship*
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
10 Financial Information
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Corinne and Herbert Chilstrom
Scholarship*
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias E Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Pastor Carl 0 . and Edith W Nelson
Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Cornrnunication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
5 3TUDENT LIFE
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, 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.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
SOCIAL, CULTURAL, RECREATIONAL
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Urness Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
H INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MLAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 47.)
-
14 Student Life
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 55.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 171 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
over 200 students and is recognized as a
leader in supporting college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CLASS staff includes five learning
disabilities specialists and a physical disabilities specialist who meet individually
with students to assist them with advising
and registration, academic support services, learning strategies, self-advocacy
skills, organization and time management,
and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCW,
Braille printer, adaptive keyboards, and
computer assistance.
This level of individualized, academic
support is possible through an endowment
from the Gage Family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
-
Student Life 4.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video and/or to schedule an appointment
with a specialist.
STEPUP PROGRAM
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
TUDENT SUPPORT PROGRAb
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to navigate successfully
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Other components of the program are:
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended to increase the number of American
Indian teachers in these districts. Funded
by the Minnesota State Legislature in 1990,
this project is designed as a special grant
and loan forgiveness program. Students
who are awarded state teaching licensure
may then apply for loan forgiveness. For
each year the student teaches, one fifth of
the loan will be forgiven.
-
45 Student Life
Anishinabe Library Project: Over
1,000 books, a variety of journals and
scholarly publications, research materials,
American Indian magazines and newspapers, and over 125 VHS videos are housed
in the Lindell Library and at the American
Indian Student Services office. The library
project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States.
PAN ASIAN STUDENT SERVICES
support services, performs academic advising, personal and career counseling and
advocacy for students of Afrikan descent
and enables their learning experience to be
interactive. PAC supports and advises the
Pan Afrikan Student Union (PASU), the
Hawthorne House (a Pan-Afrikan residence
life community), and the Pan-Afrikan
Alumni Council (PAAC). PAC is a clearinghouse for information regarding the
Afrikan Diaspora and maintains a network
with the Pan-Afrikan community.
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
The Pan Asian Student Association
(PASA) is affiliated with the program. The
association carries out various activities
during the academic year to increase the
network of friendship and support for
Asian and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent. The
Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan
descent and utilizing their diversity and
history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers
HISPANIC/LATINO STUDENT
SERVICES
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
-
Student Life 4:
HEALTH INSURANCE
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Augsburg College does not require that
students have or show proof of health
insurance, with the exception of international students and students who participate in intercollegiate athletics.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
The College offers basic health care services to students with or without health
insurance through a contract with UFPSmiley's Clinic. These services are limited.
Emergency services of any kind are not
covered through the contract between
Augsburg and Smiley's Clinic. If a student
is not covered by a health insurance plan,
they may purchase a student policy.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
FITNESS CENTER
8
Student Life
International students receive assistance
in meeting their educational objectives
through advising on academic concerns,
immigration and visa requirements, tax
information, practical matters, and personal concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system, intercultural communication theory, and how to adjust to life at
Augsburg.
(Also see English as a Second Language
on page 81.)
The Cross Cultural Club works to utilize the cross-cultural perspectives of its
international students and students with
experience overseas to engage the college
community on world issues. This is done
through faculty, staff, and student development programs that include intercultural
communication seminars, International
Student Week, and sponsorship of forums
and international issues.
(Also see Study Opportunities Abroad
on page 60 and Student Teaching Abroad
on page 63.)
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center and Christensen
Center. With just under 900 students living on campus, most students and faculty
greet each other by name.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg thorugh social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Halls to
Christensen Center keeps students out of
the weather on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
-
Student Life 4s
June 1,as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted, air conditioned, and contains
kitchen units. It is furnished with beds and
dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, and desks.
who are interested in creating a
livingearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Food portions are
generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
New Hall-Opened in 1999, this
apartment residence includes studios and
two and four bedroom apartments with full
kitchens. Beds, dressers, desks, and chairs
are provided. Underground parking is
available at an additional cost. Meal plans
are optional. This building is designed to
provide an environment for juniors and
seniors who are seeking a primarily independent lifestyle.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
Special Interest Housing-Special
Interest Housing is available to students
The College operates in compliance
with the Family Educational Rights and
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
-
50 Student Life
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
83 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, (612) 330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on sex or
marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
,-
Ili
-,
e r r ~ u l u ~ t
I -'
u m ~ a < ,
,,, ,Quick Check ~
- ACADEMIC
'L
INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership, master of arts
in nursing, the master of science in physician assistant studies, and the master of
social work degrees.
ters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 66 and Calendars on
pages 4-7.) January Interim is particularly
intended to be a time for both students
and faculty to employ different styles of
teaching and learning, and to investigate
questions and topics in places and ways
not possible during the regular term. The
Interim catalog, published in the fall of
each year, is distributed to all students and
is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours.
Students may take from one to four classes
each term.
H ACADEMIC CALENDAR
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semes-
~ u ~ s b offers
u r ~two summer school sessions. A maximum of three course credits
-
Academic lnformation 5:
can be earned in the two summer sessions
each year, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg graduate programs follow a
trimester calendar (see Graduate Programs
on page 65.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge links
the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial
Services Center, as well as additional computer labs and multimedia classrooms, a
lounge and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
-
;4 Academic Information
labs and five computer classrooms, as well
as 100 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail,
newsgroups, the World Wide Web, and
access to resources available via Gopher,
Telnet, and FTP Appropriately equipped
student-owned machines can also be connected to the network to provide access
from dormitory rooms. (Also see Honors
Computing and Communications Lab
under Honors Program on page 59.)
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
assessments and advising for the summer
orientation program, and provides in-service training and development for faculty
advisers.
AUGSBURG SEMINAR (AUG 101)
The Augsburg Seminar is a first-year
success course. It reflects the College's
commitment to a meaningful introduction
to college for our students-an enriching
beginning for a college career. To provide
focus for this introduction, the Augsburg
Seminar is linked to one or more content
courses to form a cohort of learners.
Course content is reflected in and expanded upon in readings, discussions, and other
seminar activities. Diversity, tradition,
change, ways of knowing, and what it
means to be an educated person are common themes. (Also see page 94.)
-
Academic Information 5:
e day program if they wish. They may
~ l t as
e many courses as possible through
DIVISIONS AND DEPARTMENTS
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Joan Griffin (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
Natural Science and
Mathematics-Ken Erickson (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Rosemary Link
(Chair). Education, health and physical
education, music, nursing, social work.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
1
Majors shaded in blue are offered
through both the day program and
Weekend College. Weekend College students may choose a major offered only in
Weekend College, then finish the major a
a day program student. A change of program is allowed once each academic year.
Transdisciplinary Majors
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Students wishing to develop a transdisciplinary major are to observe the
following:
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
B. The student should design and sign a
contract for such a major prior to the end
of his or her sophomore year. Contract
forms are available in the registrar's office.
C. The contract must be approved by
the student's adviser, the department chairs
of the two majors to be combined, and the
Committee on Student Standing.
AccountiG
- . --..-. .
General Accounting
Managerial ~ c c o u r i i i g
Public Accounting
Art
Art History
Studio Art
''1
~~~s
Administration
- EconomicsA3usiness Administration
-
;6 Academic Information
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
)mputer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
Computational Economics
Economics
Economics/l3usiness Administration
Economics/Political Science Teaching
Major
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure) - - - Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information s y s t e 4
Mathematics
Metro-Urban Studies
Modern Languages l
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
I
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Computational Philosophy
Physical Education
Physician Assistant (becomes a graduate
program in May 2001)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political SciencelEconomics teaching
major
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Crime and Community
Social Psychology
Theatre Arts
Transdisciplinary
Women's Studies'
mm
Accounting
gmericanmian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
-
Academic Information 57
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Middle East Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Reli
Soci y
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for day students to complete other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
Weekend College is not part of the
ACTC consortium, and Weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the
ACTC consortium agreements.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
=Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
H OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with a subject area concentration in one of the following: math, science,
communication artsfliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the area of concentration. Students
seeking this licensure obtain an elementary
education major with a subject area concentration. Licensure is also available in
the following middle schoolhigh school
fields: biology, chemistry, communication
artsfliterature, health, mathematics,
physics, social studies. This license prepares people to teach in grades 5-12.
Students seeking licensure in one of these
areas obtain an appropriate subject area
major and complete secondary licensure
coursework. Finally, specialist licenses are
available in art (K-12), vocal music (K-12),
instrumental music (K-12), and physical
education (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information)
-
58 Academic Information
Students seeking elementary licensure
have advisers in the education department.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113,114,215; PHY 121,122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineerifig
degree and major requirements on pages
136-137.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
-
Academic Information 59
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 367, BIO 355, BIO 476, PHY
121/122. Other non-science courses are
also required.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant from 1995-1997 to establish an
Honors Computing and Communications
Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an
honors version of CSC 160 Introduction to
Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, stu-
dents take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, director of the Honors
Program, (612) 330-1045.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordi-
-
60 Academic Information
nated calendars. The Interim term may
also be taken on another campus. A regularly scheduled bus shuttles students
between the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 62.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
Academic Requirements a n d Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
-
Academic Information 61
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico)Fall
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: March 1.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and economics. Augsburg application deadline:
March 1 for fall, Sept. 30 for spring.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a tran-
62 Academic Information
sition from colonialism to independence.
Credit is available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: March 1.
Gender and Environment: Latin
American Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, political science, and
religion. Augsburg application deadline:
Sept. 30.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia)Spring
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after
decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with
the legacies of apartheid and colonialism,
they are faced with the challenges posed by
the rapid process of globalization in today's
world, the challenges posed by under and
unequal development, and the long-term
project of decolonizing the mind.
Augsburg application deadline: Sept. 30.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
'
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense Ianguage experience, internships, and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-intemational programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: March 1.
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
-
Academic lnformation 63
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadlines:
Nov. 1.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to
Cuba or another Latin American country.
Augsburg application deadline: Sept. 30.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Moms.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
Augsburg also offers student teaching
opportunities in Norway For additional
information, contact the Department of
Education student teacher coordinator.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value for
all students to engage in service and workbased learning experiences.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
education, career, and vocation plan.
Experiential education opportunities
are closely related to a student's major,
coursework, or career interest. Placement
opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work and
Learning includes the following programs:
Academic Internships
An academic internship is a carefully
planned, service or work-based learning
experience where a student focuses on specific academic and individual learning
64 Academic Information
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 87).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of
an internship beyond one term see
Evaluation and Grading on page 77.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help
defray educational costs while gaining
important on-the-job experience. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer. Co-op jobs are flexible and can
begin and end anytime. Co-op ed is not
accredited in and of itself, but a non-credit
cooperative education transcript notation
is highly recommended during the academic terms the student is employed. Co-op
ed students are encouraged to register for
at least one internship for credit in conjunction with their cooperative education
participation. Co-op ed is available to
Augsburg students who have completed
their freshman year and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Augsburg students learn from the community in which they live by participating in
service activities combined with learning
components such as orientation sessions,
seminars, and class discussions. This
dynamic and interactive educational
approach employs reciprocal learning
between the students and the community.
Community service examples include
tutoring at schools and community centers, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences can also
include service-based internships, and a
wide range of extracurricular volunteer
options.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Career Services
Career Service is committed to assisting all students with their career planning.
-
Academic Information 65
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors, or
the education job fair.
ROCHESTER PROGRAM
Augsburg offers courses leading to a
B.S. in nursing and the Master of Arts in
Nursing in Rochester, Minnesota. Courses
meet weekday evenings, but otherwise follow the Weekend College format.
Introductory courses in other majors are
also offered. The Rochester Program began
in the fall of 1998 under the leadership of
Dr. Rick Thoni, who founded Augsburg's
Weekend College program. Students in the
Rochester Program are required to have
Internet and e-mail access, and make
extensive use of electronic communication
to support their course work.
GRADUATE PROGRAMS
Augsburg College offers four graduate
degree programs: the Master of Arts in
Leadership (MAL), the Master of Social
Work (MSW), Master of Arts in Nursing,
and the Master of Science in Physician
Assistant Studies. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
66 Academic Information
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
The Master of Arts in Nursing offers a
program designed to prepare Advanced
Practice Nurses for population-focused
practice in culturally diverse communities.
The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care.
Graduate nursing classes meet on an every
other week or one weekend a month basis
in Rochester and Minneapolis.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the inlnortance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
College of the Third Age
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Weekend College Office.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Augsburg demonstrates its commitment
to lifelong learning through its College of
the Third Age Program. For more information, contact the Office of Continuing
Education.
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester and
one course during Interim. Students registered for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
credits, students must contact the registrar's office to petition the Committee on
Student Standing for permission.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term.
-
Academic Information 67
Although a day student may register up
to five days after the semester begins, registration is encouraged at the regularly
scheduled time. Weekend College students
must register no later than the Monday following the first class weekend of the term.
Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the
grading option after the first five days of a
semester.
Crossover Registration Policy
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
It is expected that students will complete most of their degree requirements
through their "home" program; either day
or Weekend College. However, students
may register for one course per term in the
opposite program if space allows. Consult
the Enrollment and Financial Service
Center for information on designated times
and procedures for crossover registration.
Students taking courses in both the dav
and Weekend College programs that total
three course credits or more on any given
date will be charged comprehensive day
program tuition. A Weekend College student taking one day schedule course and
who has fewer than three total course credits will be charged the current part time
tuition for day school.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate schedules.
Weekend College students may not
cross over to attend ACTC (Associated
Colleges of the Twin Cities) courses.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Courses offered on weekday evenings
that are published in both the Weekend
College schedule and day program schedule are open to both groups of students
and are not subject to the crossover policy.
u
Enrollment and Financial Services
Center-(612) 330-1046
Interim Office-(612)
330-1150
Office of Summer School-(612)
330-1000
Office of Weekend College-(612)
330-1743
MAL Graduate Program Office(612) 330-1786
MSW Graduate Program Office(612) 330-1763
MA Nursing Graduate Program
Office-(612) 330-1204
Physician Assistant Program(612) 330-1039
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled day students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Weekend College students may pre-register during the designated time prior to
the start of each term.
68 Academic Information
HECKLIST AND SUMMARY OF
ENERAL EDUCATION REQUIREMENTS
R GRADUATION
This quick-reference checklist is an
abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 71. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer
students are exempt.)
Ci Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
Ci Two different lifetime sports.
Ci Achieve a Math Placement Group score
of three.
Ci Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Two must be Interim courses
(Weekend students are exempt)
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 71.
Cl Complete a major.
Ci Maintain minimum grade point average.
Ci Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
Three Christian Faith Perspectives?
from different areas
One City Perspective
Two Western Heritage Perspectives'
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from. .
different departments
One Intercultural Awareness
Perspective
Two Language Perspectives, other ' .
than your natural language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Ci Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
One course with a Critical
Thinking component
One course with a Speaking
component
,
.
I
-
One course with a Quantitative
Reasoning component
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
Q Satisfy entry level skill requirements in
writing
Q Two different lifetime sports
C3 Achieve a Math Placement Group score
of three.
I Complete 33 course credits. Of these:
11 must be upper division (numbered
300 or above)
;
1
' a
.
.
No students will be permitted to
I lcount more than three courses from
- t h e same department in meeting per,
- - ' spective requirements.
lr
I.
-
=
No more than 13 courses may be in
any one department, with the followI
ing exceptions:
II
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
.,
a
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
.,
.
Other maximums are described on
page 7 1.
a
.+-
--
>+
Academic
*
information' 69
Complete a major.
0 Maintain minimum grade point average
Q Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
One Aesthetic Perspective
One Social World Perspective
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
-
70 Academic Information
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration by the first day of classes (unless
special arrangements have been made) will
have their registration cancelled. They may
register and confirm during the drop/add
period, but special late fees are assessed
and added to their account.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsenceNithdrawal from the College
form may be obtained in the Academic
Advising Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsenceNithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated leave of
absence form must be submitted to the
registrar's office prior to the expiration of
the previous leave of absence period, or an
application for re-admission will be
required.
Students are responsible for keeping
the registrar's office informed of their mailing addresses. All deadlines for financial
aid and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than a specified number of years ago. Students must
meet all of the requirements in effect under
the catalog they choose. Choosing to complete under the current catalog will require
re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
-
Academic Information 71
Requirements For Undergraduate
Graduation:
GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.
until May 2001) - 19.5; and social work
(B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums) .
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
-
72 Academic Information
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, arid certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
H SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students may
retake the Math Placement Assessment
once during their first term of enrollment.
Students are required to take the assessments before registering for the second
term and to have demonstrated removal of
deficiencies by the end of their first year at
Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
-
Academic Information 7:
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses is required.
Mathematics Requirement
Students must achieve Math Placement
Group (MPG) 3 or higher prior to graduation. In addition, many courses require
MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their
MPG as soon as possible. All students are
required to have their MPG determined. In
some cases, students who have transferred
in a mathematics course taken at another
college may have their MPG determined by
the registrar's office. All other students
must take the Augsburg Math Placement
Exam, which is administered by the
Academic Advising Center. The exam is
given during college registration sessions
and at other announced times during the
year. Practice questions and other information are available from the Academic
Advising Center.
Students in MPG 1 may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG.
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College. Review help is available from the
Academic Enrichment Center.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
- Academic Information
'4
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Students may
demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to
take the lifetime sport proficiency test.
Students must satisfy the second lifetime
sport requirement by enrolling in a lifetime
sport course.
Lifetime sports are non-credit courses,
are not counted as meeting Interim course
requirements, and are not included in the
33-course requirement.
GENERAL EDUCATION
The General Education program consists of the first year Augsburg Seminar for
day freshmen, the liberal arts perspectives
and the graduation skills. A primary objective is to develop lifelong learning in the
context of the liberal arts and the mission
of the college.
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
the social world, natural world and westem heritage.
Demonstrate connections between
liberal arts and the major field of study.
Develop an appreciation of the role of
service to society.
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking and quantitative reasoning.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
Academic Information 7:
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the Perspective.
The City (C)
Christian Faith (CF 1, 2, and 3)
Area 1is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
One course credit or experience is
required to meet this Perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
-
'6 Academic Information
Western Heritage @lH 1 and 2 )
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences. and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2 )
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1 )
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
-
Academic Information 7
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Placement
Required
Courses
111 & 112
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
111 & 112
111 & 112
112
112 or 211
211
211 or 212
212
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
EVALUATION AND GRADING I
t A r L A N H I I U N Ut bKALJtS
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
option-traditional
grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
-
3 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
See P/N limitations under Graduation
Requirements, page 71.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
-
Academic Information 7
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken."
"Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
courses completed.
Juniors-16
courses completed.
Seniors-24
courses completed.
International Baccalaureate Program
(1 B)
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
-
0 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 81
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
82 Academic Information
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's commitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses taken:
Freshman-fewer
Sophomore-fewer
Junior-fewer
than seven courses
than 16 courses
than 24 courses
Senior -24 or more courses
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1,2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
-
Academic Information 83
an outstanding project as determined by
the student's major department. Students
wishing to be considered for Graduation
with Distinction should consult with their
major department no later than the fall
semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment and Financial Services Center
about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration.
Veterans will need to meet the requirements of the Veterans Administration
regarding repayment of educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years--if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
guidelines-or they will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Students must complete a formal Four-Year Assurance Degree
Plan with the College before the end of
their sophomore year (16 course credits
must be earned) in order to qualify.
Contact the Academic Advising Center for
details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review educahave the right to
tion r e c o r d ~ Y o u
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to request amendment of
education record5-You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information contained in your education records,
A,
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall andfor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim,
Summer Session, the Master of Arts in
Leadership, the Master of Social Work, the
Master of Arts in Nursing, and the Master
of Arts in Physician Assistant studies
courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
-
Departments and Programs 87
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of internships and cooperative
education.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
1. Obtain the internship registration
permission form from the Center for
199
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Participation in a concurrent seminar may be expected. Prior to the
beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning
regarding requirements and permission to register.
399
Internship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
-
38 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportuniy for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration,
Accounting, and Management Information Systems.
See listing under Interdisciplinary Studies.
A
rt is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central
to the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture I
-Art
+U
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
be
in art history. up to four courses
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in various media, including graphite pencil, ink, pastel pencil, and
charcoal. Subjects include still-life, figures, perspective, and experimental
work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
-
Art 91
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
ART 306
Calligraphy I I
Advanced work in calligraphic media and design.
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making I I
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
-
92 Art
ART 478
Sculpture I1
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See description on page 87.
ART 299
Directed Study
See description on page 88.
ART 399
Internship
See description on page 87.
ART 499
Independent StudyIResearch
See description on page 88.
See listing under East Asian Studies.
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
Students must successfully complete
the entire 8-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the linked content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
Biology Faculty
)logy is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
McLaughlin
Major
Nine courses including:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
and at least one from each of the five
following groups:
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
2.
BIO 361 Plant Biology
BIO 440 Plant Physiology
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
36 Biology
7
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
A semester course in organic chemistry
or CHM 3511352 Organic Chemistry
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students should complete their math
requirements early in their college careers.
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Transfer course policy for majors and
minors
All transfer courses must be approved
in writing by the chair. Only those biology
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, no more than two
upper division courses from other institutions may be applied toward the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identify current Minnesota
teacher licensure requirements.
Cooperative Education
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty Biology
majors must have an adviser in the biology
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
-
Biology 97
BIOLOGY COURSl
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Three
one-hour lectures, three hours laboratory. Does not apply to the major or
minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring)
BIO 113
Introductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall)
BIO 114
Introductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes.
98 Biology
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 35 1. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour
tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
-
Biology 99
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215, CHM 352. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 87. (Prereq.: B10 113, 114)
BIO 299
Directed Study
See description on page 88.
BIO 399
lnternship
See description on page 87. (Prereq.: B10 215)
BIO 499
Independent StudyIResearch
See description on page 88. (Prereq.: B10 215)
- BUSINESSADMINISTRA~TION,
ACCOUNTING,
AND MANAGEMEN
lNFORMATION SYSTEMS-BUS,ACC, MIS
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cemto (Chair), Nora M.
Braun, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas F: Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield (MIS Coordinator),
Kathryn A. Schwalbe, Stuart M. Stoller.
Majors
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must
avoid taking too many electives or exceeding the 13-course limit per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
and MIS are considered as being in the
same academic department. Taking extra
electives, or choosing a particular combination of major and minor may require
students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
-
Business Administration 10'
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
International Business
Internships
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACUMIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
02 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
ECO 3 11
ECO 3 12
ECO 313
ECO 315
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Combined Major in Business
Administration and Economics
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Departmental Honors
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
To qualify, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Business Administration 10:
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in accounting
or MIS.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
'D
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
!04 Business Administration
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print, broadcast, and web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: All core courses and ACC 322, or consent of instructor.)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 10
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of market plans. (Prereq.:
BUS 352 and BUS 355)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 87.
BUS 299
Directed Study
See description on page 88.
BUS 399
lnternship
See description on page 87.
BUS 499
Independent StudyIResearch
See description on page 88.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242 Principles of Management
BUS 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice 11
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Departmental Honors
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
-
Accounting 10
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
~ c c o u n t i ntools
~ for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal and Operational Audit
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
08 Accounting
7
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See description on page 87.
ACC 299
Directed Study
See description on page 88.
ACC 399
lnternship
See description on page 87.
ACC 499
Independent StudyIResearch
See description on page 88.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
EGREE AND MAJOR REQUIREMENTS I
Management Information Systems
Major
A. 12 courses in business, accounting, and
MIS:
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 175 Principles of Computing for
Business
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 340 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Seven courses including:
MIS 175, ACC 221, BUS 242 or BUS 252,
MIS 370, MIS 375, ECO 113, and one of
the following: MIS 376 or ECO 318.
Honors Major
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
10 MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with
strong competency in all software mentioned should take MIS 370 instead of
MIS 175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS
175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are
required, usually on a weekday evening.)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 11
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 87
MIS 299
Directed Study
See description on page 88.
MIS 399
lnternship
See description on page 87.
MIS 499
Independent StudyIResearch
See description on page 88.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of
Chemistry
CHM 351, 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
-
Chemistry 111
CHM 482 Advanced Inorganic Chemistry
CHM 470 Principles of Medicinal
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, 11
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
W BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Graduation with Distinction in
Chemistry
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Departmental Honors
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
114 Chemistry
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term
of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
Chemistry 11!
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistly relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry.
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: BIO 367, or consent of the instructor. Spring)
16 Chemistry
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon analytical, physical, and organic chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 87.
CHM 299
Directed Study
See description on page 88.
CHM 399
lnternship
See description on page 87.
CHM 499
Independent StudyIResearch
See description on page 88. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under Speech/Communication and Theatre Arts.
T
he Augsburg computer science
department & v k to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
CSC 451
Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Larry Ragland, Karen
Sutherland.
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Two courses from:
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
-
118 Computer Science
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and six from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of
Philosophy. Charles Sheaffer, Department
of Computer Science.
Major in Computational Philosophy
13 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Modem Philosophy
PHI 365 Philosophy of Science
-
Computer Science 1I!
PHI 385
Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
CSC 160
CSC 170
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145 or MAT 122..
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
122 or 145 or 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
20 Computer Science
CSC 273
CSC 320
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
csc 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
-
Computer Science 12'
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 87.
CSC 299
Directed Study
See description on page 88.
CSC 399
Internship
See description on page 87.
CSC 499
Independent StudyIResearch
See description on page 88.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
DECREE AND MAJOR REQUIREMENTS
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser and are distributed as
follows: four courses in an East Asian Ianguage; four additional courses, two of which
must be upper division (strongly recommended that one of these be a history
course on China or Japan); and an East
Asian studies seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
East Asian Studies 12:
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, (612)
330-1715; Hamline-Richard Kagan, (651)
641-2433; Macalester-Yue-him Tam,
(651) 696-6262; St. Catherine-Helen
Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of Japan
ENG 282 Topics: Introduction to AsianAmerican Literature
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economicshusiness administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
mation systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh (Chair), Satya P Gupta
DECREE AND MAJOR REQUIREMENTS
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses also
required:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
-
Economics 12!
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC0318 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Minor in Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science, page 224.
Departmental Honors
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Combined Major in Economics and
Business Administration
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
and one other upper division economics
course, and six accounting/business
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
See Computer Science, page 118.
and one other upper division business course.
-
126 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12;
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
28 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 87.
ECO 299
Directed Study
See description on page 88.
ECO 399
lnternship
See description on page 87. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent StudyIResearch
See description on page 88.
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendations for licensure by the
State of Minnesota for elementary (grades
K-8), a variety of secondary subject areas
(grades 5-12), and K-12 licenses in art,
health, physical education, and music.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artsAiterature, and
social studies. Additional teaching majors
are available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
critical issues seminar and student teaching are available on a weekend or weekday
late afternoonlevening schedule. Fieldwork
for the seminar and for student teaching
must be completed during regular weekday
hours. All students must have some time
available each term for field experiences.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
2000 and beyond. All students who will
complete degrees and/or licensure programs after August 31, 2001 fall under the
new licensure rules and must complete the
program outlined in this catalog. Students
who entered the College under a previous
catalog and who will complete their licensure after August 3 1, 2001 must comply
with the new program. No one will be
licensed under programs described in previous catalogs after August 3 1, 2001.
Education Faculty
Vicki Olson (chair), Virginia Allery,
Mary Ann Bayless, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Mary
Jacobson, Anne Jensen, Lynn Lindow,
Susan O'Connor, Ron Petrich, Barbara
West
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following pre-requisite courses, core courses in math and
science, and major courses in education.
To be licensed they must also complete
an approved concentration and student
teaching.
Non-departmental pre-requisites:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
Math and Science Core
MAT 131 Math for the Liberal Arts
( W C T ) (if math concentration: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math concentration: MAT 122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
1).
-,
PHY 114 Earth Science for Elementary
Teachers
BIO 102 (NW 2) (If science concentration, check with education
department)
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(registration continues through
Capstone Block)
Methods Block I
EED 310 K-6 Methods: Health/PE
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsKhildren's Literature
Methods Block I1
EED 340 K-6 Methods:
VisuaVPerforming Arts (.5)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies~ThematicStudies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society (Wl)
Student Teaching Block
EDC 481, 483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Beginning September 1, 2001, the state
of Minnesota will require specific supporting concentrations of study as a part of all
elementary teacher licenses. Teachers will
be able to teach at the middle school level
in their area of concentration. Students
must complete a coursework program in
one of the following concentration areas:
communication artsAiterature, mathematics, science, or social studies. In the future
an early childhood concentration may
become available through the ACTC consortium. Contact the education department
for further information.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the concentration, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, concentration, and
education major courses. The equivalent of
-
Elementary Education 131
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 over-
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artsAiterature, health,
mathematics, music, physical education,
physics, and social studies.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental Prerequisites
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA 1)
PROGRAM REQUIREMENTS I
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
all GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
EDC 220 Educational Technology (.5)
Foundations Block I1
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(Registration continues through
Capstone Block)
Methods Block I
ESE 300 Readinwriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl)
Student Teaching Block
ESE 481, 483, 485,487 Student Teaching
(3.0-4.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, pre-requisite, and
education program courses must have a
grade of 2.0 or better.
Art, Health, Music, and Physical
Education Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary educa-
-
132 Secondary Education
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom
music (5-12); (2) Orchestra and classroom
music (5-12); (3) Vocal and classroom
music (K-9); (4) Vocal and classroom
music (5-12).
Students may no longer license in a
minor field of study.
EDC 200
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.
Fieldwork experience. (Prereq.: ENG 111, sophomore standing)
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
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-visual materials for teachingearning situations.
Computer training will be included in this course.
EDC 310
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 315
Critical Issues Seminar (.5 course)
Reflective process to discuss field experience and critical issues in education.
Assistance with program portfolio. Registration continues until completion of
EDC 480. (Prereq.: PPST and admission to department)
EDC 410
The Special Needs Learner
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)
-
Elementary Education 13:
EDC 480
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)
EED 310
K-6 Methods: HealthIPhy Ed
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
EED 320
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. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 340
K-6 Methods: Visual/Performing Arts (.5 course)
Examination and preparation of materials and resources for visual/performing
arts at the kindergarten and elementary levels. Fieldwork experience. (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 experiences. (Prereq.: PPST and
admission to department)
EED 370
K-6 Methods: Social StudiesIThematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
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 481,483,485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
134
Secondary Education
SECONDARY EDUCATION - ESE
ESE 300
ReadingIWriting 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.: PPST and admission to department)
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)
ESE 310
5-12 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.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 320
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
ESE 330
5-12 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.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340
5-12 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.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 350
5-12 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 artsfliterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication artsAiterature license do not need to
take ESE 300).
ESE 356
5-12 Methods: Communication Arts
Introduction to the teaching of speaking, listening, and media in middle and
high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and 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.:
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, 487 Student Teaching
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
EDC 410
EDU 491
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
A
ugsburg College has cooperative
arrangements with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university Students accepted into
the program will be considered for admission to the engineering school if they corn-
-
Engineering 13
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study. English
believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, Dallas Liddle, Roseann Lloyd,
Carter Meland, John Mitchell, Capper
Nichols, Ronald Palosaari,John Schmit,
Joan Thompson
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 1 3
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in ~ h c
English department should also work
closely with an adviser in the department.
Communication ArtsILiteratuni
,
Teacher Licensure Major
Prerequisite: ENG 111
I
Major Requirements (12 courses) I
ENG 225 Intermediate Equpnsito*
Writing
ENG 226 Creative Writing
I
or ENG 227 Journalism
I
or one additional upper division literature course from ENG 331, 336, 337.
350, 351, 338/438
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the EilgIBh
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching \%'riting
ENG xxx Upper division literaturn course
from ENG 331,336, 331,350,
351, 338/438.
Note: If students choose two literamre
courses, one must be in American lilernture (ENG 350 or 351) and one musi be in
British literature (ENG 331, 336, 337.
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Cnrnmunica~ion
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 Adolescent Literature and
Reading
ESE 356
Speech/Communications/Media
Literacy Methods
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 220, 310, 341, 343,441, 443;
ESE 300; EDC 410, 480; student teaching.
Contact an education department adviser
for information.
This major is only for those who seek
to be licensed in communication artsAiterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
- English
40
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences-are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruc-
tion than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing with a grade of
2.0 or higher before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permissionfpetition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature andlor consent of the instructor.
ENG 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENG 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
ENG 216
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
English
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENG 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
ENC 245
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
14
-
-
12 English
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENG 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, C e ~ a n t e sRabelais,
,
Voltaire, and Ibsen. (Spring)
ENG 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENG 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENG 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENG 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
ENG 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
-
English 1 4
ENG 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENG 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENG 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: consent of instructor)
M English
I
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 87.
ENC 299
Directed Study
See description on page 88.
ENC 399
lnternship
See description on page 87. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 88. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
(;ENERAL bTUDIES-GST
s
ome courses help to integrate leaming around topics in ways that are different
from the more traditional disciplines.
CST 009
Cooperative Education
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
GERMAN
See listing under Modem Languages.
"a HEALTH AND lJHYSICAL
-tually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Instructional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Patricia Murphy, Jack Osberg,
Joyce Pfaff, Missy Strauch
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Health and Physical Education 14;
Minor
Minor
HPE 101, 110, 114, 115,316,320, 390,
450, BIO 103.
HPE 101, 115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
48 Health and Physical Education
-
HEALTH EDUCATION
HPE 100
Wellness (.5 course)
This course is designed to create an awareness of factors affecting one's state of
well-being with emphasis on individual control over these factors. This course
will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health
decisions.
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and senices. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, cuniculum, and assessment included.
(Interim)
HPE 355
Tests and Measurement (-5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Interim)
HPE 410
Administration and Supervision of the School Health Program (.5
course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Interim)
-
Health and Physical Education 14!
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 232
Dance
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Interim)
HPE 254
lntroduction to DevelopmentalIAdapted Physical Education
(.5 course)
A general overview of developmentavadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(-5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Interim)
HPE 323
Team Sports
(.5 course)
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports
(.5 course)
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day campinghiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years)
150
Health and Physical Education
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement (.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 455
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interesetd in the art and
practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing).
(Interim)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 87.
HPE 299
Directed Study
See description on page 88.
HPE 399
lnternship
See description on page 87.
HPE 499
Independent Study/Research
See description on page 88. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
5 2 History
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 15:
HIS 228
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
54 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 169 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
-
History 15.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 87.
HIS 299
Directed Study
See description on page 88. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See description on page 87.
HIS 499
Independent StudyIResearch
See description on page 88. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T h e r e are two ways to graduate from
the Honors Program-Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satis-
fying all program requirements, a 3.5 GPA,
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board.
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
HON 160
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
HON 210
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 21 1
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 212
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 214
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 365
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity
HON 401
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community.
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modern
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only requirements are INS 105 and at
least one upper division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required f o ~
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENG 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China. (Cross-listed with the Women's Studies Program.)
58 Interdisciplinary Studies
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American lndian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today. (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American lndian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
(Prereq.: junior standing)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
INS 3811581 Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
Metro-urban studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Metro-urban studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate
studies in planning, architecture, law, public administration, environmental studies,
social welfare, government, community
organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities
n
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics.
60 Interdisciplinary Studies
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES
Internships and Independent Study Courses:
INS 199
Internship
See description on page 87.
INS 299
Directed Study
See description on page 88. (Prereq.: POL 122 or SOC 211)
INS 399
lnternship
See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
lndependent Study-Metropolitan Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
lndependent StudyIResearch
See description on page 88. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
I. Metro-Urban Studies Term (MUST)-Fall
six interdisciplinary field learning programs of exceptional quality located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
or Spring
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
-
Interdisciplinary Studies 16'
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 87.
II. City Arts-Spring
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 87.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA)
equivalent competency)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
-
162 Interdisciplinary Studies
NORDIC AREA STUDIES-NAS
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world histoly.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
-
Interdisciplinary Studies 16:
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See description on page 87.
NAS 299
Directed Study
See description on page 88.
NAS 399
lnternship
See description on page 87
NAS 499
Independent StudyIResearch
See description on page 88.
For degree and major requirements see page 262.
164 INTERNATIONAL KELATIONS
I
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Norma Noonan
Required courses:
ECO 112 Principles of Macroeconomics
Principles of
or ECO 113
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,348,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fuming the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
-
International Studies 162
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributionlgenera1 education, and graduation requirements
when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners. In addition to semester and year-long programs,
Interim and summer abroad courses also
provide a number of educational opportunities. Students interested in these or other
external off-campus study experiences
should contact the Center for Global
Education. Applications are due March 1
for the fall term or academic year, and
September 30 for the spring term. The cost
for many programs is comparable to full
room, board, and tuition for on-campus
study, plus airfare. Financial aid is granted
on the same basis as on-campus study
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
66 International Studies
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Study abroad through Intemational
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group. For further information, contact the International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, roAm, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Intemational study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
-
International Studies 16;
CENTER FOR GLOBAL EDUCATION COURSl
CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(M EXIC0)-FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Participation in the program will fulfill one IAl
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April
1
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2,
or 3 perspective)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1transformation.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service
required.
-
168 International Studies
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
Participation in the program will fulfill one IA1 general education perspective credit,
and a Spanish course will fulfill one IA1, 2 or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SOC 286
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
POL 295
Political Economy of Development in Latin America: Gender and
Environmental Perspectives
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
REL 31 1
Theology, Ethics, and the Environment
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service
required.
International Studies 16
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
Participation in the program will fulfill one IAl general education perspective credit.
REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
INS 399
Internships
1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL
OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
70 International Studies
Salvador, and Nicaragua. Application deadline is April 1.
Participation in the program will fulfill one IA1 general education perspective credit.
REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2
or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30.
Participation in the program will fulfill one IA1 general education perspective credit
and REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
-
International Studies 17
POL 359
Topics: Women in Comparative Politics-Southern
Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS xxx
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
INS 399
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
Augsburg application deadline: March 1.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Independent Study (Students may choose either INS 372 or 499)
-
72 International Studies
SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL
This interdisciplinary program, with travel to Guatemala and Ecuador, provides an
overview of history, culture, economy, and politics of these regions. Students study theories
and models of development and explore their usefulness in understanding the regional and
global context. Augsburg application deadline: March 1.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in barrio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador,
students live with local families, work in an agency three days a week, and meet as a group
twice a week. Augsburg application deadline: March 1.
INS 366
Community Participation for Social Change
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
Independent Study
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
International Studies 1;
INS 399
(2 course credits)
Internship Placement and Seminar
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)--SPRING
Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in
Guatemala, with travel to Cuba or another Latin American country. Aupburg application
deadline: Sepr. 30.
All students take these four inter-related courses:
Social Dynamics and the Environment
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
INS 499 Independent Study Project (students chooses topic)
Check with the specific international studies program director for requirements in the
program.
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Business Administration, Accounting, and Management
Information Systems.
76 Mathematics
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College. Review help is available from the Academic Enrichment
Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra. WEC-additional sessions are required)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG
3)
MAT 121
Finite Mathematics
Concepts of finite mathematics such as combinatorics, probability, matrices,
linear programming, theory of interest, and graph theory with an emphasis on
quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics 17;
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
MAT 145-146 Calculus 1 8 11
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
- -
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
178 Mathematics
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, a i d formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 331
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
MAT 373
MAT 374
Probability and Statistics I
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics II
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
-
Mathematics 1 7 s
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two MAT courses numbered above 200 and consent of instructor)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 87.
MAT 499
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered cumculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 88.
See listing under Interdisciplinary Studies.
- M O D E R N LANGUAGES
Modern Languages Faculty
The
Department Of
Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
liberal arts educkon for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in intemational business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h
Soto, Donald Steinmetz
Major
The major consists of nine courses
above 21 1, including two courses in culture, two courses in language, two courses
in literature and three electives (from any
of the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 2 11,including one each in language,
literature, and culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Graduation with Distinction
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for lim-
-
Modern Languages 181
its on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Teacher candidates in French, German,
and Spanish must consult with the
Department of Education for specific information and enrollment in the program as
well as for information on special methods
courses. All transfer teacher candidates,
including those who have completed a college language major elsewhere, must take
at least two courses in language, literature,
or culture at Augsburg. A minimum grade
of 3.0 in Conversation and Composition
(311) is a departmental requirement for
teaching majors. Licensure requires successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
After spring term 2001, Augsburg
College will no longer offer a licensure
program in modem languages. See the
Department of Education or the chair of
the Department of Modem Languages for
information on other options.
AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall: 111; spring 112. WEC-additional sessions required)
-
182 Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, inteniews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and &&mar. Laboratory work.
(Fall: 211; spring: 212)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
-
Modern Languages 18:
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 87.
FRE 299
Directed Study
See description on page 88.
FRE 399
Internship
See description on page 87.
FRE 499
Independent StudyIResearch
See description on page 88.
GERMAN (CER)
CER 111, 112 Beginning Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. Laboratory materials available. (Fall: 111; spring:
- 112.
WEC-additional sessions required.)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 295
Topics in Literature, Culture, or Linguistics
CER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
CER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
-
184 Modern Languages
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Man, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 87.
CER 299
Directed Study
See description on page 88.
CER 399
lnternship
See description on page 87
CER 499
Independent StudyIResearch
See description on page 88.
-
Modern Languages 18:
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1, 212 Intermediate Norwegian I, II
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
NOR 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Camposition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
-
186 Modern Languages
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on litera~yand
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 87.
NOR 299
Directed Study
See description on page 88.
NOR 399
lnternship
See description on page 87.
NOR 499
Independent StudyIResearch
See description on page 88.
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
.-V
^
-
3* O 2F %4
@:;
&
w
o
o
at;
s E 2
- 8 s
5
c
3 .E
w
.ss
Z
8
. m- s
c % i8
0 m e *
33,"
=.-
l;:g;
04
E e9;
Q Q )
E
o u * . .
Uzg+
W
d
O
E
C h.m E
a v .l$
c z Z
0 m .2 ~6
""a
;.2'gg
,z
03.2 w
Z E Z Z
O ;.z m3 .z
d
u
,o&z
u.y8
3 s
acl
8,
4 gga
a w a9
M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA) . Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Rick Penning, Nicholas Raths, Sonja
Thompson, Angela Wyatt.
Fine Arts Coordinator
Carley Miller
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
AU students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
-
Music 185
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiencyrequirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal proficiency requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
major candidates should consult with the
director of music therapy before applying
for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
-
190 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Music Minor
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Core curriculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music 111
MUS 202 Form and Analysis
MUS 21 1 Aural Skills 111
MUS 212 Aural Skills IV
MUS 23 1 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major. Language requirements are fulfilled
in accordance with Augsburg's general education guidelines and with the approval of
the student's music adviser. Checklists for
specific degree programs are available in
the music department.
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
-
Music 19'
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Requirements
Core cuniculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition I, I1
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Era
MUS 334 Music of the 20th Century
MUS 241 History of Jazz
MUS 320 Worlds of Music
Eight quarter course credits of
performance studies in the major
instrument/voice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble on the major instrumenuvoice
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching.
Requirements
Core curriculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
ENG 111 Effective Writing
INS 105, or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 ReadingNriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
VocaVGeneral:
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/F'ercussion (.25)
MUS 357 Music Methods: Woodwinds
(.25)
MUS 355 Music Methods: Strings (.25)
InstrumentaWGeneral:
MUS 359 Music Methods: ChoraWocal
(.25)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
92 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251, 252, 253,
254
Instrumental emphasis-ne
course credit
of music elective
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
Four half course credits of performance
studies in the major instrumendvoice (second and third year)
Two full course credits of performance
studies in the major instrurnentlvoice
(fourth year)
Eight quarter course credits in a major
Augsburg ensemble on the major
instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Improvisation competency on major
instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrurnentlvoice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditionlinterview application
process. The bachelor of music performance
program prepares gifted performers to com-
pete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core curriculum
MUS 311,312
MUS 358
MUS 459
plus:
Composition I, 11
Full junior recital
Full senior recital
One of the following three areas of emphasis:
Vocal emphasi+MUS 251,252, 253, 254,
435, EDS 359, one course credit of music
elective
Piano or organ emphasi+MUS 301,302,
436, 456, one half course credit of music
elective
Inshumental emphasisMUS 301,302, one
and one half course credits of music electives, one methods course for major instrument
Two quarter course credits and six full
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Or, for piano or guitar emphasis:
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
ins trumendvoice
-
Music 19;
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or 11
MUS 372, 373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Strongly recommended:
MUS 359 Music Methods: Vocal
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumentlvoice
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Minor
Requirements: 6 course credits
MUS 101, 102
Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
One additional music course.
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrument/voice
Pass one music repertoire test
Departmental Honors
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
-
9 4 Music
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andfor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
or Riverside Singers of Augsburg will satisfy the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-112 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
112 course credit-1 hour lesson,
8 hours of practice per week
One course credit-1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
-
Music 1 9
instruction for credit is graded traditionally
Music majors and minors must declare an
area of concentration. Freshmen may be
awarded free lessons, if taken for credit, in
their major instrumendvoice and with the
recommendation of their private lesson
instructor. Any lessons during Interim or
summer are arranged privately with the
instructor. A student who cannot attend a
scheduled lesson is required to notify the
instructor at least 24 hours in advance.
Otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson. Limited
school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrumendvoice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumendvoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a pass/fail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
96 Music
-
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
(.5 course)
Materials of Music 11
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
MUS 201
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
MUS 211
Aural Skills 111
MUS 212
Aural Skills IV
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(-5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Materials of Music 111
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
-
Music 19
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
-
98 Music
Thefollowing four half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 23 1, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
cuniculum. Open only to advanced students upon approval by the faculty.
H INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See description on page 87.
MUS 299
Directed Study
See description on page 88.
MUS 399
lnternship
See description on page 87.
MUS 499
lndependent StudyIResearch
See description on page 88. Open only to advanced students upon approval of
the faculty.
Music 19
7
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessaly to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 358
JuniorRecital
(.O course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
MUSIC THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
00 Music
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474,475 Music Therapy Practicums
(.25 course each)
Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
-
Music 20'
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers o f Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
MUE 145
Piano Ensemble (.O course)
-
!02 Music
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally. All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M.-Education major-Enter I1 attain
IV; B.M.-Performance major-Enter I1 and
attain \!
LESSONS
MUP 111-411 Voice
MUP 137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 134-434 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP181-481
Organ
MUP 191-491
Harp
MUP 192-492
Improvisation
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
College Department of Music.
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Karen Ballens, Biology, Sandra Olmsted,
Chemistry, Jeff Johnson, Physics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisrnal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistry
One math course: MAT 114, 122, 145, or
163
-
!04 Natural Science Teaching Licensures
Physical Science Broad Base
Requirement
BIO 113,114,215
PHY 101,106
Geology
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, I1
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
recommended from PHY 261,320,327,
352,420,486,488
One year of general chemistry- CHM
105,106 or CHM 115,116
Two courses from:
CHM 364,367,464,481,482,495
One year of general physics-PHY
122
121,
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
T
-
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Meny Beth Gay,
Sue Nash, Pamela Weiss
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 43 1 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should
consult with the program coordinator from
the Department of Nursing for program
planning.
-
06 Nursing
Departmental Honors
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 l/2 hour time block. Clinical
practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
-
Nursing 20
NUR 305
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teachingearning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
-
08 Nursing
NUR 403
NUR 431
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 88.
Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to
audit courses.
** This course involves an additional clinical fee.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning with the help of great
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, or the Christian ministry.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Philosophy Major
Nine courses including:
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111:
Enlightenment and 20thCentury Analytic Philosophy
A 400-level course (other than PHI 499)
Four elective courses in philosophy
Five courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 118.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242, and 343.
-
!lo Philosophy
.-
-- -
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 241
History of Philosophy I: The Classical Philosophers
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy (Suggested prior course: PHI 241. Spring)
-
Philosophy 21
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 2851385 Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 343
History of Philosophy Ill: Modern Philosophy
The quest for the nature and origin of knowledge in the writings of the
Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings
of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to
Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein.
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation,
genetic engineering, abortion, care for the dying, and euthanasia.
'
-
1 2 Philosophy
PHI 3851285 Introduction to Formal Logic and Computation Theory
(See description for PHI 285/385)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 87.
PHI 299
Directed Study
See description on page 88.
PHI 399
lnternship
See description on page 87.
PHI 499
Independent StudyIResearch
See description on page 88.
PHYSICALEDUCATION
See listing under Health and Physical Education.
T
he Augsburg
Assistant
- Physician
Program is designed for students interested
m careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), Martha Kelly,
Terry Lewis, LuAnn Shay, Christine
Bosquez, Donna DeGracia
Major
First Year (Twelve Months)
Twelve courses including:
PA 311
Human Anatomy and
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
PA 351
Pharmacology I
PA 361
Clinical Medicine I
PA 371
History & Physical Exam
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
1 4 Physician Assistant
Second Year (Fifteen Months)
ENTRANCE REQUIREMENTS
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as maditional grading.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine ............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics........................ .6 weeks
PA 440 OB/Gynecology ...............6 weeks
PA 450 Emergency Medicine ......6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
Program Change
As of May 2001, the PA Program will
be a graduate program and award a master
of science degree with the PA Certificate.
Prerequisites will change accordingly.
One year biological sciences for majors
One full course sequence oE
Organic Chemistry
Microbiology
Biochemistry
General Psychology
One course in medical terminology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectives/skills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
-
Physician Assistant 21
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
Pharmacology I
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
16 Physician Assistant
7
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
Physician Assistant 217
OBICYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
Psychiatry
A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Mark Engebretson, Kenneth Erickson,
Anthony Hansen, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch, Thomas Powers
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General PKysics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
-
Physics '219
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory 11
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus I11 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Graduation with Distinction
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
-
'22 Physics
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 35 1. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 87.
PHY 299
Directed Study
See description on page 88.
PHY 399
lnternship
See description on page 87.
PHY 499
Independent StudyIResearch
See description on page 88. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Philip Fishman,
Milda Hedblom, Mary Ellen Lundsten,
William Morris, Norma Noonan, Susan
Riley, Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective-one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a fac-
-
?24 Political Science
ulty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Areas
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
-
Political Science 22
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration and Policy Analysis
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 370
Constitutional Law
(See Section I V for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
-
26 Political Science
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
-
Political Science 22
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Mantist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
- Political Science
28
POL 383
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
lnternship
See description on page 87. P/N grading unless internship supervisor grants
exception.
POL 299
Directed Study
See description on page 88.
POL 399
lnternship
See description on page 87.
POL 499
Independent StudyIResearch
See description on page 88.
P
sychology is an exploration of
behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasues the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community. The
cuniculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related s e t t i n g s
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional specializatio=linical,
counseling, physiological, developmental, social, cognitive,
and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy.
Students may tap this expertise through a
variety of learning experiences-within
and outside the classroom, with group and
individual projects, and through association with Augsburg's active Psychology
Club, Psi Chi Honor Society, and facultystudent research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Emily Hause, Victoria Littlefield, Bridget
Robinson-Riegler,Jennifer Wenner
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contempora~yIssues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
30 Psychology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
-
Psychology 23
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientificmethod as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 200 or consent of insh-uctor)
PSY 330
PSY 351
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 200)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
- Psychology
32
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 200)
PSY 361
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Focus on the people in psychology's history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.: PSY
102 or 105)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
Psychology 23:
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
Internship
See description on page 87. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 88. (Prereq.: PSY 102 or 105)
PSY 399
lnternship
See description on page 87. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 88. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andfor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Beverly Stratton (Chair), Janelle Bussert,
Bradley Holt, Rolf Jacobson, Lynne
Lorenzen, Philip Quanbeck 11, Mark
Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Graduation with Distinction
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward tlie religion
major or minor.
-
Religion 23:
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one.
The second step will be conducted by
the Youth and Family Institute staff with
help from experienced pastors, a member
of the religion faculty, and youth and family ministers. This usually follows the
internship in the fall of the senior year.
Retaking the "Self Portrait," an essay, an
assessment of the internship, and an interview are required. This step is very important for recommending the students for
employment.
Youth and Family Ministry Major
Ten religion courses including:
Theology core:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 World Religions
REL 353 Denominations and Religious
Groups in America
REL 343 Theology of Marriage and
Family
and four supporting courses:
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
!36 Religion
2217Or 331 is prereq~site to aU other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
REL 111
Department approval is necessary
before courses taken in other colleges can
be accepted for religion department credit.
All majors must have an adviser in the
department.
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerlhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
REL 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
-
Religion 23:
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
-
138 Religion
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 425
Christian Spiritual Practices
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terns of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church.
-
Religion 23'
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the tradi-
tional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. Before taking the seminar, each major must have
written one formal research paper and placed it on file with the department
chair. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 87. Limited to special cases.
REL 299
Directed Study
See description on page 88.
REL 399
Internship
See description on pages 87 and 235.
REL 499
Independent StudyIResearch
See description on page 88.
See department listingfor a description of thefollowing approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
40 RUSSIAN, CENTRAL,
AND EAST
EUROPEANSTUDIES (ACTC
T
his major, offered through the
Associated colleges of the ~ w i Cities
i
(ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
PROGRAM)
DEGREE AND MAJOR REQUIREMENTS
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1,as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
I
AUCSBURC
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communist/Post
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to one another:
(Location:A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HlST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
See Nordic Area Studies under Interdisciplinary
Studies.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, (612) 330-1761;
Hamline, Karen Vogel, (651) 641-2973 and
Nick Hayes, (651) 641-2314; Macalester,
Gary Krueger, (651) 696-6222; St.
Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour,
(651) 962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T h e social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work uroeram (B.S.W.) is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, and communities
building on strengths, and to develop and
analyze social policy. The mission of the
department is to develop social work professionals for practice that promotes social
justice and empowerment towards the
well-being of people in a diverse and global society.
.
L,
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The ethnic and economic diversity in this metropolitan area enriches
opportunities for social work students to
learn to understand, appreciate, respect,
and work with people different from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to use their talents
and skills to address the needs of society,
always emphasizing social justice and the
central importance of diversity in the social
fabric of our world.
Social Work Faculty
Terry Cook (Co-Chair), Edward
Skarnulis (Co-Chair), Anthony Bibus
(BSW program director), Susan Bullerdick,
Vem Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch (MSW program
director), Francine Chakolis, Maria Dinis,
Sumin Hsieh, Rosemary Link, Sharon
Patten, Curt Paulsen, Phu Phan, Glenda
Dewberry Rooney, Michael Schock (BSW
field coordinator), Clarice Staff, Maryann
Syers
- 3ocial Work
44
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
soc 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of elective courses in
the area and a senior practicum in that
special area. For social ministries, a minor
in religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Culture: Ethnicity, Gender,
and Race
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-
Social Work 24
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
-
46 Social Work
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community through a
required service-learningproject. (Prereq.: senior standing or consent of
instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK
301 in the day program, and junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 301 in day program and SWK 306 in
WEC. P/N grading only)
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
*Can be taken in coordination with cooperative education, which may provide paymentfor
work infield sites.
-
Social Work 24
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
Senior and candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 87.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 88.
SWK 399
lnternship
See description on page 87.
SWK 499
lndependent StudyIResearch
See description on page 88.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
S
ociology
-. is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Eric Buffalohead,
Gany Hesser, Gordon Nelson, Michael
O'Neal, Tim Pippert, James VelaMcConnell
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modern Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, and the solution of problems that lead to crime.
Students interested in community crime
prevention as well as the traditional
aspects of criminal justice-ourts,
prisons, probation, and law-will be served by
this major. See department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Sociology 249
Concentration in Social Psychology
Departmental Honors
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair for specific requirements. An application for the honors major
must be completed by spring of the junior
year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are expected to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility.
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and the modem cultural and
social patterns.
-Sociology
250
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems.
SOC 265
Gender, Race, and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304
Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3 . Fall)
SOC 363
Research Methods
Good research-do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
-
-
Sociology 251
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 87.
SOC 299
Directed Study
See description on page 88.
SOC 399
lnternship
See description on page 87.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 88. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
SPEECH/COMMUNICATION
AND
THEATRE
ARTS-spc, THR
0
ur quality
- - of life, both personally
and professionally, depends in large part
upon the quality of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
BACHELOR OF ARTS
Communication Major
12 courses overall--seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Advanced Public Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 35 1 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226, 227.
Rhetoric Emphasis (Day)
Five additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 120,
230; PSY 325,371; SOC 362,375.
Organizational Communication
Emphasis (Day)
Five additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; INS 395; PSY 325,371,
373; SOC 265,349,375.
Mass Communication Emphasis (Day)
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360;
SPOTHR 333.
Public Relations and Advertising
Emphasis (WEC)
Students interested in this emphasis are
strongly urged to take ENG 227
Journalism as part of the major.
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,480; POL 342.
Marketing Communications Emphasis
(WEC)
Five electives from: BUS 252, 352,355,
357,450; SPC 399,480; POL 342.
Human Relations Emphasis (WEC)
Five electives from: INS 395; PSY 373,
485; SOC 231,265,349,375; SPC 329,
345,399,480.
Supervisory Management Emphasis
(WEC)
Five electives from: BUS 242, 340, 440;
INS 395; MIS 175,379; PSY 373; SOC 349;
SPC 345,399
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Film minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPCITHR Topics 295: 16mm Film
SPCrrHR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRJENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Communication Arts/Literature
Teacher Licensure Major
This major is only for students who
seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The
course requirements for the new licensure
are listed under the Department of English,
on p. 139.
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111 and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 321
Advanced Public Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 329
lntercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 410
The Self and the Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
SPC 480
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
-
lnternship
See description on page 87.
SPC 299
Directed Study
See description on page 88.
SPC 399
lnternship
See description on page 87.
SPC 499
Independent Study/Research
See description on page 88.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENG 226
ENC 241
ENG 347
INS 395
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
I HEATRE ARTS-THR
T
he study of theatre is finnly grounded
in the liberal arts, integrating kno&ledege
and principles from many academic and
artistic disciplines, including speechlcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the cumculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modem, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses overall-eight required core
courses and two courses chosen from THR
electives.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
The following cross listed and capstone
courses are encouraged, but not required:
THRJMUS235 Introduction to Music
Theatre Performance
THRlENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
Students may take a maximum of 13
credits in the major.
-
158 Theatre Arts
Ten experiential learning units in three
or more of the following areas: performance (three required), artistic (one
required), and production (four required).
Unless you are a transfer student, all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325, 328, 350,360,361,
365; seniors THR 365, 366.
Note: Several courses are offered alternate years only. Thirteen theatre courses
are allowed toward graduation.
A capstone course, such as an internship, is encouraged, but not required. THR
002, 003, 004, or 005 is recommended to
fulfill lifetime sports requirements.
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five experiential learning units in the following areas: performance (two required),
artistic (one required), and production
(two required).
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPC/THR Topics 295: 16mm Film
SPC/THR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
-
Theatre Arts 25!
Dance and Theatre Teacher Licensure
Major
The State of Minnesota has changed the
licensing requirements for teachers who
seek to be licensed in theatre. At publication of this catalog, the Theatre Arts
Program is in the process of seeking
approval of a dance and theatre teacher
licensure major with a theatre specialization. Students should consult directly with
both the Augsburg Theatre Arts Program
and the education department.
THRIHPE 002, 003 Lifetime Sports-Introduction
to Dance
(.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 004, 005 Lifetime Sports-Modern
(.O course)
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THRlHPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
THR 245
lntroduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
-
!60 Theatre Arts
THR 325/ENC 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333/SPC 333 Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance;
should be taken concurrently with SPC 343.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or spring: alternate years)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 26'
THR 366
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See description on page 87.
THR 299
Directed Study
See description on page 88.
THR 399
lnternship
See description on page 87.
Independent StudyIResearch
See description on page 88.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
Program with 'Ourse offerings at Augsburg
College, Hamline University the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not
On gender, but also
that race, class, and sexual identity are crucia1 aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Grace B. Dyrud, Doug
Green, Milda Hedblom, Lynne Lorenzen,
Patty Murphy, Beverly J. Nilsson, Norma
Noonan, Michael O'Neal, Timothy Pippert,
Beverly J. Stratton, James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in
Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three tourses must be upper division courses.
Students may take courses at any of the
colleges participating in the
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been prestudy credit:
approved for
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordinator.
-
Women's Studies 26:
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 205
lntroduction to Cay and Lesbian Studies
This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of
gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion
experience. (Lab fee: $50)
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 405
lntroduction to Cay and Lesbian Studies
(See description for WST 205)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 87.
WST 299
Directed Study
See description on page 88.
WST 399
lnternship
See description on page 87
jd BOARD OF KECENTS
Chair
Kathryn H. Tunheim
Secretary
Ruth E. Johnson '74
Vice Chair
Norman R. Hagfors
Treasurer
Glen E. Person '47
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Jackie Cherryhomes '76 (2004)
President, Minneapolis City Council,
Minneapolis, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*Tracy Lynn Elftmann '81 (2002)
Owner, Customized Employer Solutions,
Edina, Minn.
*H. Theodore Grindal'76 (2002)
Attorneypartner, Lockridge Grindal
Nauen 65 Holstein P.L.L.P., Minneapolis,
Minn.
Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis,
Minn.
*Dr. Ruth E. Johnson '74 (2000)
Assistant Professor of Medicine, Mayo
Clinic; Director, Mayo Breast Clinic,
Rochester, Minn.
Dean C. Koppemd (2004)
Chief Executive Officer, Fortis Financial
Group, Woodbury, Minn.
David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Gloria C. Lewis (2005)
Director, Violence Prevention Programs,
Chicago Department of Health, Chicago,
Ill.
Rev. Jose Antoinio Machado (2004)
Pastor, Todos Los Santos Congregation,
Minneapolis, Minn.
James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis,
Minn.
*Rev. Mark S. Hanson '68 ex officio(2002)
Bishop, Saint Paul Area Synod ECLA, St.
Paul, Minn.
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, St. Paul, Minn.
Beverly Thompson Hatlen (2005)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Richfield,
Minn.
Rev. Glenn W. Nycklemoe ex officio
(2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, Minn.
Allen A. Housh (2001)
Business Consultant and President, A.A.
Housh and Associates, Edina, Minn.
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, Minn.
-
Board of Regents 26
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, Minn.
*P. Dawn Taylor '78 (2002)
Des Moines, Iowa
Wayne G. Popham (2000)
Senior Attorney, Hinshaw & Culbertson,
Minneapolis, Minn.
Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
Glen J. Skovholt (2000)
President, Skovholt.com Government and
Community Affairs Consultants, St. Paul,
Minn.
Kathryn H. Tunheim (2004)
President, Tunheim Santrizos Company,
Minneapolis, Minn.
*Joan L. Volz '68 (2000)
Welch, Minn.
May Ka-Yee Yue (2000)
President and CEO, Sky BioHealth
Solutions, Inc., Eden Prairie, Minn.
*Jean M. Taylor '85 (2000)
Vice President, Development, Taylor
Corporation, Eagan, Minn.
DIVISION
FOR HIGHER
EDUCATION AND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
The Rev. John G. Andreasen
Vice-Chair, Board of Directors
Donna Coursey
Secretary, Board of Directors
Dr. Dean Baldwin
Executive Director
Dr. W. Robert Sorensen
Director for Administration and
Planning
Sue Rothmeyer
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Dr. Cheryl Chatman
AND
Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and
s Dean
of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D.,
University of Michigan.
Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A.,
Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union
Theological Seminary.
Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College;
M.P.A., Hamline University; M.B.A., University of Chicago.
Administration
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer
Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary; Ph.D., University of Minnesota.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center.
B.A., University of Wisconsin-Madison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
-
Augsburg College Faculty 2C
Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University
of Minnesota.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center.
s
B.A., Augsburg
College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University
John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas.
Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D.,
University of Minnesota.
Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of
Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg
College; M.A., College of St. Thomas; Ph.D., University of Minnesota.
Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University
-
70 Augsburg College Faculty
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota.
B
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of
Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed.,
University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.EA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of
Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D.,
University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
-
Augsburg College Faculty 27
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A.,
M.A., University of Minnesota.
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan
State University; Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business
Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline
University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany;
M.S., University of Illinois at Urbana; Ph.D., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Harnline University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of
St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University
Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and
Theatre Arts. B.A., M.A., Ph.D., University of Minnesota.
' 2 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of
North Dakota.
Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies.
B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England
Conservatory of Music.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A.,
University of Minnesota.
Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S.,
Ph.D., University of Minnesota
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University
-
Augsburg College Faculty 27:
Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S.,
M.A., Mankato State University.
F
Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri
State University.
Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D.,
University of Chicago.
Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and
Theatre Arts. A.B., Occidental College; M.EA., Yale University.
Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College;
A.N., Anoka Ramsey Community College; B.S., Metropolitan State University;
M.S., University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
114
Augsburg college Faculty
7
Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div.,
Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University;
M.A., Kean College; Ph.D., University of Minnesota.
Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Yale University; Ph.D., University of Chicago.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the
University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Haward University.
Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA.,
University of Minnesota.
Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
-
Augsburg College Faculty 27
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A.,
Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees,
Augsburg College; M.B.A., University of St. Thomas.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College;
M.A., University of Wisconsin.
Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State
University; M.M., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University; M.A., University of Illinois; D.A., Idaho State University.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
76 Augsburg College Faculty
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University
James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting /MIS. B.A., M.B.E., University of Minnesota.
Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud
State University; M.S., D.A., Illinois State University.
Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota;
M.A., Ph.D., University of Houston.
I
Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York
University; M.B.A., Harvard Business School.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
-
Augsburg College Faculty 27:
K
Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Gerald T. Kaminski (1994). Instructor, part-time, Business
Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A.,
College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting
/MIS. B.A., University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D.,
Temple University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS.
A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS.
B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer
Polytechnic Institute.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
-
!78 Augsburg College Faculty
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State
University; M.A., M.S., St. Mary's University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of
Minnesota; D.P.A., University of Southern California.
Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S.,
M.S., North Dakota State University; M.B.A., Moorhead State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University.
Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University
Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State
College; M.A., Mankato State University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS.,
University of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
-
Augsburg College Faculty 275
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
M
Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College;
M.Div., Th.D., Luther Seminary.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting
/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul;
M.S., St. John's University.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S.,
M.S., Mankato State University.
Augsburg College Faculty
N
Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University
of Minnesota.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State
University; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study.
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
0
Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University.
Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University;
M.S.W., Augsburg College.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of
Minnesota.
Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business
Administration/Accounting/MIS.B.A., M.A., Central School for Planning and
Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
-
Augsburg College Faculty 28
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College (of University of San Francisco).
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration
/Accounting/MIS. B.S., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota.
0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
82 Augsburg College Faculty
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley
Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College;
PsyD., Minnesota School of Professional Psychology.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of
Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University
John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University;
M.A., University of Wisconsin-Milwaukee.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting
/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon
State University; Ph.D., University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of
Minnesota.
-
Augsburg College Faculty 28'
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W,
Ph.D., University of Nebraska.
David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W, University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota..
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W, Columbia University
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS.
B.S., M.S., Long Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., Th.D., Luther Seminaly.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees, Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
-
:84 Augsburg College Faculty
T
Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University
of California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
W
Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina.
Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St.
Thomas; Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
-
Augsburg College Faculty 281
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., Calvin College; M.B.A., Western Michigan University.
X-Y-z
- kACULTY
z86
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre
Arts. B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University
Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota.
-
Faculty Emeriti 287
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Butler Place
-Interstate
94 West
Interstate 94 East
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance (November through March)
3. Anderson-Nelson Athletic Field and Seasonal Air
Structure
4. Christensen Center (Information Desk)
5. East Hall
6. Faculty Guest House
7. Foss, Lobeck, Miles Center for Worship, Drama
and Comunication (Tjornhom-Nelson Theatre,
Hoversten Chapel)
8. George Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. New Residence Hall
-3
k~isabilivX
=
\
=
19. Old Maln
20 Oscar Anderson Hall
21. Public
& Communications
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Si Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Parking Lots
A. Adm~ssionslFacultylStafiParking
B. FacultylStafflCommuteriResident Parking
C. FacultylStaff Parking
D. FacultylStafflCommuter Parking
E. Commuter Parklng
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking Ramp(pay parking available)'
- CAMPUS LOCATION
5
5
$
4 MINNEAPOLIS
9.
0
-
?-
ST. PAUL b
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at Zlst Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 2lst Avenue South.
92 INDEX
A
About Augsburg 10, 18
Academic Advising Center 54
Academic Calendar 4-7, 52
Academic Divisions 55
Academic Information 51
Academic lnternships 63
Academic Policies and Procedures 66
Academic Progress, Probation and
Dismissal 82
Academic and Learning Services 44
Academic Skills Center 44
Accessibility 18
Accounting 100, 106-108
Accreditation and Memberships 11, 17, 18
Activities 42
Admissions 14, 20-24
Administrative Officers of the College 268
Advanced Placement Program Test (AP) 80
Advanced Transfer Students 73
African American Student Services (see
Pan-Afrikan Student Services) 46
Air Structure 43
Alumni Center 14
American Indian Studies 157-158
American Indian Student Services 45
American Sign Language 181
AmeriCorp Scholarship 32
Anderson Hall 14, 49
Anderson-Nelson Athletic Field 14
Anishinabe Library Project 46
Application Procedures 20, 31
Art 89-93
Art History 89-90, 92
Asian American Student Services (see Pan
Asian Student Services) 46
Asian Studies (see East Asian Studies) 122-123
Assessment of Previous Learning (APL)
Program 79
Associated Colleges of the Twin Cities
(ACTC) 59
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 147
Athletics 43
Audit Fee 26
Auditing Courses 79
Augsburg Echo 43
Augsburg Seminar 54, 72, 94
Augsburgian, The 43
B
Biology 95-99
Board of Regents 266-267
Books and Supplies 27
Business Administration 100-105
Business Administration and
Economics Major 102, 125
C
Calendar 4-7, 52
Campus Location 13, 18, 289-290
Campus Map 289-290
Campus Ministry 42
Campus Tours 20
Canadian Program 66
Career Services 65
Carlson (Jeroy C. Carlson) Alumni Center 14
Center for Global Education 15, 61, 165-166
Center for Global Education Courses 61-62,
167-171
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 63
Chemistry 112-1 16
Chinese 181
Chapel 14,42
Choir 43, 194, 201
Christensen Center 14
Class Confirmation 70
Class Schedule 86
Classification (Class Year) 79
Coaching Endorsement 147
College Costs 2000-01 26
College Level Examination Program
(CLEP) 80
College of the Third Age 66
Commencement 83
Commons 49
Communication 252-256
Communication ArtsILiterature Teaching
Maior 139
comr;lunitY and Public Service
Scholarships 33
Community lnternships in Latin
America 62, 172
Community Service-Learning 64
Computational Economics 118
Computational Philosophy 118, 209
Computer Resources 53
Computer Science 11 7-121
Concert Band 43, 194, 201
Continuing Education Program 66
Cooperative Education 64
Costs 26
Counseling 47
Counseling and Health Promotion 47
Course Descriptions 85-264
Credits 86
Crime and Community Concentration
(Sociology) 248
Index 293
D
Dean's List 82
Degrees Offered 18, 52
Departmental Comprehensive Exams 80
Departments and Programs 85-264
Deposits 27, 46
Development 8
Directory 8
Disabled Student Program 44
Dismissal 82
Discrimination Complaints 50
Divisions and Departments 55
Dormitories 14, 27, 48
Dual Degree Programs 57, 136-137
E
Early Admission of Freshmen 21
East Asian Studies 122-123
East European Studies 240-241
East Hall 14
Echo 43
Economics 124-128
Economics/Business Admin. Major 125, 102
Economics/Political Science Teaching Major
224, 125
Education 129-135
Education for Service 11
Elementary Education 130-131, 133
Employment 35
Engineering 136-137
English 138-144
English as a Second Language (ESL)
Program 81
English Placement Test 140
Enrollment 18
Enrollment and Financial Services Center 67
Enrollment Deposit 27
Ensembles 194, 201
Entry-level Skills 72
Ethnic Studies 158
Evaluation and Grading 77
Evangelical Lutheran Church in America
(ELCA) 18, 267
Experiential Education Programs 63-64
Explanation of Grades 77
F
Facilities and Housing 14, 48
Facts and Figures 18
Faculty 18, 53, 269-285
Faculty Emeriti 286-287
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 50, 83-84
Federal Work Study Program 35
Fees 26-27
Film Minor 258
Finance Specialization (Business
Administration) 102
Financial Aid 18, 30-36
Financial Policies 28-30
Fine Arts 43
Fitness Center 47
Food Service 49
Foreign Languages 77, 180-187
Former Students 23, 70
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 14
Four-Year Assurance Program 83
French 180-183
Freshmen 20, 21
C
Gage Family Endowment 45
General Education Curriculum 71-77
General Education Requirements 68-69, 7177
General Studies 145
German 180, 183-184
Gift Assistance 33-34
Global Education Center 15, 61, 165-166
Global Education Program
Courses 61-62, 167-171
Grade Point Average 72, 79
Grading 77-79
Graduate Programs Office 67
Graduate Programs 65
Graduation Level Skills 73
Graduation Requirements 68-69, 71-77
Graduation With Distinction 83
Grants 34
Green (Richard R.) Institute for Teaching and
Learning 16
Gymnasium (Melby Hall) 15
H
Health and Physical Education 146-150
Health Education 146, 148
Health Promotion 47
Health Service 47
HECUA Courses 62-63, 171-1 73
Higher Education Consortium for Urban
Affairs (HECUA) 60, 62, 166
HispanicILatino Student Services Program
46
History 151-155
History of Augsburg College 10
Honor Scholarship 32
Honors Program 59, 156
Housing 14, 27, 48
Hoversten Peace Scholarships 33
294 Index
I
Ice Arena 15
Incomplete Grade 78
Independent Studies 87
lnformation Technology Resources 53
Inter-Institutional Programs 59-60
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 157-163
lnterim 52
lnterim Abroad 63
lnterim Office 67
lnternational Baccalaureate Program (IB) 79
lnternational Business Minor 103
lnternational Business Specialization
(Business Administration) 102
lnternational Partners 166
lnternational Relations 164-165
lnternational Student Advising 48
lnternational Student Services 24
lnternational Students 24, 48
lnternational Studies 165-173
Internships 63-64, 87
Intertribal Student Union 45
Intramural Athletics 43
J
Japanese 180, 185
K
Marketing Specialization (Business
Administration) 102
Master's Degrees 50, 65
Math Placement Group (MPG) 73, 175
Mathematics 174-179
Medical Refund 30
Melby Hall 15
Memberships 17, 18
Memorial Hall 15
Metro-Urban Studies 159-160
Middle East Studies Minor 161
Minnesota Indian Teacher Training
Partnership (MNITTP) 45
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-57, 85-264
MIS Courses 109-111
Mission Statement 10
Modern Languages 180-187
Mortensen Hall 15, 49
Murphy Place 15
Murphy's 49
Music 188-202
Music Education Major 191, 194
Music Ensembles 193, 201
Music Hall 15
Music Performance Major 189, 192
Music Repertoire Tests 195
Music Therapy Major 189, 192, 199-200
KCMR Radio 43
L
Language Courses 180-187
Leadership Scholarships 33
Learning Disabilities Program 44-45
Learning Laboratory 44
Leave of Absence 70
Legacy Scholarship 32
Liberal Arts Perspectives 68-69, 74-77
Library and lnformation Technology
Center 15, 18, 53, 59
Licensure (Teaching) 57
Lifetime Sports 74
Lindell Library 15, 18
Loan Assistance 34-35
Location 13, 18, 289-290
Lutheran Leader Scholarships 33
M
Majors and Minors 55-57, 85-264
Management lnformation Systems 109-111
Management Specialization (Business
Administration) 102
Maps 289,290
N
NASA Scholarship 33
Natural Science 203-204
New Hall 15, 49
No-Credit Grades 77
Nordic Area Studies 162-163
Norwegian 180, 185-186
Notification of Admissions Decision 21, 22
Number Grades 78
Numbering of Courses 86
Nursing 205-208
0
Off-Campus Programs 18
Officers of the College 268
Ojibwe 180, 186
Old Main 15
Orchestra 43, 194, 201
Orientation (AUG) 54, 72, 94
Index 29:
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 46
Pan Asian Student Services 46
Part-Time Students 26-27
Pass/No Credit 77-78
Pastor 42
Payments 28
Performance Studies 194, 202
Performing Arts Scholarships 33
Perspective Requirements 68, 74-77
Philosophy 209-212
Phi Theta Kappa Scholarships 32
Physical Disabilities Program 44
Physical Education 149-150
Physical Science Teaching Licensure 113
Physician Assistant Program 67, 21 3-21 7
Physics 218-222
Piano Proficiency Test 195
Policies 16, 18, 49, 82
Political Science 223-228
Political Science/Economics teaching major
224, 125
Portfolio Assessment Program 80-81
Pre-Professional Programs 58
Pre-Registration 67
Prerequisites 86
President's Greeting 2
President's Scholarships 32
PRIME Scholarship 32
Probation 82
Psychology 229-233
Public Relations and Communication 15
R
Refunds 28-30
Regents 266-267
Regents' Scholarships 32
Registration 66, 67
Religion 234-239
Religious Affiliation 18
Residence Life Program (see also
Housing) 48-49
Residence Requirements 72
Room and Board 26
Rochester Program 65
ROTC 60
Russian, Central, and East European Studies
240-241
5
Scandinavian Studies 162-163
Scandinavian Urban Studies 62, 171
Scholarships 32-33, 36-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 131-1 32, 134-135
Service-Learning 64
Sigma Pi Sigma 220
Skills Requirements 72-74
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 230, 249
Social Studies 242
Social Welfare Minor 244
Social Work 243-247
Society of Physics Students 220
Sociology 248-251
Space Physics 21 9
Spanish 186-187
Special Education 135
Special Interest Housing 49
Special Students (Non-Degree) 23
Speech/Communication and
Theatre Arts 252-261
Sponsored Scholarships 36-40
sports 43
StepUP Program 45
Student Activities 42
Student Affairs (see Academic
and Learning Services) 44
Student Educational Loan Fund (SELF) 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41-50
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 50
Student Standards of Behavior, Complaints,
Records 49
Student Teaching Abroad 63, 129
Studio Art 89-92
Study Abroad 60-63, 166-174
Summer School Office 67
Support Programs 44-45
Sverdrup Hall 15
Sverdrup-Oftedal Memorial Hall 15
-
!96 Index
T
Teaching Licensure (see also individual
majors) 57
Test Scores 20
Theatre Arts 257-261
Transcripts 20, 21
Transfer Scholarships 32
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 22, 26-27
Tutor Center 44
U
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 160-161
Urness Hall 15, 49
v
Veterans 83
W
Weekend College, history 12
Withdrawal From College 30, 70
Women's Studies 262-264
Work Study Program 35
x, y, z
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 235
Show less
Augsburg College lnterim
The interim i s an integral part of the school year at Augsburg College. It is particularly intended
to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not possible during t... Show more
Augsburg College lnterim
The interim i s an integral part of the school year at Augsburg College. It is particularly intended
to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not possible during the regular term. Since
one course equals a full time load, students should plan to spend the same amount of time in
class and preparing for class as they would for a four course load during Fall and Spring
semesters.
Calendar
November 9-12 ............................................ Interim Registration
December 7 ........................................... Late Interim Registration
January4 . . ................................................. First Day of Interim
Class 1 9:00 a.m.
Class 11 1:00 p.m.
January5 . . ............................................. Last day for cancel/add
January7 . ................. .Last day for determining grading system with Registrar
January 18.
Beginning of certain half credit courses*
January22. ....................................... Last day for cancelling courses
January29.. ...................................................... Interim ends
..............................
The interim day is divided into two blocks of time:
I - 8:00 - 12:00 Noon
11 - 1:00 - 5:00 p.m.
The number and length of class meetings as well as the beginning time will be arranged the first
day of class.
'Students enrolling in half-credit coursesshould consult the Registrar'sOfficefor datesforcancel/add
and to determine the grading system.
Essential Information
One course is considered a full time load during interim and nostudent is permitted to register
for more than one course credit during the period.
There i s no tuition refund for a student who chooses not to enroll in an interim course.
Most interim courses are graded traditionally on a scale of 4.0 to 0.Students generally have the
option to register on a Pass/No credit basis. A few interim courses are graded only on the P/N
system; this is indicated in the course description.
Some courses are offered with either upper or lower division standing. Such interim courses
have two numbers listed and the student must select. Students registering for upper division
standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student i s required to complete 35 courses of which at least three
must be interim courses (or one interim less than the number of years of full time enrollment at
Augsburg; e.g., a transfer enrolled full time for two years is required to complete one interim
for graduation.)
POSTMASTER
Volume 112, Number 3
Fall 1981
612/300-1001
AUCSBURCCOLLECE (USPS#490-310)is published fourtirnesa year in Spring,Summer, Fall,and
Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Second-class
postage paid at Minneapolis, Minnesota.
This Catalog
This catalog lists courses by departments with drpartmrnrs l i r t ~ c li n alphabetical order.
Augsburg Interims Abroad are identified by aspecial ~ r . i v e I ~ y m h oAt
l . t h e e n d o f the book are
listings of other courses not offered by Augsburg bt11 recognizerl Ilv the College for interim
credit, and a variety of Lifetime Sports. Further dcscriptlr>ns anrl i ~ ~ f o r m a t i oabout
n
these
courses are available in the lnterim Office, Memorial 230.
Options
june lnterim - A t least one interim course will be offered in the June1982session of summer
school (see listing under Education) in lieu of January term with n o additional tuition charge.
Students planning to elect the june interim must register at the time of interim registration in
the fall. Students wishing t o take the June interim i n addition t o the January one will be
required t o pay the regular summer course tuition.
lnternational Interims-Students are invited to consider being part of one of the five overseas
interims offered by Augsburg College during January 1982. These interims are under these
departments:
English - Theatre i n London
Religion - Israel, Ancient and M o d e r n
- The Confrontation of Cultures and Religions i n Hawaii
Social Work - Social Service and Public Policies i n a Developing Country: Egypt, 1982
Health and Physical Education - Sailing i n the Virgin Islands
Other international interims are available through Upper Midwest Association for International Education (UMAIE) and St, Olaf College.
Further academic description, travel details and cost estimates are available i n the lnterim
Office and from Mary Kingsley i n the lnternational Center, Memorial 229.
Students interested in participating in one of these international interims should apply i n the
International Center before November 1. Additions to the overseas groups usually cannot be
made after October.
Internships-Internshipsareopen tostudents whocontinue an internship from the fall term or
who begin an internship which will continue into the spring term. Students electing an
internship interim are to present a completed internship learning contract to the Internship
Office (Memorial 230) no later than Tuesday, November 17.
Independent o r Directed Study - Students may elect a program of independent study (upper
division 499) or directed study (lower division 299) for interim. Faculty members are strongly
discouraged from accepting responsibility for more than one independent or directed study
per interim. Students choosing to pursue independent or directed study must:
A. Meet departmental requirements,
B. Present to the lnterim Director for approval a copy of the proposed study plan approved by
the supervising faculty member. This proposal must be submitted at least one week before
registration and not later than November 2. Appropriate study proposal forms can be
obtained in the lnterim Office.
Interimsat Other Schools- Augsburg students may enroll at any other 4-1-4institution which
offers a reciprocal interim arrangement. Catalogs of these interims can be consulted in the
lnterim Office. The lnterim Secretary will help students i n applying for registration at other
schools. Registration for interims at the other Twin Cities colleges will be done at Augsburg
during the regular registration period. Most courses taught during the interim at other 4-1-4
schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affectscourses offered for
the Religion requirement.
Non-Augsburg Students
Augsburg Collegewelcomesstudentsfrom other4-1-4schoolsfor theJanuary interim without
tuition charges provided the student's home institution agrees not t o charge tuition to
Augsburg students for the January term. The waiver of tuition does not include special fees,
housing o r board costs. Other students will be,charged $600 for the interim course.
Students interested i n registering for an Augsburg Interim should w r i t e t o the lnterim Director
for application forms or use the forms provided by the interim office at their own school. These
students are welcome to stay o n campus but are not required t o d o so. Requests for interim
housing should be made t o the lnterim Office.
Augsburg Policy
Augsburg College admits studentsof any race,color, nationalandethnicorigin toall the rights,
privileges, programs, and activities generally accorded or made available to students at the
school. It does not discriminateon the basisof race, color, creed, national and ethnicorigin i n
employment practices or administration of its educational policies, admissions policies,
scholarship and loan programs, and athletic and other school-administered programs.
Need More Help?
Check with:
The lnterim Office (Memorial 230),
The Interim Secretary, Lorraine Stieper at 330-1025, or
The lnterim Director, Dr. Don Gustafson at 330-1192 (Memorial 114b).
Courses
Location Key
L-Library Building
M-Music Hall
OM-Old Main
P-Psychology Building
S-Science Hall
Jewelry
Art 150 - 4003
Instructor: Norman Holen
You are introduced to copper, brass, pewter, and silver and you learn how t o cut, shape,
enamel and cast these metals.
The supplies you need will vary according to the projects we choose. We try to provide the
necessary equipment and re-usable items.
There is n o text and there are no tests. You are graded o n your pieces.
Distribution: Art - Music
Time: II
OM1
16mm Film-Making I - Film-Making I1
Art 242 - 4001,342 - 4002
Instructor: Paul Rusten
The procedure, techniques and philosophy of 16mm film-making for expression/communication.
Using professional 16mm equipment, students i n teams will produce short black and white
synchronized sound motion pictures.
Students w h o have successfully completed Film-Making I (or equivalent) may take FilmMaking II, producing an advanced film project within thesameclass-schedule and time-frame
as Film-Making I.
Fee: $75.00 for filmstock and equipment rental
Prerequisites for 342: Film-Making I or equivalent
Distribution: Art - Music
Time: II
Ethical Issues in the Life Sciences
BIO 106 - 4113
lnstructor Ralph Sulerud
W r .Ire living I n a prrtod of b i o l o g i r c ~rc~volutron
l
whlch seems l ~ k e l y10 conrlnur, Many of the
r i ~ v ~ ~ t o p will
r n ~ ~ncreasrngly
n~~
rerull In tlramat~c changes In ethiral ~ h t n k i n gand the
liormr~lation of p u b f ~pr o l ~y,
r guestion\sur h h ~ these
c
must be effect~ut+ly
atlrIressetl: w h a t are
l h r ~ g l ~oft r thp unborn7 Should h ~ u l o ~ i she
t s allowed to work o n a n y type nt r r w d r r h n o
nlairrl wlipre ~t le;lrI<?Doer ~ h ~r r l r aof 4 rnaral r e s p o n s ~ b ~ ltoward
~ty
the rrivrronmrnr make
sense? What e t h ~ c a land soc~alproblems would arlse as a result of c l o n ~ n gpeople? Is
recomb~nantDNA research l ~ k e l yto create more problems than ~tsolves? I s euthanas~aever
just~f~ed
It ?I S Intended that th~scourseshould p r o v ~ d eat least a small part of the background
necessary to answer such questions and make respons~bleeth~calcho~ces
Each t o p ~ cw ~ l be
l ~ n t r o d ~ c eby
t l I ~ F ,Instructor or a guest, but much of the class tlme w ~ lbe
l
spent d~scuss~ng
ass~gnrtlr~arl!rrgsnrrrl varlous vlewpolnts Formulat~onof a b r ~ e fposltlon
paper on one o f the i ~ s i 1 c 5w ~ l lhe r e q u ~ r e d Grades w ~ l lbe based o n the paper, class
partlclpatlon and exarnlnatlun rerrtltr.
Distribution: Chemistry - Biology
Time: I
Wetland Ecology
Bio 311 - 4114
Instructor: Roberta Lammers
I n wetland ecology w~ will study the complexity, variery and impurtalrce 01 Ird shwater
wetlands (i.e., bogs, marshes, fens, swamps, etc.). We will :turfy the physical asperrs of these
wetlandsas well as the interrelationshipsof some of their rn,ijor organisrnslikc~~d~~s,insects,
and sphagnum. Students will be required to pursue intlept.nrlcnr rr.dclirig on wetland
org.fnitms of particular i n t r r ~to
~ l hen^. The raurse w w cons is^ ul re,,ding and discussion as
well as lab ivork identilying nrganismsrollecled In n n r t h ~ r n
M i n n ~ s o t aduring the summer by
a l Minncsota's wetlands as an energy
the instructiw. Wc shall examine cririrally ~ hpro ~ e n ~ iof
source. There will hr local l i ~ l tripsrf~~~enrilnf:un
d
rhewea~
her. Cradingwill be o n the basis of
one test and the presentalion (writren or or;~l)of ~ h indrpendent
r
rcadin~.
Prerequisites: 510 111, 112
Time: I
The Biology of Aging
Bio 385 - 4115
Instructor. Robert Herforth
At snmc lime ax another I r l our lives masr 01 u5 w ~ l rl i t h e r d ~ r c c r l yaxpcrlence aging or be
~ n f l u e n r c d pcople ~ ~ n c l e r g n t nagc-rrlared
g
changrq. Thic roiIrsP WIIIroncenlrfite on t h ~
t)iolog~ralasprcts uT such chang~s.W h a ~ir t h ndtlrrc
~
oI t h c s ~age-related rhangr?~?
What
lartorr tnIl~lr*ncrthe l a t v of aging? Do rellr ~ s a l ~ ~ from
t r c l the body <how aging? 1s aging the
o focne r t a ~ n
c r l l r o r tissuesol the body?What are the current t h ~ o r l e s a st o
rerulr of d c ~ r r ~ o r a t ~
IIIP h i o l ~ g ~ kca~c ~l rol a g ~ n g ?Ir aglng ronrrnllerl by a I ~ r a l o g ~ c clock?
al
Thew and other
qursrions will tw arldressrd In l h h course hy rnpans nf rlassroom ~ P C I U ~ P Fand d~scusslnnsol
ass~gnedread~ngs.Evaluat~onw ~ l be
l based on several qulzzes and exams glven d u r ~ n gthe
course
Prerequ~s~tes:
BIO 111
Time: I
S 212
Introduction to Chemistry
C h m 104 - 4116
Instructor: John Carlson
of chemistry for ~hosr?
who have never studled chemistry hefore.
h course in basic
Inclu(E~d
are conccpls nt measurcrncnt, alorntr anrl ~ n o l e r u l a strucrurr,
r
types of rcactinns,
solurionr, n c ~ r l sr ~ bases,
~ d at111 $n ~ n r m t l u c - t ~ to
p no r ~ a n ichrmistry.
r
Many applications to Iifc
~ T O C C S S ~and
S
cnvironmental concerns are ma&. I.~cturesand demonslratians; rlo lab; no
:
~hrcrlonger examinations
Icrm paperr. Two hnrlrs iprturp ppr (Jay, five days a w ~ e kquizzes,
plus a final. Not oprn lo a n y w i t h priorstudy ofchernisrry. Does notcount roward 3 rriajor o r a
minor i n chemistry. Crctlit for both 104 anrl either 105,109, n r 115 no1 allowrrl.
Distribution: Chemistry - Biology
Time: I
Laboratory Introduction to Chemistry
Chm 113 - 4117
Instructor: Earl Alton
rindin%whlch chemicals are i n a solution (qualitdtlve analysis) ir a rhallengine, way of learning
rumc principles of chemistry. This course will use I,lkoratory experiments coupled with an
essentially non-mathematical explanation of the chemisrry involverl to provicjr an introducrion
to chemistry. Thp laboratory work will center on ~ o l v i n grhcrnical urtknowns. There will b e
s~verr71~ ~ d l 1 r ~ - ~ ~ i 5sessions
~ ~ s s each
i o n week and ,~bnut~ h r haurr
c ~ of lal~oratory~ a c day.
h
Grading will be based upon solving unknowns and a few quizzes.
Prerequisites: High School Chemistry
Distribution: Chemistry - Biology
Time: I (Lectures 11:OO-12:OO N) Time: II (Lab 1:OO-4:00 p.m.)
Introduction to Clinical Chemistry
Chm 205 - 4118
Instructor: Arlin Gyberg
A few years ago rllagnnctlc rnedicln~
was ptinc~pdllya rnaltpr of r t > l l r c l i n information
~
about
Fymptnmc to d ~ a ~ n o san
e ~ l l n r w .O c c a ~ ~ o n a l lat>r)ralc)ry
ly
IPS15 w t r e mad^ lo support 1 1 1 ~
d~agnnsrs.A l t h o ~ i g hr o l l r c l l i ~ n
~lormat~u
n
ahrlu~
synip1nrns ~ s s t ~anl l inl~agralpar[,~ i l ~ g n o < t r (
medicine l i d s progrr~seOto rhe pant whcrc laburatory teslr are r c j u ~ l n ~l ~
l yc r f o r m c dalrd may
result In d t i l d g n ~ ~ ~ ~ d ~[porn
f f e rt ~hnone
~l inclicntrtl l?y Ihe symptomr.Thlscourre intrrrtl~lcpr
sornc o l the lypes ol c l i r ~ n i c a problems
l
s r g n ~ l ~ r aInn ~m e d ~ c r n eand mrlhods nl chtarnic.~!
analysrs urrtl i n the tlcnical r h ~ m i ~ t rlat>oralory.
y
Lecturer, lilme, orcasitmal laboratory
l
wlIl he u~crrlIrl t h c , ctrursp,
exprrlrnul-, anrl at ledst one f i ~ l dr i rp tn a r l ~ n i r a lal~r>r.-~~ork
evaluation will be by frequent quizzes and a f ~ n aexam.
l
Prerequisites: C H M 106,116, or 223
T ~ m eI
S 315
Economics of Urban Issues
Eco 120 - 4119
Instructor: Ed Sabella
Study of economic implications of problems facing a metro-urban environment. Basic microeconomic tools employed.
Distribution: Urban Studies
Time: II
O M 13
Learning Styles, Teaching Styles
Ede 227 - 4125
Eds 227 - 4126
Instructor: M a r ~ eMcNeff
differences among students, varlatlons In learnlng styles are numerous Some
L ~ k e~ndlvldual
students learn better by dlscuss~on,others by l~sten~ng
and others by work~ngo n thelr own
Students d ~ f f e rIn learnlng style w h ~ c hmeans that certaln educational approaches are more
effect~vethan others for part~cularstudents
H a v ~yo11 had profe5sr~r~
that held you spellbot~nrlin thrlr r.lassrsl Have you had their
counterpart whcrr y ~ ~ u s ~ r u ~tg
o Irt,ry
e d awdke? T ~ ~lrnlrnrsor
P
mdy have L I ~ Pa ~t r . ~ r h t nstyle
~
ihai was or wa5 nnt c<hmpa~ihlt.w i ~ hyour learn~ngsrvlc.
Thrs course will explorr r e ~ e a r r hhe~n'gcJon~rn t h r area.; of teaching and learning styles,
51utlpnrsw ~ lpartlcrpa~e
l
In a I~arninarty!r\ rnvrnrory lo help Identify how they barn h ~ r t .
f hiscoi~rsersoflcrrtl
through theIrft~ratlonDcpar~mrnl.hutir t l r f i n l t ~ l y{)pentoallstudentr.
tl
Time: ll
Discovery in the Wsrld of Kindergarten
Ede 375 - 4124
Instructor: Lauretta Pelton
This course is a study of the kindergarten curriculum, an exploration of resources and materials
and a review of teaching approaches.
Laboratory requirement: Five half days in a kindergarten classroom. This is to be arranged by
the student after consultation with the instructor. The laboratory experience should have
taken place prior to the course itself.
The course is a prerequisite to student teaching at the kindergarten level and to obtaining a
license for teaching at that level.
Prerequisites: Consent of instructor
L4
Time: Summer Interim
Student Teaching
Eds 481 - 4120
Eds 482 - 4121
Eds 483 - 4122
Eds 484 - 4123
Instructor: Sheldon Fardig
Observing and directing learning under supervision of college and secondary school
personnel. This is a full day experience in a school.
Prerequisites: Acceptance in Education Program and permission of instructor.
Time: I
L6
People Under Pressure
Eng 211 - 4130
Instructor: Barbara Andersen
The child, the youth, the middle-aged, the old, all live under pressure-political, social.
religious and personal. What these pressures are and how people cope with them provide the
focus for the course. This i s not, however, a course i n depression,for pressure and stress often
I i a v ~p c l s i t i v ~r e ~ t ~ And
t t ~ .m a t i v ~ j e o j ~r l~r* s p n ~toi dprr:ssl.lrv w i ~ h
c o \ r r a g ~ , ~ r . l c.inrl
~ ( ~evt3nwit.
Wr. will r r,icl r c v r r a l grhrirtls. IIIOFTI~ (11 ( 1 1 201
~ h rerllury, 1717~1work^ 1 1 7 ~ .irtv
1
r l ~ l tjl \ ~ i i l l I yI O ~ U P V P ( !
irr liroraturrl c.ourrPr. Among ~ h wnrkr,
r
being rrln5irl~retl,]rt, Wafvrs, T l l v L l a n \4'ht1 K i l l r ~ r i~ h r - 4
LJypr; I'rl~ok,A ~ l yNan~rbi, /\r/~rlr[rlu: I3r,ir1li~arl.Trr)r/l I , f s / ~ ~>!I
r rAtrt~r,ic,~:
~
Wright. Narivr Srjn:
I4v1n. f x ~ ~ ~ l\4tori1c>t1;
/ ~ n l I l C ~ \ \ l r ~ 5irilort
r
'+ ~ N i ~ h t,t i:t l t l h ~j;h,
t
(;;{I lror11 ~ I I P <(,,I: I ilrgpnkb\4.
~ t ~ t / ~ t v 501><:
~ , i r dA l h c ~ 1-/1o
. A , n t ~ t i ~ - ,lJrvt~,n
?/~
,~r1,1 Thv Zntl S r r ~ v :, h r l ~ j e t m nI,~Vra\,f>r5.111,qI t ~ f
M y Father: Gordon, Final Paylncnt,. Students will have some choice of works to read.
Evaluation will be based on discussions, some in-class writing, reading quizzes, oral reports
(optional) and two examinations.
Distribution: English - Speech, Co~nmunication& Theater Arts
Time: I
O M 10
.
The Brontes
Eng 248 - 4128
Eng 348 - 4129
Instructor: Catherine Nicholl
I n a parsonage on the edge of the Yorkshire moors, four gifted children mused themselves hy
redding Shakespeare and Byron and writing miniature books i n which they developed two
elaborate and romantic kingdoms. Literally surrounded by death-the churchyard in which
their mother and two sisters were buried-they consoled themselves with the lile of the
imagination. All of them, too, were to die young. But the th~,eesisters. Charlotte, Emily, and
Anne, gave to the world several groundbreaking novels dnd some memorable poetry.
The course will focus primarily o n the writings of Charlotte ()a~leEyrc. Villerte) and Emily
(Wurhering Heighfs, poems). All students will read these works and will sample some of the
critical approaches t o Wufherir~gHeight\, one of the most original novels of the nineteenth
century. In addition, we will read the biography of Charlotte by her friend and fellow writer.
Elizabeth Gaskell. We will consider the influence on the sisters of the family situation and of
attitudes toward women writers in the 1840's.
Each student will read one additional novel or biography. Class activities will include lectures,
discussions, and films In addition to short quizzes and an exam, each student will either write a
short paper or d o a class presentation. Upper division students will d o both.
Prerequisites: One literature course or consent of the instructor.
Distribution: Urban Studies, or Women's Studies, or Minority Studies
Time: l l
O M 16
Europe January 3-28
I nteri m/9
Theatre in London
Eng 269 - 4131
Eng 369 - 4132
Instructor: Richard Sargent
Cost: $1795
London is one of the leading centers of theatre in the world. We will attend plays at theatres
such as the National Theatre and the Royal Shakespeare Company theatres where internationally renowned directors like Peter Hall present revivals of classics and the premieres of the
work of playwrights like Tom Stoppard and Peter Shaffer. We will be reading some plays in
order to be aware of the historical context in which contemporary dramatists are writing. In
addition to going to plays and touring theatres, we will take advantage of the cultural richness
London has to offer, visiting art galleries such as theTate, attending concerts, and touring spots
in London that have been significant in literary history. We will also make trips to visit other
theatres, notably to Stratford.
Students will keep a journal: those taking the course for upper division will write a paper in
addition.
Counts toward English major
Distribution: English - Speech, Communication &Theater Arts
Grading: P/N
Five-College Poetry Writing Workshop
Eng 362 - 4127
Instructor: Roger Blakeley, Macalester College
M~mbcrs
of the workshop will experiment with poetry techniques, aiming at the completion
rrl .I pns~lolirkof new work and the revising of existing manuscripts. The workshop will meet
threp mornings a week at Macalester for lectures, discussions, and critiques. In addition,
iridividual conlerences will be scheduled, and an optional public reading is planned for late in
the month. Attendance at all class sessions is mandatory
The course is open to students from the five Associated Colleges of the Twin Cities who have
had experience in writing poetry. Normally only three students from a college will be
accepted. Preferably students should have taken at least one college-level creative writing
course.
Students considering this course should contact Richard Sargent (English Department) and
submit samples of their work no later than one'week before the first day of Fall Registration for
Interim.
Class meets 9:30 to 11:45 MWF, H 203 (Macalester), plus conferences TBA.
French Literature in Translation
Fre 243 - 4134
Instructor: Ruth Aaskov
Study of representativeshorter French works in English translation. By reading and analysis of a
common core of varied works we will strengthen communication and critical skills, develop
cultural sensitivity, and become acquainted with significant French writers. Mini-lectures and
study guides will help focus attention on the works themselves. M u c h class time daily will be
devoted to small group discussion and exchange of ideas. Evaluation based on group work,
progress, quizzes, writing assignments, and a short independent study.
.
Prerequisites: Sophomore standing
Distribution: Jr. & Sr. only (old requirements).
Time: I
-
Beginning Norwegian
~ d 111
r - 4133
Instructor: Liv Dahl
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress
o n spoken rather than literary Norwegian. Oral and written tests. Laboratory work expected.
Distribution: Foreign Language
Time: I
O M 29
Norwegian Conversation and Composition
Nor 311 - 4137
Instructor: Leif Hansen
Intensive practice i n spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given t o regional variations i n spoken Norwegian and to
differences between the t w o official languages of Norway. There will be laboratory work and
field experience.
If arrangements can be made, part of the course will be conducted at a location in Northern
Minnesota.
Fees: $100 if the off-campus part of the course can be arranged.
Prerequisites: 75211 or equivalent
Time: II
O M 29
lntensive Beginning Spanish
Spa 112 - 4135
Instructor: To b e named
The goal of thiscourse isto complete thesequence of Beginning Spanish with greater emphasis
o n spoken Spanish than is usually the case. Students will be expected to complete and correct
written assignments outside of class so that time in class can b e used for small group
conversations, impromptu skits and discussions in Spanish. Evaluation will be based on
daily work, quizzes, four tests and a final exam.
Prerequisites: Spanish 111
Distribution: Foreign Language
O M 23
Time: I
Spanish of the Business and the Professional World
Spa 215 ;4136
Instructor: Gunta Rozentals
Objectives: To give the students the basics needed to cope with professional situations by
preparing them to work with Spanish-speaking clients in various fields.
Content: Introduction to the communication patterns and technical expressions used in
health care, education, welfare, law enforcement and business areas. Layout and style of
Spanish business letters.
Evaluation: Tests and performance in simulations of true-to-life situations.
Prerequisites: Spanish 212
Distribution: Foreign Language
Time: I
Planning for Tomorrow:
Personal & Social Transformation in the 1980's
Gst 240 - 4177
Robert Clyde, Augsburg College
Berenice Bleedorn, Director of Creative Studies, The Coll6ge of St. Thomas
Course will define personal and social transformation, show how this transformation takes
place, and introduce students to such concepts as general systems theory, paradigm shifts,
entropy and syntropy, holism, and the uncertainty principle. Using this knowledge, students
will develop a model for a futuristic democracy, i n which the citizens "think globally and act
locally."
Students will read Marilyn Ferguson's The Aquarian Conspiracy plus one or more additional
books from the bibliography, keep a journal on the readings, class discussions and additional
resources (meetings, lectures, interviews, films, etc.), and prepare a plan for personal,
continuing involvement in the model for the futuristic democracy developed by the class.
Evaluation will be based on assessment of "open journal" through oral examination, and
assessment of quality of personal growth plan.
S 108
Time: II
Recreational Rhythms and Activities
Hpe 232 - 4143
Instructor: Pam Paulson
Theory and practice in teaching and performing American heritage and international folk
dances. Exposure to New Games concepts and activities. The majority of the course grade i s
based upon participation in class activities, a teaching assignment, and a written test.
This offering equals only 1/2 course credit.
Time: I - Jan. 18-29
Melby
Modern Dance
Hpe 373 - 4141
Instructor: Pam Paulson
An introductory course in modern dance technique, composition, improvisation, and
problem solving. The majority of the course grade i s based upon daily performance in class,
performance of a group composition, and a written test.
This offering equals only 1/2 course credit.
Melby
Time: I - Jan. 4 - 15
12/l nteri m
Administration and Supervision
of the School Health Program
Hpe 410 - 4142
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community.
Prerequisites: Health 320 (School Health Curriculum)
Time: I
Melby 13
Virgin Islands January 4-28
Sailing in the Virgin Islands
**
Hpe 455 - 4139
Instructor: Joyce Pfaff
Cost: $1995
Designed for the beginning and intermediate sailor interested in the art and practice of sailboat
cruising. The course will focus on taking the participant to a competent level of sailboat
handling (anchoring, docking, helming, and crewing). The student will live aboard a 39'fixed
keel sailboat with 6 other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the course. This will besupplemented
by sessions dealing with safety, boat handling, boat systems, provisioning, trip planning,
piloting,and navigation. Sailing will include cruises to the various islandsand cays in the British
and American Virgin Islands. Snorkelingand windsurfing will be available on an optional basis.
Evaluation will be based on competencies demonstrated by each individual in crewing and
leadership in the role of "acting captain." A daily ship's log will be kept by all participants.
Counts toward lifetime sport distribution requirement
Grading: P/N only
Coaching of Football
Hpe 476 - 4140
Instructor: Al Kloppen
Theory, technique and administrative aspects of coaching football.
This offering equals only 1/2 course credit.
Time: I -Jan. 4 - 15
Melby 12
Coaching of Basketball
Hpe 477 - 4138
Instructor: Rees Johnson
Theory, techniquesand administration of coaching basketball. Course will includeoff-season,
pre-season and in-season programs. Grade evaluation will be based on preparation of a
coaching notebook, a written exam and general participation.
There will be some out of class night work.
Prerequisites: Instructor's approval.
This course equals only 1/2 course credit.
Melby 13
Time: I l -Jan. 18 - 29
20th Century South Asia
His 162 - 4147
His 462 - 4148
Instructor: Don Gustafson
Thts geographtc area has pratlilrrd the l a r g r ~workrng
~
rlernocr~ryin thc world today; from
this people havr come on(' a( our cenlury's greaimt "saints" and a l s o one or the most
r ~ n o w n e tstalesmen;
l
11 isa forernoqt cxample of 20th-Ccntnryr olonralismarid natlonallrm: ir
Iiarexpr.r~~ntetl
oneaf thisrentury'sgreatr~rupheavalfof people: i t rsa ~tdndnrdexarnplcfor
populat~ontrtsrs and world h u n ~ e rillt~stratlons.5oi11hAsia is all thrs-ant1 much more.
Thts course I$ d~slgnerlfor the ctndent *ha has Inrercs! but lirtls or no background In
nnn-western ~ubj~=ct5-1hough
nth~rsare a l ~ owelcorn~.The h ~ a rot l the coursr will he in a
w ~ t l ~ a ~ s o r t m e nreadings
r
(somt oI them really cxcellcnt) t r u ~~IIF-IP
will a l ~ o h e
lertures, trrne
for drscussron and frequent breaks for slrde presentations.
Grades w ~ lbe
l based on general level of partlclpatlon, on some wrltten work and probably a
test Students reglster~ngfor upper dlvls~oncred~tw ~ l have
l
addlt~onalassignments and be
graded by upper dlvrslon standards.
Prerequisites: Students registering for upper division credit must have had at least one college
history class.
Distribution: History - Philosophy
Time: I
S112
Eastward to America: Limited Hospitality
His 220 - 4145
His 320 - 4146
Instructor: Khrn Khrn Jensen
An invesriaatlon c l r tlw rationale fcr I ~ immigration
P
pattern, economir opporlunities, and
social. politlcnl and economic- problems encour~rer~rl
tjy thp folIowing Irnrn1grant5:Chlnew,
l
Forus on these thrre rrhnic groups will involve
jap~ncseanrl Korean5 tn the W n i l ~ rStares.
tjrlth t h "nld"
~
rmmigrants nntl ~tir"ncw" immigrants. Coursc will u 1 1 l i r~~~l ~ nspeak~r5
ic
(Chinesr. Japancse and Koreilns) in a home rnvirnnment-dt~cus5Ion format. There will l~
etltnir meals, ~ t h n i craaking dcrnonsrra~ians,films, slides ~ n df i r * l t l rrips-,111 f h c ~arp
important rornponent5 of thv rorlrsp as IS rlie academic component ol readings. erc.
Focus Ir on ~ h cxperienrrs
r
or tlicsc ethnic aroups in Hawaii. Calllorr~i;~
ant1 M t n n ~ f o t a .
and a Iourn,jI, loww rlivirron will cloa jnirrn;tl. Thrrr will
1 1 1 ~ ~ ~ r d i v i s i o n ~ t u dwill
e n dnapaprr
t5
t)r an exam un the t ~ x and
t
readlng~.
Fees: $15 for meals and films etc.
Prerequ~sites:Lower Divis~on,None
Upper Divis~on,sophomore standing and consent of instructor
D~stribution:Ii~storyand Philosophy
Time: I
Studies in Ancient and Medieval History
Through the Reformation
His 366 - 4190
Instructor: Richard Nelson
This course is intended for those students who, having completed a course i n either ancient,
medieval, renaissance, or reformation history, have a desire t o extend their work in one of
those areas. Students will meet with me on a regular arranged basis for consultation and
identification of the topic they intend to study. These topics can be of varied nature: e.g.,
biographical, social, military,art, literature, etc. The final result of thestudy will becompletion
of a paper or project.
Prerequisite: One history course and consent of instructor
Time: II
Brush Up
Mat 103 - 4150
Instructor: Bev Durkee
Thiscourse is designed asa brush u p in arithmetic and elementary algebraskills.Thecourse will
be particularly helpful for students in elementary education or w h o will b e taking statistics as
part of a major. Part of the work will be done on the computer.
There will be diagnostic tests t o determine study needs, homework assignments t o gain skills,
and written problem solving tests to determine achievement. Grades will be determined by
test scores. Course of study i s completely individualized.
Time: I
S 108
Mathematical Aspects of Music
Mat 130 - 4149
Instructor: Ben Cooper
This course has t w o purposes. The first is to convey some mathematics that musicians should
know (or know about), mostly concerning such pre-musical topics as acoustics, scales, tuning,
and the premises of twelve-tone composition, but also concerning the question of the
meaning of compositional style and quality.Thesecond purpose is t o try tocounterthecultural
invrntine or discovering
isolation of motlcrn malhematics by mcans o l parallel e r t p ~ r i c n c r %
math~maticr;
and writing music,anrl thro~ghc-antactwith one or two rna~hr*rnaticalto~ics
not
t
a tangential bearing o n music,
usually found in the curriculum t h a t a r c r i a n i l i ~ a n t ~ t r a v e aleas1
and con bc enjoycd with minimdl prereq~lisites.When pos~ihle,we will Iry trl hear those things
we discuss mathematically through recordings or performant:e. Grades will be based o n
homework exercises, mostly mathematical, but including the composition of at least one
canon. Therefore some experience i n part writing is essential. The necessary mathematics will
be developed i n class.
Prerequisites: Music 101 o r equivalent and some high school algebra.
Distribution: Mathematics - Physics
Time: I
Mathematical Themes in History and Philosophy
M a t 134 - 4188
M a t 334 - 4189
Instructor: Larry Copes
This course is designed for students who enjoy challenging reading and writing, but may be
uncomfortable with mathematics. Objectivesare to examine waysin which mathematical ideas
have affected and have been affected by philosophical ideas and historical movements. We
shall examine h o w number systems, algebra, cardinality, and axiom systems have related to
various epistemologies. There will be t w o exams and two short papers.
Students must be qualified for College Algebra, as demonstrated (for example) by being i n
Croup A on the Augsburg Mathematics Placement Exam.
Upper division: Students should have taken at least one mathematics course beyond Calculus II. Grading will be based o n three papers.
Prerequisites: Yes
Distribution: Mathematics - Physics
Time: II
O M 25
Introduction to Music Therapy: A Clinical Overview
Mus 110 - 4151
Instructor: Roberta Metzler
Visitation of clinical f a c i l i ~ i ~i rsl t l ~ cMetropolitan area to observe music therapy in practice.
Objectives of the coursr will Ile lo llccorn~familiar with a variety of clientele (Including
mentally retarded, emotionally tlis~url)ed,nntl p11ysic.illy hilndicapped), and t u observ~how
music therapy function< wilt1 diricrcnt populations. I n addition to the field trips, c-lasircmm
discussions will include an o v e r v i ~ wol nlusir fherapy prac-tires and theory in thir country and
abroad. Evaluation will be based o n tests,field trip reports, and class participation. A special fee
of $15.00 will be required, t o cover the cost of transportation. A special class project will be
required for upper division credit. Student times must beflexible, toallow for field tripsduring
either the morning or afternoon.
Fees: $15.00
Distribution: Art - Music
M24
Time: II
Sign and Song
Mus 161 - 4152
Mus 361 - 4153
Instructor: Larry Fleming
This course of study will investigate the relationship between visual symbols utilized in
"signing" for the hearing impaired, and the basicelementsof music: melodiccontour, rhythm,
and text topics.
The process will include:
I. Theory-Readings and discussion i n the areas of symbol, image, ritual, and gesture by
authors S. Langer, B. Shahn, C. lung, T. Stafford, and others.
II. ~ a r t i c i ~ a t i o n - ~ a s i"signing"
c
will b e taught by an area expert, so that fundamental
concepts, vocabulary, and gestures are experienced and understood.
Ill. Observation-Visits at local congregations and schools where signing is used with song.
Although of special benefit for Music, Drama, and Education students, this study might prove
useful for any interested student. N o previousexperienceor music training is necessary. Upper
division credit requires the writing of a position paper.
Distribution: Art - Music
M 22
Time: II
Trends and Issues in Nursing
Nur 330 - 4154
Instructors: Susan Knust - Nancy Malcolm
Nursing is viewed from an historical, current and futurist perspective to develop theories and
concepts of leadership, change, and role development. The nurse as leader is discussed i n
terms of ethics and accountability to the profession and t o society. The changing health care
needs and demands of society are examined i n light of theability of the health caresystemand
health care providers to meet those needs. The role of the nurse in meeting current and
projected societal health care needs is discussed with emphasis on changing and emerging
roles in nursing.
The student increases his/her awareness of the complexities of societal and health issues by
examining the political and legislative processes related to such issues. Emphasis is placed o n
the impact of these processeson the nursing profession and health care delivery. The role of
the nurse as an active participant i n these processes i s examined as well. Teaching methods
include lecture, discussion and a variety of expert guest speakers. Evaluation methods include
annotated bibliography, student debates and paper and pencil test.
O M 11
Time: II
The Nature of Contemplation
Phi 210 - 4157
Instructor: Mark Fuehrer
Thiscourse will examine the nature of contemplation by meansof philosophicalanalysis of the
works of several contemplative writers. The following concepts will be analyzed and
discussed: the object of contemplation, the effects of contemplation on the human subject,
the modes of contemplation, and the language of contemplation.
The course will consist of introductory lectures o n topics t o be discussed followed by selected
readings and discussions i n class. Each student will prepare one paper of moderate length on a
topic of his/her choosing with respect t o the course. Students will be given a grade based on
the term paper and the individual discussions.
Distribution: History - Philosophy
Time: II
O M 23
Age of Aquarius? A Philosophical Look
at Some Contemporary lssues
Phi 250 -4158
Instructor: Kenneth Bailey
A popular song says: "This is the dawning of the Age of Aquarius." Is it? Aquarius, the
Waterbearer, the eleventh sign of the zodiac, symbolizes simplicity, peace, and brotherhood.
Whether such an age has begun is a question. Some astrologers say it began as early as 1930;
others that it is just dawning. However that may be, i n this course we will discusssome of the
concerns (e.g., freedom, morality, hunger) that face whatever age we may be in, from a
philosophical standpoint.
Basically a discussion course. Grades will be based o n written tests and class participation.
Distribution: History - Philosophy
OM 10
Time: II
Islamic Philosophy: Past and Present
Phi 410 - 4156
Instructor: Bruce Reichenbach
A study of the preservers of the Classic Greek tradition, analyzing h o w they reshaped the
materials they inherited and i n what way they helped influencc the rise of Medieval Christian
thought. To what extent current Islamic thought preserves their heritage or is conditioned by
Christian western culture will be explored.
Seminar format, with presentation and discussion of research papers.
Prerequisites: No, though some previous philosophy recommended.
Distribution: History - Philosophy
M 23
Time: I
1982 Oak Ridge ~ssociatedUniversities
Science Minimester
Phy 322 - 4159
Inctructor: Kermit E. Paulson
A study of nuclear radiation with emphasis on applications and "hands-on" laboratory
experience for the individual student. The course will consist of (1) introductory work on
radiation detection and measurement at Augsburg, (2) participation in the 1982 Oak Ridge
Associated Universities Science Minimester where the student has the opportunity to study
projects i n nuclear radiation physics, radiobiology, radiochemistry, environmental radiation,
coal technology, health physics,and radiological safety; and (3) summary and evaluation of the
program back at Augsburg.
This course is a cooperative venture with Oak Ridge Associated Universities-Professional
Tra~ningprogram. Two weeks of the coursewill bespent i n Oak Ridge, Tennessee utilizing the
instructional staff and laboratory facilitiesof ORAU. These facilities provide an opportunity for
laboratory experience not normally available to undergraduate students.
Fecs: The cost for travel and housing will be approximately $250.
Prerequisites: Consent of instructor.
Time: I
S 24
Democratic Theory and Practice
Pol 381 - 4160
Instructor: Milda Hedblom
A study of democraric theory and public policy practice with focu, on the emergence of
political democracy, capitalism and the welfare state in comparative perspective. An extensive
research project will b e required in one of the major themes of the course involving
considerable independent work.
Prerequisites: Two courses political science,economics, philosophy or instructor's permission.
M 25
Time: II
The Politics of American Defense
POI 461 - 4161
Instructor: Mary Ellen Lundsten
Contending explanations of American foreign policy-making will be examined with special
concern for nuclear strategy and military intervention. Issues arising out of the Carter and
Reagan defense policies will be discussed i n the light of previous American foreign policy
behavior since World War II. .
Grades will be based on t w o 5-page essays i n which students will reflect and comment on
course readings, class discussions, and their experiences i n a policy-making simulation to be
held during one all-day class in mid-January.
Prerequisites: One introductory course in political science or permission of the instructor.
M 25
Time: I
Use of the Personal Computer in Psychology
Psy 241 - 4163
lnitructor: Richard Marken
See how a personal computer (the Psychology Department's Apple Il)can be used as a tool t o
explore the mind. Learn t o write simple programs i n BASIC which will produce graphic
displays, measure response time, d o statistical analyses and mndel thought processes. See the
fruits of your efforts i n glorious color on the Apple II TV scleen. Evaluation based o n
programming projects and two tests.
P3
Time: II
Designing an Introductory Psychology Course
Psy 305 - 4164
Instructor: Norm Ferguson
The course will involve students i n all phases of developing an introductory psychology course.
This will include assessing the background and interests of the potential students, developing a
course outline, choosing the classroom teaching methods, selecting the textbooks, preparing
the exams and other forms of evaluation, and determining the grading procedures.
There are two main objectives: (1) t o give students exposure to principles of curriculum
development and theories of intellectual growth and development and (2) t o give students an
opportunity to experience thesubject matter of introductory psychology from the perspective
of an instructor.
Evaluation will be based o n daily class participation and written assignments.
Prerequisites: Two courses in psychology.
Time: II
P1
Reading in the Works of Robert Coles
Psy 372 - 4162
Instructor: Duane Johnson
Thiscourse will providean opportunity to read i n the works of Robert Coles with major focus
o n conditions under which children develop. Reading will also include some attention t o
authors closely related to Coles' perspective.
Robert Coles isone of America's most widely published writers; much of his writing is based on
a participant-observer style ol rrsaarrh. I-lp<prnclsfuhstantial time with particular persons i n
various settings (southrrnri-5, rrligrants, sliarc~cropllers, Eskimos, Chicanos, Indians, the
affluent and privileged, pcoplc of Iflsler 2nd South Africa) and reports their lives with
sensitivity and with particirlar ~ l r p n l i o1 ~
0 ltheir ~ r r c * ~ ~ k
He
ll~
i s ra.perceptive criticof our society
and a spokesperson for the "less advantaged" and minority persons.
Some initial study and planning will be required prior t o the beginning of the interim; each
student must contact Dr. Johnson n o later than December 1 for further details regarding these
assignments and t o confirm her/his registration i n the course. Course expectations will include
extensive reading, regular class attendance and contribution, an annotated journal, and ashort
summary paper. Course will be offered only on a P-N grading basis.
Prerequisites: 86105 - General Psychology
P5
Time: I
Hawa~iJanuary 4-30
The Confrontation of Cultures
and Religions in Hawaii
rC
Rel 321 - 4166
Instructor: P h ~ l ~
Quanbeck
p
Cost: $1795
It
A study of Buddhism, Protestant Christianity, Mormonism,and Polynesian religion with special
attention t o their interrelation i n Hawaii. Special attention given t o t h e following: the meeting
of New England Calvinism and Hawaiian traditional culture and religion and its results today;
the meeting of Christianity and both Chinese and Japanese Buddhism i n Hawaii today; and the
approach of the Church of Jesus Christ of Latter Day Saints (Mormons) to the Polynesians.
Efforts will also be made to study aspects of Chinese and Japanese cultures and religions i n
their own right.
Evaluation will be based o n class participation and the submission of a journal.
Distribution: Religion
Prerequisites: one religion course
Grading: P/N only
Christianity in Modern Africa
Re1 366 - 4165
Instructor: Bradley Holt
This cour.;c. is i n t ~ n c l r t10
l inform l~artiriparitsabout thr. c'ontrmporary r r l i g i c > ~situatir~n
~s
In
s r l e c ~ r trrgions
l
~f Africa and ~ o s t i r n u l a ~rcllccrion.on
c
llrc univrrsat r taimsol Christianiry anrl
form< il takrbs. A l f r n l i o r i will h r #ivcn lo Iht? lllarrting of Ctiristii~nityit1
the v d l i ~ Ot (~CUIIU~JI
klric-a,to I t s d ~ v e l o ~ ~rlntler
t n ~ nr ~n l n n ~ arrgimt:s,arlrl
l
irs rrr.rnt growth in ~nrlcpendentstates.
T l i r " l r ~ r l o p m d r n r " African churches will bc stuclirvl. as well as aliprnpt5 lu l u r n ~ l ~ l .an
rt~
"Africa11 Christian Tlienlngy." Tlrrb c o u r w wlIT ~ n i l ~ l uler.lur~s.
y
v t s i ~ i nresourrv
~
I)ersr)n,
a i~rllo-visual~ i r l s. i,~ i r frlisr-i15sionnfr ~ a r l i n gmaterials. Stirrlrnts will beevaluated ona research
j,lppr and an examination.
P! "equisites: One cohrse i n religion.
Uis~r1,-ution: Religion
Time: II
O M 18
-
Christianity in Crisis: The New Evangelicals
Confront the Twentieth Century
Re1 368 - 4187
Instructor: Bruce Stuart
Protestant Christians respond to science, social change, and critical views of their faith.
"Bible-believing" and "evangelical" Americans attempt to shape their culture and call
America t o a "Christian" and a "moral" pattern. Emphasis will be placed on the history and
thought of "Born-Again" Christians since the 1920's.
Key issues: Fundamentalism vs. Modernism, The Scopes Trial, Revivalism, Faith-healing,
inerrancy of scripture, the Christian i n politics, the "electronic church" and prayer in the
public school
Key figures: W.B. Riley, Carl Mclntire, Billy Graham, Oral Roberts, Jerry Falwell, several
American Presidents, Mark Hatfield
Classroom lectures and discussion, one Sunday morning of television, texts and reserved
reading. There will be two tests and a short paper.
Prerequisites: One course i n religion
Distribution: Religion
Time: I
*+*
Israel January 3-28
Israel, Ancient and Modern
Re1 375 - 4167
Instructor: John Benson
Cost: $2195
This course encounter will focus o n archaeology and geography with special attention t o
methods and results of archaeology as they relate to biblical sites in Israel. The group will live
primarily in Jerusalem where there will be lectures, walking tours in the O l d City, and visits to
museums and places of religious and historical interest. Twoside trips are planned: one to the
north, including places such as the Sea of Galilee, Tiberias, Capernaum, Hazor Megiddo and
Nazareth; and another t o the south, which will include such places as Ashdod, Beer-sheba,
Masada and Qumran. Some time will be spent in London at the beginning of the interim.
There will be required reading, and students will keep a journal.
Prerequisites: one course i n religion
Distribution: Religion
Grading: P/N only
Practicum in Human Services
Swk 257 - 4169
Instructor: Doug Perry
Thirty hours per week of volunteer work i n a human service agency i s combined with readings
and weekly seminars. An opportunity to discover whether a career i n human services is for you.
Evaluation will be based on submission of journals, summary of experience and a final
examination.
Students will b e asked t o meet with instructor before the end of Fall Semester i n order to
discuss selection of agency and structure of the course.
Objectives:
1) To develop special awareness of the kinds of problems for which people seek help.
2) To increase knowledge of the service given by the agency i n which student is serving.
3) To gain knowledge of the professionals i n the organization, including their skills,
competencies, education, and training.
4) To gain beginning knowledge about the diversity of human service agencies.
5) To increase understanding of self i n relation t o the human service field.
Time: I
Field Work Ill
Swk 466 - 4170
Instructor: Edwina Hertzberg
Continuation o f educationally focused field placement in a social service agency (Field Work
11).
Student will spend 15 hours per week in field placement, plus one hour per week in faculty
facilitated supportive seminar held on campus.
Student will b e evaluated in writing by Field Work Instructor using previously developed field
learning agenda and social work evaluation form.
Objectives:
1) To use supervisory relationship t o increase interpretive as well as performance competence.
2 ) To promote gradual entry into direct practice.
3) To increase competence i n client contact phase of the problem solving process.
4) To increase student self awareness in regard to professional practice interest, areas of
strength and areas for personal/professionaI development.
5) To promote competence i n the full process of problem solving, with special emphasis o n
analysis and resolution stages.
6) To apply human behavior and social environment theories content to analytic processes
and t o develop interpretive ability.
7) To continue to promote gradual entry into action-intervention phase of the problemsolving process.
8 ) To further examine minority issues in relation t o practice.
(Note: this will be offered for 1/2or full credit. For full credit, student will spend 30 hours per
week i n placement, the additional 15 hours to be i n non-client contactactivities whichaddress
specific projects i n the agency, as written into the field learning agenda and agreed upon
among student, field instructor, and faculty supervisor)
Prerequisites: Field Work II
O M 11
Time: II - 4:00 - 5:00 p.m. T,W,Th
Pol 399 - 4184 Washington Interim
A study-internship program i n Washington, D. C. i n connection with the
Washington Center of Learning Alternatives, Information o n projects, housing
and financial assistance i s available from Dr. Barbara Richards-Haugen i n
Memorial 113.
Swk 312 - 4185 Training School o n Alcohol and Drug Abuse
Intensiveexperiential and didactictraining at Johnson Institute combined with
week-long experience i n chemical dependency treatment agency. Students
are evaluated according to participation i n classes, experiential learning and i n
the chemical dependency agency. Enrollment is very limited. Social Work
95257, social work major and permission of contact person, Eddie Hertzberg,
are prerequisites. Cost: $100.
Augsburg Lifetime Sports
The following activities are a v a l l a l ~~nrrudents
l~
during interim and may be taken in addition t o
a regular course. They d o riot carry nlfir,inl credit, but they d o meet the life-time sports
requirement for graduation. S~uderrksmay parlicipate in any one of these without registering
for the course, but will be e x p ~ r ~ rtor lpay any fees whether or not credit i s received.
Badminton
Hpe 002 - 4178
Instructor: Marilyn Pearson
Basic techniques and theory of beginning badminton - much of the class time will be spent i n
singles and doubles games and tournaments. There will b e n o written tests or outside
assignments.
Distribution: Meets the general education requirement of one life-time sport
Time:'12:00 Noon
Melby
Volleyball
Hpe 002 - 4179
Instructor: E. W. Anderson
Learn rules and skills necessary to enjoy volleyball.
Distribution: Meets the general education requirement of one life-time sport.
Time: 12:OO Noon - 1:00 p.m. daily
Melby
Racquetball
Hpe 002 - 4180
Instructor: E.W. Anderson
Learn rules and skills necessary to enjoy racquetball.
Distribution: Meets the general education requirement of one life-time sport.
Time: 8:00 a.m. - 9:00 a.m. daily
Melby
American Karate: Fun, Fitness, Sport, Self Defense
Hpe 002 - 4191
Instructor: M i k e Teitelbaum
An introduction t o "American" Karate. Form, basic techniques and practical usage will b e
taught by a certified Second Degree MKA Black Belt Instructor.
Fees: approximately $20.
Time: 12:OO Noon Monday, Wednesday, Friday
Melby
Show less
AUGSBURG COLLEGE NOW 19,88-89
'
I
-;
__.f -:-.� ·,.( -;;·:c..../ "<"
-<..�-(
AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
--GVLLiCii
AUGSBURG
-.-
PROFILE
AFFILIATION
Augsburg Coll... Show more
AUGSBURG COLLEGE NOW 19,88-89
'
I
-;
__.f -:-.� ·,.( -;;·:c..../ "<"
-<..�-(
AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
--GVLLiCii
AUGSBURG
-.-
PROFILE
AFFILIATION
Augsburg College is a fouryear liberal arts college affiliated
with
The
American
Lutheran Church. The College
offers a broad education in a
Christian environment.
parish work, and missions. Students may prepare for further
study in the fields of engineering, theology, dentistry, medicine, nursing, and law, and for
graduate study in various fields.
LOCATION
Augsburg College is fully accredited by the North Central
Association of Colleges and Secondary Schools, the National
Council for the Accreditation
of Teacher Education, the
American Chemical Society, and
the American Association of
University Women.
Augsburg College is located
along Interstate Highway NO.
94, just 20 blocks from the
downtown loop area of Minneapolis. Students have easy access to libraries, museums, and
art collections. They also have
the opportunity to attend lectures, musical programs and
other cultural activities in the
Minneapolis-St. Paul area.
MEMBERSHIPS
SETTING
Augsburg College holds membership also in the American
Council on Education, the Association of American Colleges, the
American Association of Colleges for Teacher Education, the
National Lutheran Educational
Conference, the Association of
Minnesota Colleges, the Minnesota Private College Council and
the Association of Protestant
Colleges and Universities.
The twelve-block Augsburg
campus is located in the heart
of Minneapolis and is adjacent
to the University of Minnesota
West Bank campus and two of
the city's largest hospitals. In
this urban setting, Augsburg
students prepare for careers in
our increasingly urban society.
A friendly atmosphere prevails
on the Augsburg campus. Students participate in all phases
of campus community life under
the direction of a capable, wellprepared faculty.
ACCREDITATION
COURSES OF STUDY
Augsburg College offers a Liberal Arts education with courses leading to a Bachelor of Arts
degree offered in 29 major fields
of study. Students are prepared
for teaching, business administration, social work, medical
technology, secretarial work,
DEVELOPMENT
A comprehensive development
program is in operation which
will, over the years, add additional land and buildings t o the
Augsburg College campus.
THE AUGSBURG COLLEGE CAMPUS
Augsburg College is located
near the Minneapolis loop and
the University of Minnesota.
The Administrative offices are
in science ~ ~ at1the1 corner of
7th Street and 21st Avenue
South.
Prospective students and 0ther interested persons are cor-
dially invited to visit the
campus. Visiting hours are
9 a.m. to 5 p.m., Monday through
Friday; Saturday by appointment. A letter or telephone call
in advance is recommended.
Write to the Office of Admissi,ons, Augsburg College, Minneapolis, Minnesota 55404; or
telephone 332-5181.
ACADEMIC CALENDAR,
AUGUST 1968
S M T W T F S
1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
S
1
8
15
22
29
SEPTEMBER 1968
M T W T F S
2 3 4 5 6 7
91011121314
16 17 18 19 20 21
23 24 25 26 27 28
30
OtTOBER 1968
S M T W T F S
1 2 3 4 5
6 7 8 9101112
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
NOVEMBER 1968
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
S
1
8
15
22
29
DECEMBER 1968
M T W T F S
2 3 4 5 6 7
91011121314
16 17 18 19 20 21
23 24 25 26 27 28
30 31
JANUARY 1969
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
FEBRUARY 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
MARCH 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
APRIL 1969
S M T W T F S
1 2 3 4 5
6 7 8 9101112
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
MAY 1969
S M T W T F S
1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
SUMMER SESSION 1968
June 24
July 4
Aug. 2
...........(Mon.) ............ Final registration and
beginning of classes
............(Thurs.) . . . . . . . . . . . . . . . . . . . . . . . . Holiday
............
(Fri.)
................. Final
examinations
ACADEMIC YEAR 1968-69
FALL TERM
Sept.
Sept.
Sept.
Nov.
Nov.
Nov.
5-9 .......... (Thurs.-Mon.) ... Freshman Welcome Week
9, 10 . . . . . . . . . (Mon., Tues.) ................ Registration
11 .......... (Wed.) ...................... Classes begin
19 . . . . . . . . . . .(Tues.) ............... Last day of classes
20-26 ........ (Wed.-Tues.) ......... Final examinations
27-Dec. 3 . . . . (Wed.-Tues.) .......... Thanksgiving recess
WINTER TERM
Dec. 3 ............. (Tues.) ...................... Registration
Dec. 4 ............. (Wed.) ..................... Classes begin
(Fri.) ............. Christmas recess begins
Dec. 20, 9:00 p.m.
(Mon.) .................... Classes resume
Jan. 6, 7:45 a.m.
Feb. 25 ............ (Tues.) . . . . . . . . . . . . . . . Last day of classes
Feb. 26-March 4 ... (Wed.-Tues.) ......... Final examinations
March 5-10 ....... (Wed.-Mon.) ................ Term break
...
...
SPRING TERM
March 10 .......... (Mon.) ...................... Registration
March 11 .......... (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
April 2, 9:00 p.m. .. (Wed.) ............... Easter recess begins
April 8, 7:45 a.m.
(Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 23 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . Last day of classes
May 26-30 ......... (Mon.-Fri.) . . . . . . . . . . . . Final examinations
June 1 . . . . . . . . . . . .(Sun.) . . . . . . Baccalaureate, Commencement
...
-
'
;:,,
ACADEMIC CALENDAR, 1969-1970
AUGUST 1969
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
,
S
2
9
16
23
30
SEPTEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
OCTOBER 1969
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
NOVEMBER 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
DECEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
FEBRUARY 1970
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
MARCH 1970
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
APRIL 1970
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
MAY 1970
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
31
JANUARY 1970
S M T W T F S
1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
FIRST SUMMER SESSION 1969
. . . . . . . . . . . . Final registration and
beginning of classes
July 4 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday
July 18 ............ (Fri.) . . . . . . . . . . . . . . . . . Final examinations
June 9
. . . . . . . . . . . . (Mon.)
July 21
Aug. 8
............ (Mon.) . . . . . . . . . . . . . . . . . . . . Classes begin
. . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . . . Final examinations
SECOND SUMMER SESSION 1969
ACADEMIC YEAR 1969-70
FALL TERM
Sept. 4-8 .......... (Thurs.-Mon.) . . . Freshman Welcome Week
Sept. 8, 9 ......... (Mon., Tues.) ................ Registration
Sept. 10 ........... (Wed.) . . . . . . . . . . . . . . . . . . . . . Classes begin
Nov. 18 . . . . . . . . . . .(Tues.) ............... Last day of classes
Nov. 19-25 . . . . . . . .(Wed.-Tues.) ......... Final examinations
Nov. 26-Dec. 2 . . . . .(Wed.-Tues.) ......... Thanksgiving recess
WINTER TERM
Dec. 2 ............. (Tues.) . . . . . . . . . . . . . . . . . . . . . . Registration
Dec. 3 . . . . . . . . . . . . (Wed.) ..................... Classes begin
Dec. 19, 9:00 p.m. .. (Fri.) . . . . . . . . . . . . . . Christmas recess begins
Jan. 5, 7:45 a.m. ... (Mon.) . . . . . . . . . . . . . . . . . . . Classes resume
Feb. 24 ............ (Tues.) . . . . . . . . . . . . . . Last day of classes
Feb. 25-March 3 . . . . (Wed.-Tues.) . . . . . . . . . Final examinations
March 4-9 ......... (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break
SPRING TERM
March 9 . . . . . . . . . . . (Mon.) . . . . . . . . . . . . . . . . . . . . . . . Registration
March 10 . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
March 25, 9:00 p.m. . (Wed.) . . . . . . . . . . . . . Easter recess begins
March 31, 7:45 a.m. . (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 22 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . Last day of classes
May 25-29 . . . . . . . . (Mon.-Fri.) . . . . . . . . . . . Final examinations
May 31 . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement
S
2
9
16
23
30
A I M S A N D OBJECTIVES
Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The
faculty and the Board of Regents of the College affirm the
following as their understanding of the aims, philosophy, objectives and character of this
institution.
ULTIMATE AlMS
TO contribute to the true good
of human life and society.
To contribute t o the building
of free and living congregations
in the community of the Christian Church.
BASIC PHILOSOPHY
The Christian message concerning the redemptive act of
God in Christ constitutes the
greatest potential for good in
human life and society; but this
potential is realized only insofar
as it is actualized in the minds
and hearts of individuals.
The redemption of the mind
constitutes the unique educational task laid upon the ChrGtian
Church; in seeking to relate all
learning to the truth of the
Christian faith, the Christian college performs its greatest service both to the Church and to
society.
Where there is an atmosphere
of free and honest inquiry, truth
has the overwhelming advantage;
the Christian college, therefore,
pursues its purposes not by indoctrination or coercion, but by
inviting teachers and students
to join in a common search for
truth and in a common attempt
to see all truth in relation to
ultimate s ruth.
PRIMARY OBJECTIVES
To attract to the college students of high ability and genuine religious concern who can
reap the maximum benefit from
a program of Christian higher
education.
To provide a campus setting
that is conducive to the spiritual,
mental, moral and physical wellbeing of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and
skills necessary for sound academic work.
To acquaint its students with
the spiritual, cultural and intellectual riches of mankind, both
for the sake of the enrichment
of their own lives and, through
them, for the enrichment of their
homes and communities.
To confront its students with
the problems and benefits of
living and serving in an increasingly urban culture.
To lead its students to a deeper understanding and. experience
of the Christian Gospel in its
relation to every area of life
and learning.
To assist its students in discovering and clarifying their
peculiar aptitudes and interests,
and to provide training and
counsel that ,will assist them
in preparing for a life work appropriate thereto.
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
GENERAL
INFORMATION
student to look upon his life
as a Christian vocation, and an
opportunity for service t o God
and man.
DISTINCTIVE CHARACTER
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which
is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran
immigrants from Norway who
sought t,o play a creative role
in American life and society,
and seeks t o preserve the enduring values of this heritage
in the life of the college community today.
As a metropolitan college,
Augsburg attempts to relate its
faculty and. students to an urban
culture by utilizing the educational, social, cultural and religious resources of the growing
metropolitan
community
in
which it is located.
THE PHYSICAL PLANT
Instructional facilities and student housing a t Augsburg are
conveniently located in relation
to each other.
Old Main, erected in 1900, contains a large number of classrooms and offices.
Science Hall, erected in 194%
49, includes the general administration offices; well-equipped
laboratories for chemistry, phys-
ics, and biology; a medium-sized
auditorium; and several classrooms and faculty offices. The
Lisa Odland Observatory, on the
roof of Science Hall, was completed in the summer of 1960.
The George Sverdrup Library,
named in honor of Augsburg's
fourth president, was erected
and dedicated in 1955. Adjacent
to Science Hall and of similar
contemporary architectural design, it contains spacious reading rooms, seminars, work
rooms, a visual-education center,
the Augsburg Archives, classrooms, and a number of faculty
offices. There is stack space for
approximately 100,000 volumes.
Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building,
named in honor of Professor J. S.
Melby, dean of men from 1920
to 1942, basketball coach and
head of the Christianity department, provides excellent facilities for the health and physical
education program, intercollegiate athletics, chapel services and
general auditorium purposes.
East Hall, purchased in 1966,
provides a rehearsal hall for the
Concert Band and Repertoire
Band as well as rehearsal and
instruction rooms for instrumentalists.
The Music Hall was acquired
by purchase in 1947 and has
been remodeled to provide vocal, string and piano rehearsal
rooms together with a rehearsal
room for large groups.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely
-..,+-,:
functional building for dramatic
and other speech activities.
The Augsburg College Center,
completed in 1967, is a center
of non-academic activity on
campus. The building houses the
Commons, which is the name for
the main dining area, plus private dining rooms and coffee
shop. Student government and
student publications have quarters in this building. The bookstore is also located here. Spacious lounges and recreational
areas are provided in this threestory building containing 55,000
square feet of space.
Urness Tower Residence for
Women, completed in 1967, is
an eleven-story building providing living quarters for 324 women students. The building was
named in honor of Mr. and Mrs.
Andrew Urness who have given
several generous gifts to the
college. A unique feature of the
building is that each floor is
considered a "house unit" providing the 36 residents, housed
two to a room, with their own
lounge, study and utility areas.
The second floor level with
main lounge, also provides an
apartment for the head resident.
There is an observation lounge
a t the top of the structure.
Sverdrup-Oftedal
Memorial
Hall, erected in 1938, was
named in honor of Augsburg's
second and third presidents. The
building houses about 65 men
students and provides for some
faculty and administration offices in one wing.
Sivertsen-Mortensen Hall in-
corporates a building donated
to the college in 1939 from the
late Dr. Iver Sivertsen and Mrs.
Sivertsen, and a larger addition
erected in 1955 and named in
honor of Miss Gerda Mortensen.
dean of women a t Augsburg
from 1923 to 1964. The building
provides housing for about 144
men students as well as apartments for the resident head.
The Studio Building, dedicated
in 1964, houses the Department
of Art on its two floors.
West Hall is an apartment
building purchased in 1966
shortly after it was constructed.
The building houses 38 women
students and an apartment for
the head resident.
Cottage Houses. A large number of dwellings have been acquired in recent years in the
expanded campus area to provide accommodations for men
or women students, married students and for faculty and staff
members.
The President's Home, an attractive colonial residence, is
located on the West River Road.
THE ARCHIVES
-
The Augsburg Archives seeks
to gather and make available
for use documents, books, and
other articles of historical value.
The George Sverdrup Library
provides adequate, fire-proof
quarters for the archives. Here
are found a large collection of
periodicals, manuscripts, letters
i n d pictures, affording extensive
resources for scholarly research.
LIBRARY FACILITIES
-
The beautiful and spacious
George Sverdrup Library provides a central study-workshop
for both faculty and students.
It contains about 70,000 volumes, exclusive of pamphlets,
and is adding approximately
7,000 new volumes each year.
Students and faculty working in
either of the two large reading
rooms find the atmosphere conducive to quiet study and research materials close at hand.
All books are kept on open
shelves. Reference service, provided by an able and welltrained staff, is available to
students.
Special collections have been
developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual
Center. In 1966, the AmericanScandinavian Foundation presented its collection of Scandinavian music to the College. Additional conveniences
include conference rooms for
larger groups or small classes. A
typing corner is provided in the
first-floor reading room.
The library subscribes to
nearly 600 of the best periodi-
cals dealing with a large variety
of subjects, as well as a number
of serials devoted to the interests of special fields. Curregt
issues are displayed in a pleasant browsing area.
The library plays an active
role in promoting general reading, presenting regular book displays, and sponsoring monthly
book discussions for faculty,
staff, and students.
In the Twin City area are
other libraries which make their
holdings available to Augsburg
students, notably, the St. Paul
and Minneapolis public libraries,
the latter of which issues library
cards to out-of-town students
for each school year.
NATURAL SCIENCE
LABORATORIES
The laboratories of the Natural Sciences are located in the
Science Hall. Four laboratories
and storeroom and office space
for biology are located on the
second floor; three larger laboratories and two special research
laboratories for chemistry and
two laboratories for physics are
located on the third and fourth
floors. A chemistry library is
located near the research facilities. Storerooms and faculty offices are also located here.
FINANCIAL
INFORMATION
1968-69
COMPREHENSIVE FEE
Includes tuition, board and room and College Center
fees as described below.
(per year)
$- 2,270.00
-
- -
TUITION
-
New freshmen entering September, 1968
(per year) $ 1,400.00
This rate is guaranteed for four consecutive years.
In case of time lost due to illness or accident, the rate,
upon application and approval, may be extended for a
fifth year.
Transfer students and returning students not on a prior
year-guaranteed plan.
(per year) $ 1,300.00
Part-time students (carrying less than 12 credits per
term)
(per credit hour) $ -3880
Fee for auditing is one-half the fee for credit.
BOARD AND ROOM
Residence Halls
Honor Houses (upper-class students only)
The board plan provides 21 meals per week.
(per year)
(per year)
$ _ 840.00
$ 795.00
OTHER REQUIRED FEES
College Center Fee
(per year)
Part-time students are charged on a proportionate basis.
Application Fee
Required of all new students, non-refundable.
Initial Payment-New Students
Required of students whose application for admission
has been accepted; to be paid by May 1, 1968. The payment is applied to the tuition fee, but is not transferable
or refundable.
Room Reservation Deposit-Returning
Students
Required by July 1, 1968, to reserve a housing assignment for the term beginning September, 1968.
Breakage Deposit
Required of all resident students. Refundable upon
graduation, transfer to another institution, or discontinuing educational program at Augsburg College.
SPECIAL FEES
Change in registration after classes begin (per cancel
or add)
r
Late registration after classes begin
(per day)
Placement re-registration (for alumni)
Graduation fee
Transcript fee: first copy free, additional copy
Arrangements for special examinations are made in
Registrar's office, with charges according to schedule
on file.
$
30.00
$
10.00
$
100.00
$
25.00
$
20.00
$
$
$
$
$
2.00
2.00
5.00
15.00
1.00
SPECIAL COURSE FEES
Computer Science
Student Teaching
Improvement of Reading
Music Lessons (10 per term)
Practice Studio Rental
Organ (one hour per day)
Piano or Voice (one hour per day)
OTHER COSTS
Books and supplies are available from the Bookstore.
Estimated costs
(per year) $
Linen service, required in residence halls
(per year) $
Personal expenses for clothing, entertainment and transportation vary from student to student. In planning a
yearly budget, a student should add
(per year) $
$
SETTLEMENT OF ACCOUNT
A statement of charges for the year will be prepared
and forwarded to the student early in August. Payment of one-third of the annual charge is due a t the
beginning of each term except that for the fall term
payments will be due on or before August 20, so that
all necessary processing of financial arrangements can
be completed in time to clear the student for registration.
- In some cases, more frequent and smaller payments may
be--necessa~
or desirable. Information on this mode of
payment will be forwarded with the statement of
charges in August. Students using this service will pay
a carrying charge.
%.
REFUNDS
If a student decides to cancel his registration, refunds
of term fees, tuition and room charges are allowed as
follows: during the first week of classes, 80%; during
the second week, 70%; during the third week, 60%;
during the fourth week, 50%; and during the fifth week,
40%. No allowance is given after the fifth week. Refunds
for board are made on a proportionate basis.
If a student is forced to cancel his registration because
of accident or illness during the first five weeks of
the term, the charge is one-half of the rate indicated
above, except that board is refunded on a proportionate
basis. Students required to enter military service will
receive a full refund of fees and a proportionate refund
on board and room charges.
100.00
27.00
300.00
to
400.00
FINANCIAL ASSISTANCE
Financial aid in the form of loan funds, scholarships, and parttime employment is available a t Augsburg College.
Augsburg participates in the College Scholarship Service (CSS) of
the College Entrance Examination Board. Participants in CSS subscribe t o the principle that the amount of financial aid granted a
student should be based upon financial need. The CSS assists the
college's financial aid officer in determining the student's need for
financial assistance. Entering students seeking financial assistance
are required to submit a copy of the Parents' Confidential Statement
(PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form
may be obtained from a secondary school or the College Scholarship
Service, Box 881, Evanston, Illinois 60204. All upper-class students
are required to submit a Parents' Confidential Statement-Renewal
form each year.
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is maintained chiefly by contributions from
the Augsburg College Women's Club.
National Defense Student Loans, established by the National Defense Education Act of 1958, are available t o students capable of
maintaining good standing in their chosen course of study. Special
consideration will be given to all students with a superior academic
background. Loans will normally be granted for the academic year,
September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period.
United Student Aid Funds is a program of endorsing loans made
by local banks to college students requiring financial assistance. A
grant to the college by the Gamble-Skogmo Foundation provided
the funds to establish the initial reserves required. The United
Student Aid Fund Incorporation also handles the Federal Insured
Loan program.
Arrangements for all types of loans are made through a conference
with the Dean of Students, chairman of the faculty committee on financial aid. In addition to arranging loans, the committee counsels
students on financial matters with the objective in mind of helping the student work out a satisfactory plan for his finances.
SCHOLARSHIPS
SCHOLARSHIPS AVAILABLE TO FRESHMEN
Foundation Fellowships are offered t o students with outstanding
high school records and high scores on the Scholastic Aptitude Test
of the College Entrance Examination Board. Recipients are guaranteed enrollment in honors course work. These awards range in
amount from $100 to full tuition and are renewable for four years
for students with a grade point average o~f 3.0 (B average). TO
qualify for a Foundation Fellowship a student should rank in the
upper five percent of his high school class and have a combined
score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities,
and character.
Honor Scholarships are offered to good students who have strong
potential for academic success at Augsburg College. These awards
range in amount from $100 to full tuition and may be renewed for
four years for students with a grade point average of 2.50.
Students who rank in the upper fifteen percent of their
high school class and have above average scores in the Scholastic
Aptitude Test are eligible for Honor Scholarships.
Chemistry Scholarships and Research Awards are offered each year
by the Department of Chemistry to students strongly interested in
chemistry or medicine. The six awards vary in amount from $2,000
to $4,000 over four years. A student qualifies for a Chemistry
Scholarship on the basis of his high school performance, a special
chemistry examination, financial need, and vocational objective.
Summer Research Awards are also available to students in chemistry. This award provides a stipend of $600 for each student
to do research under the guidance of the chemistry department.
Academic Grants are awarded to students on the basis of financial
need as demonstrated by the College Scholarship Service. Students who are admitted to Augsburg College but do not qualify
for a scholarship may be considered for an academic grant or financial award'. These awards range in amount from $100 to $600 and
may be renewable for four years with a grade point average of 2.0
(C average).
SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN
Departmental Scholarships of varying amounts are awarded each
year to students who are highly recommended by the chairman of
their ma)or department. These scholarships are renewable if the
student maintains a scholastic average of 2.75 or better.
Alumni Achievement Scholarships are awarded to outstanding students in the freshman, sophomore, and junior classes for use the
following academic year. The scholarship fund., which is equivalent to three half-tuition scholarships, is awarded on the basis of
previous academic performance. No award will be in excess of
financial need.
The Augsburg College Women's Club Schdarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship
is awarded annually to a student studying choral music.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund was
established in 1960 by gifts from the Burntvedt family and through
a church-wide offering, to honor the memory of Dr. T. 0.Burntvedt
who was President of the Lutheran Free Church from 1930 to 1958.
One or more scholarships are awarded annually to a student or
students in the senior class who are preparing for the ministry.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of the
Augsburg faculty from 1943 to 1954. One or more scholarships are
awarded annually to able and deserving junior or senior students.
The M. J. Estrem Scholarship was established in 1965 by Mr. and
Mrs. M. J. Estrem of Minneapolis to provide an annual scholarship
for some worthy student of the College, such student to be selected
upon the recommendation of the Scholarship Committee of the
College.
Augsburg awards Foreign Student Scholarships each year to deserving students from other countries. These scholarships may be
awarded in amounts up to the equivalent of full tuition.
The Gamble-Skogmo Foundation Scholarship Fund, established
in 1965, makes possible the awarding of one or more scholarships
each year to upperclass male students interested in careers in the
field of business.
The 0. I. Hertsgaard Scholarship was established in 1966 by Mr.
and Mrs. 0. I. Hertsgaard. One or more scholarships will be awarded
annually to junior or senior students who have demonstrated a
proficiency in choral and/or instrumental music, who show interest
or potential in conducting and show promise of overall academic
success.
The Keith E. Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory of their son who gave his life in the conquest of Okinawa.
The scholarship is awarded annually to a student selected on the
basis of academic achievement, personal character, and ability in
the field of athletics.
International Milling Company Scholarships are funded by contributions made by the International Milling Company to the Minnesota Private College Fund. These scholarships of variable amounts
are awarded annually to able and deserving upper-class students.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200 to be applied on tuition at Augsburg College. It is to be awarded
to an American Indian student selected on the basis of scholarship
and economic need.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It
is awarded annually to a student in the College. The award, in the
amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
1
The Magnus A. Kleven Family Scholarship was established in 1956
by members of the family to honor their parents. The scholarship
is awarded annually t o a student on the basis of academic achievement, personal character, and promise of achievement in the field
of physical education.
Lutheran Brotherhood Scholarships of $500 each are provided
by the Lutheran Brotherhood Life Insurance Society and awarded
each fall to outstanding Lutheran college seniors. The students are
selected by the College in the spring of the junior year on the basis
of religious leadership and scholastic standing.
Aid Association for Lutherans Scholarships were established in
1966 from funds given by Aid Association for Lutherans Insurance
Company. These scholarships of variable amounts are awarded
annually to able and deserving upper-class students who are policy
holders.
David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance
during the term in which they are doing student teaching.
The Onesimus Scholarship, established in 1962 by Mr. and Mrs.
James Helleckson, is awarded annually in the amount of $300 to
an Augsburg student or graduate who is preparing for service in
the Christian ministry.
--
in memory of Henry P. Opseth, former head of the Music Department and director of the Augsburg College Choir. It is awarded
annually to a sophomore or junior student d outstanding promise
in the field of music.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph
Paulson who taught social science at Augsburg from 1930 to 1935,
is awarded annually to a college student for the best essay written
on an assigned subject in the field of Christian sociology. The
amount of the prize is $50.
The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded
annually to freshman students who, without assistance, would be
unable to pursue higher education.
The Reader's Digest Endowed Scholarship Fund, established in
1965, provides an annual scholarship for a deserving and able upperclassman.
The Reverend Olaf Rogne Memorial Scholarships were established
in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, business administrator of the college from 1940
to 1952. Three awards of $500 each are made annually to seIected
students preparing for Christian senrice.
I
The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory.
As an expression of Christian concern for the problems of social
injustice, this scholarship is awarded periodically to an American
Negro student.
Social Service Scholarship Program is sponsored by the Division
of Charities of the American Lutheran Church. Two scholarships of
$300 or three scholarships of $200 will be awarded each year to
students at Augsburg College. The recipients must be juniors or
seniors of the Lutheran faith who are enrolled in social work
courses and plan to continue training in a graduate school of smial
work. In addition to scholastic achievement, a student's interests,
aptitude, and skills in working with people are considered in making this award.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Ausgburg College Choir from
1950 until the time of her death in 1953, was established in 1955
by her parents, Mr. and Mrs. Iver Solberg and her brother, Donran.
It is awarded to an Augsburg student who has music as a major
or minor and who shows outstanding promise or achievement in
the art of singing.
The Marguerite Hamilton Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory.
A scholarship of $300 will be awarded annually to an able and
I .
I
I
deserving junior or senior student recommended by the scholarship
committee.
The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends to honor the memory of P. A. Sveeggen,
professor of English at Augsburg from 1915 to 1952. The award
of variable amount is made annually to an outstanding student in
the field of English.
Tozer Scholarships of $500 each are awarded annually to outstanding Junior or Senior students who are residents of the state of
Minnesota. Monies for these scholarships are provided by the Tozer
Foundation, Inc., of Stillwater, Minnesota.
The Edward Yokie Memorial Scholarship was established in 1962
by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward
Yokie. A scholarship will be awarded annually to an able and deserving junior or senior student recommended by the scholarship
committee.
Memorial Scholarship Foundation. Undesignated memorial gifts are
placed in the Foundation Fund. Income from these endowment gifts
is used to provide scholarships d varying amounts. The scholarship committee selects students who are able and deserving.
The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown
Prince Harald of Norway to the Augsburg campus in October,
1965. This annual scholarship provides one year's full tuition for
a student from Norway who wishes t o study at Augsburg. The
recipient is chosen from applicants by a committee in Norway
set up for this purpose.
The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry t o honor
the memory of Manivald Aldre, assistant professor of chemistry
a t Augsburg from 1949 t o 1958. The annual award is made t o a
student whose academic record indicates promise of achievement
in the field of chemistry.
-
3
The Carl Fwse Memorial -h~
'p was established i
1960 by the Department of Chemistry t o honor the memory of Carl
Fosse, professor of chemistry a t Augsburg from 1921 to 1942. The
annual award is made t o a student whose academic record indicates
promise of achievement in the field of chemistry.
The Covey Hendrickson Memorial Chemistry Scholarship
established in 1967 by the family and friends and the Department
of Chemistry to honor the memory of Covey Hendrickson, a student of chemistry a t Augsburg until his death in June, 1966. The
annual award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
I
3
The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship
was established in 1961 by the chemistry staff. The award is made
annually to a chemistry student whose record indicates promise
in the field of chemistrv.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in
1963 by a gift from Dr. Sandstrom, retired professor of bi'ochemistry
at the University of Minnesota. The annual award is made to a student whose academic background indicates promise of achievement
in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship was
established by friends and the Department of Chemistry in 1960
to honor the memory of Walter Gordon Schnell, a student omf chemistry a t Augsburg until the time of his death in January, 1960. The
annual award ia made t o a student whose academic background indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship w a s
established in 1963. This annual award is made to a student whose
academic background indicates promising achievement in the field
of chemistry.
I
GRADUATE SCHOLARSHIPS
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus of Augsburg in order
to encourage and assist promising students in the carrying out of
projects of graduate study.
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching. The amount of the Fellowship is five hundred dollars.
STUDENT
EMPLOYMENT
An employment
assists students
the school year,
and off-campus
II
service, located in the Student Personnel Office,
in obtaining part-time remunerative work during
Christmas vacation, and summer. Both on-campus
jobs are available.
I
ADMISSION
APPLICATION PROCEDURE
Applications for admission are provided by and submitted to the
Office of Admissions, Applications may be obtained by visiting,
writing, or calling (332-5181). A majority of the applications are
received between September and January of the students' senior
year in high school. Although the closing date for making application for the fall term is August 1, the class may be filled well
in advance of this date.
An early decision plan is available for highly-qualified applicants
who apply before December 1. These applicants are notified concerning admission on the basis of grades through the junior year
and college aptitude test scores. Students applying after December 1 will generally not be notified concerning admission until after
the Scholastic Aptitude Test scores have been received by the
college. A $100 tuition deposit is due before May 1, with earlier
payment giving preference in the assignment of campus housing.
Students admitted after May 1 are required to make the $100 tuition deposit within two weeks of notification of acceptance. The
tuition deposit is not refundable but applies to the cost of tuition.
An interview on campus is encouraged.
Instructions for applying for admission:
1. Return the application form with a $10 application fee
(non-refundable) and a photograph to:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
2. Request your counselor or principal to send us a transcript
of your high school record and all test results. Transfer
students will request the previous college or colleges to
send an official transcript of grades together with results
of standardized tests taken.
3. The Scholastic Aptitude Test (SAT) of the College Entrance
Examination Board is required for admission. The test should
be taken early in the senior year or late in the junior year.
See your counselor or principal about registering for the
SAT or write to College Entrance Examination Board, c/o
Educational Testing Service, Box 592, Princeton, New Jersey. Transfer students are not required to take the SAT.
ADMISSION REQUIREMENTS
The quality of a student's work in high scho'ol, type of course program, scores on college aptitude tests, extra-curricular pal-ticipation, and recommendations are important factors in considering an
application for admission. Augsburg College seeks students who
rank high in their high school graduating class, a t least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board.
It is recommended that a student have a least 12 academic subjects in his college preparatory curriculum, which should include
four units of English, and a t least two units each of a foreign language, social studies, mathematics, and science. A unit is defined
a s a course covering one academic year and equivalent to at least
120 hours of classwork.
A recent physical examination is also required. Students will be
provided with blanks early in the summer to be filled out and returned to the Student Personnel Office by August 1. The health
report must be received before the student will be permitted to register.
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory
and they are in good standing. College credit is granted for liberal
arts courses satisfactorily completed a t accredited institutions. A
maximum of 95 quarter credits is allowed on transfer from a junior
college. The college reserves the right not to grant credit for
courses where it considers the work unsatisfactory, and to grant
provisional credit for work taken in unaccredited institutions. The
grade point average for graduation is based on work taken a t
Augsburg.
ADVANCED PLACEMENT
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, to enroll in courses
beyond the beginning course. Placement may be determined by
tests, or by the level and length of the course previously completed.
ADVANCED STANDING
Advanced standing, that is, college credit, is granted t o high school
students who have successfully completed a college-level course
provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations.
CAMPUS
q-
There are many influences which mould life and character in college. While the exercises d classroom, laboratory, and library
form the organizing basis of college activity, they need to be supplemented by other than academic forces. These intangible but very
real supplementary influences have much to do with creating the
climate of an institution. At Augsburg definite emphasis is placed
upon the maintenance of a whoiesome spirit of ~hristianc&rnunity living.
:,!,
I.
!<i
THE CHAPEL SERVICE
At the center of Augsburg's program is the daily chapel service,
where the faculty and students gather for united worship, prayer,
and a brief meditation upon the Word of God. Regular attendance
is expected of all students and faculty.
COMMISSION OF
RELIGIOUS ACTIVITIES
The Commission of Religious Activities, composed of students and
faculty, is responsible to the Augsburg community for the implementation of the religious program. Chairman of this Commission is a student, who is also a member of the Student Council.
Although Augsburg College does not believe that religious life
can be separated from the rest of life, this Commission does see
its major responsibility in relation to worship, devotional life, and
the stimulation of faith through discussion and service.
RECREATION STANDARDS
AND DISCIPLINE
At Augsburg all of the work of the college rests on certain Biblical affirmatives about human nature and man's relation to God.
As a Christian liberal arts college, Augsburg takes these relationships seriously and therefore seeks to educate the whole man.
It follows that one of its important responsibilities is to establish
programs and policies that contribute to this end.
.
''?
"'
,
!>
-
It is expected of each student that his life, conduct and influence, both on and off campus, shall be worthy of a member of a
Christian college, and students who do not feel drawn to this
quality of life should not seek to be enrolled at Augsburg.
Without attempting to dictate to the individual conscience, the
college reserves the right to ask its students to adapt themselves
to the social and recreational program approved by the college.
It reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic
reasons.
It is the policy of the college that such action shall be taken only
after the available campus resources of counseling and judicial
processes have been utilized. Thus, disciplinary problems are first
d,
..
'!D
.
:lf:
,*
-
dealt with through counseling. Those not solved this way are
channeled to a student-faculty Judicial Council through the Office of the Dean of Students. In all cases, careful investigation and
the privilege of a hearing precede any disciplinary action.
In seeking to develop a constructive recreational program, some
limitations have been placed on certain activities. The college is
opposed to all forms of gambling. The college does not allow
the possession or consumption of alcoholic beverages in residence
halls, in any college-approved place of residence or a t any collegesponsored event. Minnesota state law forbids the possession or
consumption of alcoholic beverages by people who are not 21
years of age.
CONVOCATION
Convocations are held on Wednesdays throughout the year. These
programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL, CULTURAL
AND RECREATIONAL
PROGRAM
In attempting to meet the needs and interests of Augsburg students, use is made of all existing facilities on campus and many
of those which are available in the Twin Cities. Much activity
outside the classroom occurs in the College Center. There the college community is drawn together by social, recreational, and cultural activities. The activities program is designed to complement
the classroom experience and to enhance the student's college experience.
Throughout the year a variety of social activities are held in the
center, in residence halls, and elsewhere on campus. These social
activities include parties, teas, picnics, films, banquets, dances,
talent shows and special dinners and big-name entertainment.
Traditional highlights of the year are Homecoming, the Christmas
Buffet, Sno-Days, the Carnival, and the spring formal dance.
Many students take part in the social society system a t Augsburg
by joining either a men's or women's society. These societies are
small groups which provide a natural contact between upperclass
students and freshmen, and commuter and residence students,
as they plan activities. The society system is governed by the InterSociety Council which, in turn, is responsible to the Student Council.
The recreation program has activities for both participants and spectators. The intramural program under the direction of the Physical
Education Department features touch football and basketball. On
campus such recreational facilities as pool tables, ping-pong, and
bicycles are available in addition to the facilities in Melby Hall.
Students also enjoy tennis at nearby parks and swimming a t Fairview Hospital. In the winter, students go on skiing outings or stay
on campus to ice skate. There are informally organized soccer and
boot-hockey teams. For the spectator there are the intercollegiate
athletic contests. Students may attend home games on their activity card. For many of the away games bus transportation is
arranged for those wanting to attend.
The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, music listening facilities, small recitals, concerts, drama
readings and films. Art works are also exhibited in the Studio and
the Scholarshop. Augsburgians also enjoy the annual choir, orchestra, and band concerts in Melby Hall. The college also features
a major dramatic production each term in the Little Theatre. Students are admitted free to on-campus dramatic and musical programs by their activity card.
Major responsibility for programming is handled by the Program
Commission. The committees under the Program Commission are
Social, Recreation, Fine Arts, Forum and Lecture, Hospitality, and
Promotion.
METROPOLITAN OPPORTUNITIES
Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art
collections are to be found in the Minneapolis Institute of Arts,
the Walker Art Center and several other art galleries. The Twin
Cities' libraries are extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other
concerts afford rich opportunity for the enjoyment of music. Several theaters in the Twin Cities such as the Tyrone Guthrie Theater,
Theater-in-the-Round, the Old Log Theater, the Firehouse Theater,
and St. Paul Civic Opera Company provide a variety of dramatic
and musical presentations.
Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and for drama productions a t the University and Tyrone
Guthrie Theaters. Students also enjoy Minnesota Twins baseball
and Viking football games a t Metropolitan Stadium.
The Student Society consists of all full-time and part-time students
enrolled a t Augsburg College.
The central concern of student government is focused on education
to the end that individuals may develop their full capabilities
through intellectual growth. The student government relates to
this broad objective by assuming responsibilities for furthering
student affairs, educating members to the democratic process, developing a sense of community, fostering intellectual activity, and
participating in policy making.
STUDENT
GOVERNMENT
The administration, under the direction of the president, resides in
the executive branch. Seven commissioners are each responsible
to the president for one of the major areas of student life. Eight
boards also assist him in his work.
The Student Council, presided over by the vice-president, is the
twenty-member legislative branch of the government. Each of the
college classes has its own officers and participates in student
government through its representatives on the council.
The Judicial Council is a student-faculty judiciary whose rulings are
subject to appeal only to the President of the College.
The Student-Faculty Council, composed of students, administration
and faculty, discusses campus problems, considers legislation
adopted by one group or the other which affects the college as
a whole, and promotes cooperation and understanding between the
students, the faculty, and the administration. The students also
have representation on college committees such as the President's
Cabinet, the College Center Cabinet, and several faculty committees
The Student Society is a member of the National Student Association, the largest representative national union of students in the
United States. Through this organization the students receive programming aids for use on the campus, and add their voice to the
voice of all American students before the national government and
other organizations in matters of student concern.
The Student Government directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Development
Council, Welcome Week, Sno-Days, International Students Program, Faith-in-Life-Week, College Center Programming, relationships with community organizations and contacts with
neighboring institutions of higher education.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop meaningful selfgovernment. It aims to create a sense of harmony and fellowship,
to promote and maintain high standards of honor and integrity
in personal conduct, and to encourage participation in all college
activities. It is affiliated with the Inter-collegiate Associated Women Students, a national organization. AWS has an on-campus council and an off-campus council which deal with the problems and
programs of their respective areas.
The college newspaper, The Augsburg Echo, is published by a student staff. The Echo serves as a voice of the student body as well
as a medium of information. It provides an opportunity for experience in the many phases of journalistic work.
PUBLICATIONS
Augsburg's yearbook, the Augsburgian, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in
photography.
The Publication Commission is comprised of the editors, business
managers, and advisers of the Augsburgian and the Echo. The chief
responsibility of the Commission is to select editors and business
managers for the campus publications.
The Auggie is a directory of students, staff, and faculty and is
published under the direction of the Office of Public Relations.
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effective participation, students with similar interests have united to form clubs.
Several of these are extensions of courses beyond the classroom.
Others are devoted to interests not offered in the curriculum.
All these organizations are cu-ordinated through the Student Organizations Commission of the Augsburg Student Society. This
Commission acts to evaluate club activities, to approve annual
schedules, and to represent clubs at Student Council and Executive
Council meetings.
The Augsburg Chemical Society is open to both majors and minors
in chemistry. The meetings consist of seminars on current topics
in this specific area.
The Augsburg College Association for Childhood Education is an
organization especially for students in the elementary education
program. It is concerned primarily with professional standards in
the teaching profession, educational changes, and needs of children in the field of elementary education.
CO-CURRICULAR
PROGRAM
Augsburg College Children's Groups involves students who meet
weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they
show their concern for these children by their own personal involvement.
The Augsburg YGOP Club and YDFL Club aim to stimulate interest
in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities.
The Augsburg Society for Dramatic Arts provides for its members
an opportunity to learn from participation in stage presentations
and from field trips, as well as from reading and seeing plays
produced. Membership is open to all students. Membership in
National Collegiate Players represents recognition for continued
excellence in drama participation. It is open to qualified upperclassmen.
The "A" Club is limited to men who have won a major "A" at
Augsburg. The aim of this organization is "to bind the 'A' men
of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language, and
people of various countries.
The Debate Club fosters debate activity at Augsburg as it meets
to develop skills necessary in debating. Members of the club
represent Augsburg in the Twin Cities Debate League and other
intercollegiate tournaments.
The French Club is composed of students interested in the French
language and culture.
The German Club is open to all students who are studying or
have studied German. In addition to providing opportunity for
conversational practice, the club also promotes understanding
and appreciation of the German people, their achievements and
customs.
Karate Club is organized to provide instruction in classical Karate
for Augsburg men and women students. It also promotes better
understanding of Karate itself and of the various schools of Karate.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Pre-Sem Club, composed of all pre-seminary students at Augsburg, is an organization that expresses concern for spiritual life
at Augsburg, as well as acquaints its members with the vocation
of the Christian ministry.
The Psychology Club promotes interest in various fields of psycholowThe Ski Club is a recreation group promoting interest and developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish culture to students in an informal way.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession.
The Ushers' Club is a service organization providing trained ushers
for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual
criticism. They publish The Arkai, a collection of the best creative writing each year.
The Women's Recreation Association at Augsburg is a member of
the Minnesota Athletic Association of College Women. Membership in this organization is gained by participation in individual
and group recreational activities with awards given on a point basis.
The Augsburg Concert Band numbers fifty members selected by
audition from all classes. In addition to local appearances, the
band tours annually to various parts of the United States.
The Augsburg Choir has sixty-five members selected by audition
from all classes. In addition to local appearances, the choir goes
on tour each year to various parts of the United States and occasionally to Canada. The choir toured Norway and other European countries in 1965.
The Augsburg College Choral Club performs frequently in campus
programs and concerts and sings at various churches in the Twin
City area. Membership is by audition or consent of the director.
The Augsburg College Orchestra presents programs of standard
repertoire for orchestra alone as well as with soloists and choral
groups. In addition to campus and local appearances, the orchestra tours in the Midwest. Membership is by audition.
Larger campus musical groups also include the Repertoire Band
and the Symphonia.
MUSIC
ORGANIZATIONS
--
PHYSICAL
EDUCATION
AND
RECREATION
Under the direction of the Department of Health and Physical Education, a wide range of recreational activities is arranged for general
student participation. Every student is urged to participate in some
activity for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well a s individual performance activities. Climaxing the
intramural program is the Extramural Meet, a tournament for the
winners of intramural schedules in various colleges.
INTERCOLLEGIATE ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football, cross country, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
PURPOSE AND PHILOSOPHY
OF INTERCOLLEGIATE ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the
college recognizes that recreation and play are a fundamental part
of human life, and that this phase of life needs to be cultivated if
physical, mental, and emotional health are t o be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to
the fact that competitive play can contribute to the development of
student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in
and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be
of special use t o him in such vocations as teaching and coaching
or recreational leadership, or in his own recreational activities.
Far from being set apart from his educational goal or in any way
competing with it, the student's participation in intercollegiate
athletics must either contribute directly t o this goal or be complementary to his other educational activities. (3) The student
spectator should acquire and exhibit some of the finer qualities of
Christian character, such as self-restraint, sense of fair play, appreciation of high-grade performance on the part of both opponents
and fellow-students, and respect for individual personality. (4) The
intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it take
the place of a well-rounded and effective intramural and general
recreational program.
-
ELIGIBILITY
REQUIREMENTS
In order to participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations
check eligibility of candidates by submitting a list to the Director
of Student Activities for approval.
Eligibility for participation in intercollegiate athletics is governed
by the rules of the Minnesota Intercollegiate Athletic Conference.
A student on academic probation may not be a member of the
Augsburg College Choir, Concert Band, or the Orchestra. He is not
eligible t o participate in a major dramatic production, cheerleading,
student publications, societies, or to accept elected or appointed
student-government offices or chairmanships. This list is not inclusive and other activities may be designated.
HONORS
AND
AWARDS
The purpose of Beta Chi Epsilon is to honor those senior
women who have maintained a high level of academic achievement and who have shown loyalty by giving service and
leadership to the college community. In turn, it is the responsibility
of these women to foster the development of academic excellence,
leadership, and service among women students of Augsburg College.
On the 1927 Class Cup for Scholarship Trophy is engraved the
name of each student who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for at least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to students with a major or minor in English or a foreign
language, who have attained a high scholastic average and have
presented a paper on a literary topic before a public audience.
The purposes of the Timia Society, the Augsburg honor society, are
to recognize academic achievement and to promote scholarship.
Juniors and seniors who ,have earned a 3.5 grade point accumulative average are eligible for membership, while freshmen and
sophomores with a 3.25 grade point average may be admitted as
pledges.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association of
College Honor Societies. A high level of scholarship in the social
sciences is required for election to membership.
The Dean's List includes students who have achieved a grade point
average of 3.5 or better in the previous term of work a t Augsburg
College.
The 1925 Class Cup in Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be
the most valuable player on the basketball team.
Outstanding seniors are nominated annually by a Student-Faculty
Committee for membership in Who's Who Among Students in
American Colleges and Universities. Special attention is given
to scholarship, leadership and participation in extra-curricular activities such as athletics, drama, music organizations, societies,
student government and community activities.
Institutional services t o students are organized and administered
in accordance with plans and policies established by the Student
Personnel Committee. Included are such services as Admissions,
Counseling, Testing, Freshman Orientation, Student Records, The
Student Health Sewice, Housing and Food Service, Placement,
Student Employment, and Coordination of Student Activities. The
administration of these services is centered in the Office of the
Dean of Students.
STUDENT
PERSONNEL
SERVICES
ADMISSIONS 0
Pre-college counseling concerning admissions requirements, college entrance examinations, financial aids, and career planning
is available from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes a s the counselors travel throughout the Upper Midwest.
In addition to high school seniors, sophomores and juniors are
encouraged to use these services and also to visit the campus if a t
all possible.
COUNSELING
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning experiences offered at Augsburg College. Matters such as uncertainty
over vocational choice or educational planning, religious uncertainty, health or financial problems, personal and social adjustment and personal deficiencies can interfere with the learning
process and are dealt with in counseling sessions. It is hoped that
through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener
awareness of resources available to them as they meet the problems of daily life.
At Augsburg the counseling process is carried on a t several levels.
All faculty members participate in the counseling program, and
each new student is assigned to a faculty counselor who works
with him until he chooses a major field of study. At that time,
the major adviser becomes his counselor. In addition, there are staff
members who have specialized training in counseling and techniques
for dealing with problems of adjustment. The personnel deans
serve as special counselors. The counseling program is coordinated
through the Director of Psychological Services in the Office of
the Dean of Students in accordance with the plans and policies
established by the Student Personnel Committee.
RECORDS
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission
data, academic achieve~ment,student participation and achievement
in non-academic activities, test scores, reports of counseling, and
other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
THE STUDENT HEALTH SERVICE
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located in
Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering,
each entering student is required to have on file the report of a
physical examination given by his family physician. Corrective
treatment is prescribed where needed.
Students who have personal problems are encouraged to seek help
through counseling conferences. If a serious problem develops
which demands professional skill, the student is referred to the
offices of the personnel deans. Referrals may be made to the College Chaplain, or the College Psychologist.
FRESHMAN ORIENTATION
Freshmen and other new students participate in Freshman Days
before the beginnicg of classes each year. The students take tests,
attend classes, inspect the college facilities, and become acquainted
with their fellow students, with the faculty, and especially with
their own faculty counselors. The faculty counselors and students
have several conferences during which they plan the student's
program of study.
All new students are given a battery of tests during Freshman
Days. Scholastic Aptitude Test scores and special placement test
scores are used by counselors to help students plan their initial
programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to
make a good choice of subjects and occupational goals.
A special course in improvement of reading is offered for interested students. Freshmen who expect difficulty with the increased
quantity and complexity of the reading material encountered in
college are especially urged to enroll in this course.
HOUSING AND FOOD SERVICE
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of
others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls
are direct influences on their general efficiency in the classroom.
In an effort to provide these opportunities for development, student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the head residents and personnel deans.
Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The
head residents and personnel deans serve as resource people for
these counselors and handle cases referred to them.
All students not living a t home are required to live in collegeoperated housing. Students desiring to reside in the city with
relatives must first secure approval for such an arrangement from
the Student Personnel Office. All students living in residences
take their meals in the Commons. The college also provides a
number of houses for men and women with a cooperative houseplan option.
Residence halls are open to students a day before regular schedules become effective, and they close a day after the term closes.
Students who wish to stay in residence during vacations must
apply for the privilege. Rooms are furnished except for bed linen,
towels, blankets, and bedspreads. Laundry facilities are available
in each residence. Bed linens and towels may be rented with
laundering service a t a reasonable cost. This service is required
of all students in residence halls. An optional linen service is
available to students living in houses.
Students engage a room at the beginning of the fall term for the
entire school year. A room deposit is required of upper-class students to hold a room. This fee is payable a t the Treasurer's Office
by May 15. Students who have not paid the room deposit by this
date are automatically removed from the housing roster. No refunds are made after August 1.
All men living in Memorial Hall, Mortensen-Sivertsen Hall
cottage housing, are required to pay a $20 key and breakage
a t the beginning of each school year. At the end of the year
fee is refunded if the condition of the room and furniture is
isfactory and the key is returned.
and
fee
the
sat-
GRADUATE PLACEMENT
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions a t the local, state,
and national levels. The services of the Placement Bureau are free
t o graduating seniors. Alumni seeking the services of the Placement
Bureau will be charged a re-registration fee of $5. There is no
placement fee.
CO-ORDINATION OF STUDENT ACTIVITIES
The Director of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps
on file the club constitutions, rosters, and schedules of meetings.
Faculty advisers to student organizations are approved by the Director. The program of student activities is a primary responsibility of the Program Commission and the Student Organization
Commission in addition to other Boards and Commissions under
the Augsburg Student Society.
A weekly bulletin of events is prepared for the Echo by the Student Personnel Office. The college Master Calendar is kept in the
Office of Student Activities.
GRADUATION REQUIREMENTS
Following are the requirements for graduation with the Bachelor of
Arts degree from Augsburg College:
1. Satisfactory completion of the General Education Requirements
described below.
2. Completion of a major.
3. A total of 180 quarter credits. (186 for students above junior
standing in fall of 1968)
4. At least 54 credits in courses numbered above 50.
5. A minimum of "C" average in all courses taken.
6. Proficiency in English,
7. The last year of course work at Augsburg.
GENERAL EDUCATION REQUIREMENTS
The general education program at Augsburg College consists of
core and distribution requirements as follows:
1. English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2. History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3. Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4. Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5. Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . 1
6. Art 1 or Music 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
7. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
8. Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
9. Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18
10. Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12
11. Political Science or Economics . . . . . . . . . . . . . . . . . . 4
12. Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
13. Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8
credits
credits
credits
credits
credit
credits
credits
credits
credits
credits
credits
credits
credits
The first five courses listed above should be taken in the freshman
year, except that students with majors in biology, chemistry, music,
or medical technology may postpone history or sociology until the
sophomore year. Religion 21 is required in the sophomore year. It is
recommended that the general education requirements be completed
in the first two years of college, except item 13 above. One upper
division religion course should be taken in each of the junior and
senior years.
Students who enter college with a high proficiency in English will
enroll in English 15 instead of English 11 and will substitute a literature course for English 12.
The number of credits required in a foreign language is determined
by proficiency examinations. The student is required to have the
equivalent of four terms of a foreign language for graduation, that
is, two terms of the beginning course and two terms of the intermediate level course. He is exempt from this requirement if he
has had four years or more of one foreign language.
In the natural sciences, two courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended
who obtain a grade of A or B in the first course d science have
ACADEMIC
ADMINISTRATION
that the two courses be taken in the same department. Students
the option of taking Philosophy of Science for the second course.
Philosophy 21 and 22 are designed to meet the philosophy requirement. Philosophy 23 may be used also.
Students may choose from Political Science 20, 21, 22 or Economics 22 for the requirement in political science or economics.
The general education requirement in speech or literature will be
satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request
a student may substitute another literature course by permission
of the instructor.
MAJORS AND MINORS
The following majors are offered:
American Studies
Art
Biology
Business Administration: Accounting
Business Administration: Finance
Business Education
Chemistry
Economics
Elementary Education
English
French
German
Greek
Health and
Physical Education
History
Mathematics
Medical Technology
Music
Natural Science
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Scandinavian Studies
Social Sciences
Sociology
Spanish
Speech
Students are required to prepare a plan for the major with the
head of the department offering the major. This is normally done
in the spring term of the sophomore year.
A student may earn a minor in any of the fields listed above except
Elementary Education and Medical Technology. Minors are also
offered in Library Science and Latin.
For major and minor requirements, see departmental statements.
ELECTIVE CREDITS
Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the
major and for general education.
To ensure a broad range of electives, a limitation of 60 credits has
been set as the maximum number o,f credits from one department
which may count toward the Bachelor of Arts degree. (Exception
is made for music majors who may count 68 credits in music.
Business Administration and Economics are considemd separate
departments for this purpose.) A student may earn up to five
credits in independent study courses in one year. A maximum
of ten credits earned by independent study may be applied toward
the 180 (or 186) credits re uired for the degree.
d
-
rn
I
PROFICIENCY IN WRITING
All students are required to take an English test a t the end of the
sophomore year and. must demonstrate a proficiency in writing in
order to qualify for the A.B. degree. See under Department of English.
DEGREE WITH DISTINCTION
Graduation with distinction is determined as follows:
Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3 . 8 4 . 0 grade average
Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79+ grade average
Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1-3.49+ grade average
To be eligible for these honors, the student must have completed
a t least two years d work a t Augsburg, and his record at Augsburg, as well as his total record, must meet the requirements as
given above.
GRADE VALUES
A . . . . . . . . . . . . . . . . . . . . . . . . Superior, 4 grade points per credit
B . . . . . . . . . . . . . . . . . . . . . . . . . Very good, 3 grade points per credit
C . . . . . . . . . . . . . . . . . . . . . Satisfactory, 2 grade points per credit
D . . . . . . . . . . . . . . . . . . . . . . . . . . Passable, 1 grade point per credit
F . . . . . . . . . . . . . . . . . . . . . . . . Failure, 0 grade points per credit
E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Condition
I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete
WP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing
WF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing
W . . . . . . . . . . . . . . . . . . Course withdrawn during first four weeks;
or student withdrew from college.
S (satisfactory), P (pass), N (no credit) indicate level of achievement; they do not affect grade point average.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of a term must
be removed within the first five weeks of classes of the following
term. If conditions and incompletes are not removed within five
weeks of the following term, the condition auto~maticallybecomes
a failure and the incomplete becomes the grade submitted by the
teacher along with the Incomplete. The final grade after the condition examination is taken may not be higher than D. A fee of
$5 is charged for an examination making up an incomplete or a
condition received a t the end of a term.
REPEATING COURSES
A course which has been failed or in which a D has been earned
may be repeated for credit. Only the credits and grade earned the
second time are counted toward graduation. Courses in which
higher grades have been earned may not be repeated for credit;
they may, however, be audited.
REGISTRATION
Students who have been accepted for admission should register
on the days designated in the Calendar for this purpose. Those who
register late are charged a late registration fee of $1 per day after
classes begin. The last date on which a student may register for
or enter a course is one week after the beginning of classes. Registration for audit requires the same procedure as registration for
credit. Audit registration is considered equal to one-half the credit
registration in determining load and fees.
Registration means that the student accepts all the rules and regulations established by the school.
No credit will be given a student for any subject for which he has
not registered.
The college reserves the right to cancel any course for which there
is not sufficient registration.
The normal registration is 15 credit hours. A credit hour is normally defined as one recitation period a week throughout a term. The
privilege of registering for more than 17 credit hours is granted to
students who have gained an average record oi B, or three grade
points per credit, in the preceding term. No student is permitted to carry work for more than 19 credits per term. Students
working part-time are urged to arrange the amount o,f their registration accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
A student who desires to make a change in his registration should
obtain a form from the Registrar's Office. The approval of the
teachers concerned, the student's adviser, and the Registrar are
needed. A fee of $2 is charged for each change of registration after
the first three days of classes. No course may be added after the
first week of classes.
A course which is cancelled during the first four weeks of classes
is followed by W. After the first four weeks and before the last
three weeks of the term, a course which is cancelled is given a grade
of WP if the student is passing and WF if he is failing the course.
No course may be cancelled during the last three weeks of the
term.
A student who finds it necessary to leave school before the end
of a term must cancel his registration a t the Registrar's Office in
order to remain in good standing.
CLASSIFICATION
In order to be classified in one of the regular college classes, a
student must be carrying a minimum of 12 hours of work in which
college credit is given. Classification is based on the attainment of
the following number of credit hours with at least twice that number of grade points:
Credits
Grade Points
36
72
Sophomore
84
168
Junior
130
260
Senior
Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as special
students.
PROBATION AND DISMISSAL
A student is placed on scholastic probation at the end of any term
in which his achievement is unsatisfactory. The following guidelines are used in placing a student on probation with the overall
average entering in as an additional factor.
First-year students with a grade point average of 1.5 or below
Second-year students with a grade point average of 1.6 or below
Third-year students with a grade point average of 1.8 or below
Fourth-year students with a grade point average of 1.8 or below
All students with 7 or more credits of F.
In order to be removed from probation, a student must achieve a
grade point average of 2.1 or better for at least one term.
A student will usually be allowed to continue on probation for two
terms. If his academic achievement has continued to be unsatisfactory, he will be dropped for low scholarship.
CLASS ATTENDANCE
Regular class attendance is required of all students in lo,wer division courses. Attendance in upper division courses is voluntary
for juniors and seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of attendance,
is kept and periodic reports on absences are submitted to the Registrar.
Students who find it necessary t o be absent because of illness or
for other reasons should report the reasons for the absence to their
teachers. For prolonged absence of over one week due to illness,
the student may obtain an excuse signed by the Health Service if
this is requested by the teacher.
Students with an excessive number of absences not excused by the
teacher may be dropped from the course with a grade of F.
Absences for tours, field trips, and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued by
the Dean to all instructors involved, but the student is still responsible for any work missed.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
EXAMINATIONS
Tests are given periodically throughout each term. In the middle
of the fall term, reports of the grades attained by- freshmen are
made to the Registrar who forwards them to the counselors, parents, and students. Final reports are sent at the end of each term
to the parents and students.
Written examinations are regularly scheduled a t the close of each
term. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination will result in a grade of failure
unless the student presents a reasonable excuse immediately to the
teacher concerned.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled,
he is charged a fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the
Registrar's office and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations may be permitted in courses in which
the Committee on Admissions and Student Standing believes the
student has adequate preparation or background. Students who wish
to take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the Office of the Registrar. A fee of $5
($10 for students not currently enrolled) is charged for each credit
hour and must be paid in advance. Examination questions and the
answers will be filed in the Registrar's Office.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registrations will
not be allowed unless the student has a C average in his courses
at Augsburg. Also, the combined number of credits in any term
must not exceed 17. The credits thus gained a t the University may
be transferred to Augsburg College and counted towards graduation.
COURSES
OF
STUDY
Descriptions of the courses offered in 1968-70 are given on the
following pages. Unforeseen circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled.
Students should consult the schedule of classes to determine definitely the current course offerings.
NUMBERING OF COURSES
Courses numbered below 50 are lower division courses; those numbered 50 and above are classified as upper division. In general,
courses numbered 1-19 are primarily for freshmen; 2 0 4 9 for
sophomores; 50-74 for juniors; and 75-99 for seniors.
SYMBOLS
# Course may be taken with consent of the instructor irrespective
of prerequisites.
CREDITS
Credits shown are in terms of quarter credits. Unless otherwise
stated a four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in
length, and the normal load for a student is 15 credit hours per
term.
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is
appointed for a two-year term.
Major and minor requirements are indicated in the departmental
statements.
DIVISION of the HUMANITIES
Mr. Raymond E. Anderson, Chairman
Department of Art
Department of Classical Languages
Greek; Latin
Department of English
Department of Modern Languages
French; German; Scandinavian Studies; Spanish
Department of Music
Department of Speech
DIVISION o'f NATURAL SCIENCES and MATHEMATICS
Mr. Theodore Hanwick, Chairman
Department d Biology
Department of Chemistry
Department of Health and Physical Education
Department of Mathematics
Department of Physics
7
[7 DIVISION of RELIGION and PHILOSOPHY
Mr. Philip A. Quanbeck, Chairman
Department of Philosophy
Department of Religion
DIVISION of the SOCIAL SCIENCES
Mr. Einar 0. Johnson, Chairman
Department of Business Administration, Economics, and Business Education
Department of Education
Elementary Education
Secondary Education
Library Science
Geography
Department of History
Department of Political Science
Department of Psychology
Department of Sociology
0 AMERICAN STUDIES
Mr. Nicholl, Director of Program
The aim of the program in American Studies is to develop the
student's understanding of American culture, past and present,
in breadth as well as some depth. The major is interdepartmental,
built primarily upon American area courses now offered in various
departments.
The program should offer the student a good foundation for graduate studies in law and the ministry, for the M.A. in library science
and the M.A.T. in secondary school teaching. The major would
also provide a good background for careers in the U.S. Government, particularly civil service positions and the foreign service.
Major: 56 credits, minimum
Requirements for the major include a core of foundation courses
(29 crs.); a program of elective courses for integrated study (minimum, 18 crs.) and American Studies 99 ( 5 crs.); and American
Studies 95 (4 crs.), a seminar of concentrated study.
The core of courses, to be taken in the departments of English,
History, Political Science, and Religion aim to give the student a
broad foundation of subject matter in major areas of American
culture, past and present, and introduce him to the methodologies
of various disciplines.
The following are required core courses:
English 45: Major American Writers (5 crs.) Prereq. Eng. 11-12
History 21-22: United States History (10 crs.) Prereq. Hist. 1
or 2 or 3
Political Science 20: American Government I, Foundations of
Amer. Dem. (5 crs.)
Political Science 21: Am. Gov't 11, Amer. National Gov't (5 crs.)
Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11
and 21
In his program of elective courses the student would attempt to
achieve a measure of integrated study of major themes in American civilization. Papers written in Independent Study, Am. S. 99,
would attempt to accomplish this.
From the following elective courses the student must choose a
minimum of 18 credits from a t least 3 departments:
Education 87: School and Society (4 crs.)
English 82: The American Novel (4 crs.) Prereq. Eng. 45
History 55: Twentieth Century United States History (4 crs.)
History 56: History of American Foreign Policy (4 crs.) Prereq.
Hist. 21 or 22
Political Science 22: Amer. Gov't 111, State and Local Gov't;
Public Administration (5 crs.) Prereq. Political Science
2&2 1
Political Science 70: Constitutional Law I (4 crs.) Prereq.
Pol. Sci. 20, 21, 22
Philosophy 65: American Philosophy (5 crs.) Prereq. Phil. 21
Psychology 81: History and Theory (4 crs.) Prereq. #
Sociology 59: Religion and Society (4 crs.) Prereq. Rel. 11 and
21
Sociology 42: Rural American Community (4 crs.) Prereq. SOC.
11
Sociology 43: Modern Urban Community (4 crs.) Prereq. Soc. 11
Refer to course listings under the various departments for full
descriptions of the above elective courses in the program.
American Studies courses (required):
95 Seminar
4 crs.
Focuses on a limited, significant problem or phenomenon in American culture. Use of primary source material from various disciplines. Practice in the integrated use of these materials for an
understanding of the topic in depth. To be taken in the senior
year. For majors or #. (Winter)
99 Independent Study
5 crs.
Major themes or topics cutting across courses elected in the program are chosen by the student for integrated study. The writing
of several papers of an interdisciplinary nature. To be taken in the
senior year. For majors only. (Spring)
MR. THOMPSON, chairman, MR. HOLEN, MR. MOSAND,
MRS. JENSON; MR. MOLDER, MR. WESTPHAL, artists in residence
DEPARTMENT
The Department of Art endeavors to further the student's technical
and conceptual understanding of art. Besides experience in the disciplines
of drawing, print making, painting, sculpture, and ceramics, emphasis
is given to the function of art in history and religion. Because of the
place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing,
and avocational art.
ART
OF
In additim k) t
& catrseS
h cm?& sbi&enbhave the opportunity to study and 18us-s
witk A*
~oI(3er~
M s t in residence,
problems & &rtpd&t@ tp Wm&&gd' M e d && windows. David
in W m 6 e i & ap%ihH@Ws those interested
Westphal, &ek&a-@er
in film making as a fine art medium.
Major: 46 credits, including 7, 8, 12, 18, 21, 67, 83, 84, 85, 99.
Minor: 26 credits, including 7, 8, 12, 18, 21 or 50, and 83 or 84 or 85.
Majors preparing for teaching in secondary or elementary schools are
required to take 50.
I t is recommended that art majors and minors take Introduction to
Fine Arts under the Department of Music.
1 I INTRODUCTION TO FINE ARTS
4 crs.
Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community
leading towards appreciation and criticism. C3 lect., 1disc. Fall, Spring,
1 7 DRAWING
- 2 crs.
Drawing in pencil, charcoal, pastel, ink, and mixed media. Emphasis
on still-life and interiors. [2 double labs. Fall, Winter, Spring.]
1 8 DRAWING
Figure drawing. [2 double labs. Fall, Winter, Spring.]
2 crs.
12 COMPOSITION
6 crs.
A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. [4 lect., 2 double labs.
Fall, Winter.]
18 PAINTING I
4 crs.
Painting in aqueous media and oil. Emphasis on still-life, landscape,
and figurative painting. [4 double labs. Prereq.: 7. Fall, 1968-69. Fall,
Spring, 1969-70.1
1 2 I SCULPTURE I
4 crs.
Modeling head studies, figures, and animal forms in terracotta and
plaster. 14 double labs. Prereq.: 7. Fall.]
25 GRAPHIC DESIGN
4 crs.
A study of the techniques and goals of business art. A concern for
graphic design through calligraphy, typography and the preparation
of art work for reproduction. [Winter, 19'6849.1
UPPER DIVISION
COURSES
1 50 CERAMICS I
4 crs.
An introduction to the making of pottery with an emphasis on handbuilding and glazing. C4 double labs. Winter.]
1 51 CERAMICS I1
4 crs.
A continuation of hand-building and glazing with an introduction to
throwing techniques. [4 double labs. Prereq.: 7, 8. Spring.]
1 55 PAINTING II
4 crs.
Further study of painting in oil and aqueous media. [4 double labs.
Prereq.: 12, 18. Spring.]
58 ART IN ELEMENTARY SCHOOLS
4 crs.
Theory, methods and materials of art in elementary education. C2 lect.,
2 double labs. Spring.]
67 PRINT MAKING I
4 crs.
Principles and methods of color printing and composition. Emphasis
on the woodcut. [4 double labs. Prereq.: 7, 8. Spring.]
H 68 PRINT MAKING II
4 crs.
Serigraphy and intaglio methods in plastic and copper. [4 double labs.
Prereq.: 12, 67. Winter.]
H 78 SCULPTURE
II
4 crs.
Three major works in any three of the following media: steel (welding), plaster, lead, wood, fiberglass, and stone. [ 4 double labs. Prereq.
7, 8, 21. Winter, 196SG9. Spring, 1969-70.1
H 8 3 ART HISTORY I
4 crs.
Survey of architecture, sculpture, and painting in western civilization.
Prehistoric to Renaissance. [Fall.]
H 84 ART HISTORY II
4 crs.
Continued historical survey. Renaissance to the 1860's. [Winter.]
H 85 ART HISTORY Ill
4 crs.
Modern art and its developing trends from the 1860's to the present.
[Spring.]
H 99 STUDIO Ill
2-5 crs.
Advanced study in either painting, sculpture, print making, or ceramics.
Art majors will be granted up to 8 credits in this course. [Prereq. : second
course in the studio area and#.]
DEPARTMENT
OF
BIOLOGY
MR. SULERUD, chairman, RIR. HERFORTH, RIR. RIICKELBERG,
MR. THORPE, 1MR. URDAHL
It is intended that the offerings of the Department of Biology should be
extensive enough to meet the needs and interests of a wide variety
of students. For the non-science major the aim is to provide a reliable
basic understanding of biological science and, more generally, of the
character of scientific knowledge. The more advanced courses are designed to provide a good preparation for students who elect to pursue
the study of biological science for a career in the profession of biology
or in a related area such as the medical profession.
All students who intend to complete a major or minor in biology should
plan their program carefully with specific reference to their intended
career. I t is important that a prospective biology major consult with
the biology staff concerning this planning as soon as possible. In
general, a broad background in the supporting sciences and in mathematics is essential. Students who plan to enter graduate or medical
school or to teach secondary school upon graduation must be certain
to meet the appropriate preparatory requirements. Recommended fouryear programs for such students are given under Curriculums in the
catalog as are the programs for pre-dental, pre-nursing and medical
technology students.
Major: Two programs leading to a biology major are available. Option
I i s recommended, with few exceptions, for students who intend to
obtain an advanced degree in biology, medicine or related fields. Option
I1 may be preferable for potential secondary school teachers and others
whose intended careers require relat,ively more w-ork in biology and
somewhat less in the related sciences.
Option I : 38 credits in biology, including 11, 12, 72, and two terms of
seminar; introductory chemistry (Chem. 15, 16; or 5, 6) and two terms
or organic chemistry (Chem. 51, 52); one year of physics (Physics 21,
22, 23); two terms of calculus (Math. 41, 42) in addition to introductory
math. Note: Medical schools also normally require quantitative analysis
(Chem. 53).
Option 11: 46 credits in biology, including 11,12, 72, one additional course
in the 70 series, and two terms of seminar; four terms of chemistry,
normally introductory chemistry (Chem. 15, 16; or 5, 6) and either two
terms of organic Chemistry (Chem. 51, 52) or one term of organic
chemistry (Chem. 23) and one term of analytical chemistry (Chem.
53) ; introductory mathematics (Math. 13, 14; or Math. 40; or equivalent).
Minor: 30 credits in biology including 11 and 12; introductory chemistry
(Chem. 15, 16; or 5, 6).
Biology 1, 3, 4, 6 and 8 do not count toward a major or minor in biology.
Biology 1 and 6 satisfy the general education requirement in science; for
this purpose Biology 1must precede Biology 6.
I PRINCIPLES OF BIOLOGY
5 crs.
The basic concepts of biology. A general education course, not intended
for majors in biology. Does not normally apply toward a biology major
or minor. Students who receive a grade of B or better may be allowed
to enter Biology 12 on consent of instructor. [4 lect., 1 double lab. Fall,
Spring.]
3 , 4 HUMAN ANATOMY AND PHYSIOLOGY
4, 4 crs.
A professional course in the structure and function of the human body.
Designed for student nurses only. [Biol. 3: 2 lect. and 2 double lab.
Fall; Biol. 4: 3 lect. and 1double lab. Winter.]
Designed to make the student aware of the structure and function of the
human body. Required for physical education majors. Does not apply
toward a biology major or minor, but does apply to the general education requirement in science if preceded by Biology 1. [4 lect., 2 double
lab. Spring.]
8 MICROBIOLOGY
4 crs.
Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. For student nurses only.
[Prereq. : Chem. 3. 3 lect., 2 double lab. Winter, Spring.]
1 1 , 12 GENERAL BIOLOGY
6, 6 crs.
A comprehensive introduction to biological science. For biology and other
science majors. First term. molecular and cellular biology, genetics
and development, evolutionary mechanisms. Second term : vertebrate
anatomy and physiology, phylogenetic relationships of organisms, ecology. Must be taken in sequence. [5 lect., 2 double lab. Prereq.: Chem. 5 or
15. 11, Winter. 12, Spring.]
5 1 INVERTEBRATE ZOOLOGY
5 crs.
The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab.
Prereq. :12. Fall.]
53 COMPARATIVE VERTEBRATE ZOOLOGY
6 crs.
A comparative study dealing with the taxonomy, morphology, and evolution of the larger vertebrate phyla. [4 lect., 2 double lab. Prereq.: 12,
Winter.]
61 PLANT MORPHOLOGY
5 crs.
The structure, reproduction, and development of the major taxonomic
plant groups. [ 4 lect., 2 doi~blelab. Prereq. : 12. Fall, 1969.1
63 PLANT TAXONOMY
5 crs.
Principles of plant classification with special emphasis on the flowering
plants. Includes field collecting and classifying some plants indigenous
to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq.:
12. Spring, 1968.1
71 CELLULAR BIOLOGY
6 crs.
A study of the ultrastructure, function, and genetics of cells. Laboratory
work includes microtechnique, cytological studies, studies in cell physiology, and an introduction to tissue culture. [5 lect., 2 double lab. Prereq.:
12, Chem. 23 or 51. Fall.]
72 GENETICS
5 crs.
The principles of heredity with emphasis on recent advances in molecular,
cellular and human genetics. Laboratory, with work on Drosphila and
certain micro-organisms, is optional for one additional credit. [5 lect.,
1 double lab. plus individual work if lab is taken. Prereq.: 12. Spring.]
73 GENERAL PHYSIOLOGY
6 crs.
A study of physical and chemical processes occurring in animals with
emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12, and
Chem. 23 or 51. Winter.]
74 DEVELOPMENTAL BIOLOGY
6 crs.
A consfderation of the chemical, physiological, and morphological changes which occur during the development of organisms with emphasis on
the vertebrate animals. Experimental as well as descriptive studies are
included in the laboratory work. [5 lect., 2 double lab. Prereq.: 12.
Spring.]
U P P E R DIVISION
COURSES
8 1 ECOLOGY
5 crs.
A survey of representative biological communities; the study of reciprocal relationships between organisms and their environments. [4 lect.,
2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1969.1
91, 92, 93 SEMINAR
I cr. each
Discussions of topics based on biological literature and research. Topics
may concern the history and philosophy of science a s well as current
literature. Biology majors a r e required to register for a t least two
terms in their senior year. [Fall, Winter, Spring.]
1-5 crs.
99 INDEPENDENT STUDY
Individual work on a research project. [Prereq. : Previous arrangement
with instructor. Fall, Winter, Spring.)
MR. BUDGE, chairman, MISS LUND, MR. SABELLA, MR. SLESNICK,
MR. TEDEFAIAK
Majors in this department supplement the liberal arts program with
general and specialized knowledge in business and economic affairs.
The business administration major offers a basic core of courses, and
then allows the student to choose a limited specialization in accounting
or finance, and hence to prepare for careers in these fields. The
economics major concentrates on fundamental theoretical and policy
matters so that the student learns to analyze economic issues. He
is prepared thereby for graduate study in economics. Either of these
majors also can provide the background needed for general administrative careers in business, government, or various public and private
institutions. In particular, either major could be the basis for graduate
study in such fields as hospital and public administration, industrial
relations, or law.
DEPARTMENT
OF
BUSINESS
ADMINISTRATION,
ECONOMICS,
AND
BUSLNESS
EDUCATION
BUSINESS ADMINISTRATION
Major in Business Administration-Accounting: 38 credits, including Bus.
Ad. 1, 2, 31, 61, 62, 63, 81, 83. Major in Business Administration-Finance:
38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 73, 78. Both programs also
require Econ. 22, 23, 51, 58 or 91 or 92; and Soc. 61.
Minor: 18 credits, including Bus. Ad. 1, 2 ; and two courses from Bus. Ad.
61, 62, 63, 73. Econ. 22, 23 also required. Other combinations may be
allowed by permission.
1 , 2 PRINCIPLES OF ACCOUNTING
4, 4 crs.
Basic concepts of accounting, accounting for individual proprietorships,
partnerships, and corporations. Special topics including manufacturing
accounting, taxes, and budgeting. [I, Fall. 2, Winter.]
31 BUSINESS LAW
5 crs.
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code.
[Fall.]
61 FUNDAMENTALS OF FINANCE
5 crs.
Capital structures of business organizations, use of financial statements,
cash flow, raising and control of short and long-term funds for a
business enterprise. [Prereq. : 1 , 2 . F a . 1
W 62 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to financial statements,
income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1,2. Winter.]
63 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, actuarial topics.
Additional emphasis on income determination considering price level
changes. [Prereq. : 62. Spring.]
73 FINANCIAL MANAGEMENT
5 crs.
Financial problems relating to budgeting, short and long-term fund
requirements, debt and equity choices, mergers and reorganizations
presented in case materials. [Prereq. : 62. Spring, 1969-70.1
UPPER DIS-ISION
COURSES
.
.
.
.
78 INVESTMENTS
I
5 crs.
The nature of various types of securities. Analysis of securities of
industrial, utility, and financial enterprises and various governmental
units. Portfolio management. [Prereq. : 41. Spring, 196849.1
8 1 COST ACCOUNTING
:L '
5 crs.
Essential features of accounting for manufacturing
emphasis on management control. [Prereq. 1, 2. Fall.]
82 TAX ACCOUNTING
concerns with
5 crs.
The more common and important provisions of federal income taxes
for individuals and various forms of business enterprises. [Prereq.:
1, 2. Winter.]
83 AUDITING
5 crs.
Internal and external auditing procedures. Emphasis on internal checks
and controls for accounting systems. [Prereq.: 63. Spring.]
ECONOMICS
Major: 31 credits, including Econ. 22, 23, 51, and 58. Soc. 61 and Bus. Ad.
1, 2 also required. Mathematics through course 43 is highly recommended
for those planning on graduate study in economics.
Minor : 22 credits, including Econ. 22, 23.
2 2 PRINCIPLES OF ECONOMICS I
4 crs.
Analysis of economic institutions, problems, and policies. Emphasis
upon the foundations of economics, economic systems, and specific issues,
such as unemployment, poverty, monopoly, inflation, role of government. [Fall, Winter, Spring.]
.
.
.
.
.
2 3 PRINCIPLES OF ECONOMICS II
4 crs.
Micro- and macroeconomic theory examined with the analytical tools
of economics. Topics include determination of the level of national
income and employment, money and banking, monetary-fiscal policy,
economics of the firm, product and resource pricing and allocation, etc.
[Prereq. : 22. Spring.]
UPPER DIVISION
COURSES
5 1 INTERMEDIATE MICROECONOMICS
5 crs.
Theory of demand, theory of the firm, price and output determination
under various market conditions, factor price determination. [Prereq.:
23. Fall.]
52 ECONOMIC DEVELOPMENT
5 crs.
Determinants of growth, theories, and historic patterns. Analysis of
the present developing nations a s to characteristics, problems, and
policies to promote growth. [Prereq.: 22 or #. Winter, 196849.1
53 LABOR ECONOMICS
4 crs.
Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and
governmental activity. [Prereq. : 22 or # Spring.]
.
58 INTERMEDIATE MACROECONOMICS
5 crs.
Determinants of national income, employment, and price level analyzed
via a macro-model. Some consideration of macro-measurement, the
business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter,
196!+70.]
91 PUBLIC FINANCE
5 crs.
Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq.: 22 or #. Fall.]
92 MONEY AND BANKING
5 crs.
Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy.
[Prereq. : 23. Winter.]
99 INDEPENDENT STUDY
2-5 crs.
Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall,
Spring.]
BUSINESS EDUCATION
These courses a r e planned to prepare students to teach business
education in high school, for stenographic and secretarial positions in
business offices, for parish secretarial work, and to provide a E p portunity for the develcpment of business skills for personal use.
II
Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31;
Econ. 22, 23.
Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22,
50 and 53.
Minor with accounting emphasis: 25 credits, including 8, 50; Rus. Ad.
1, 2 ; and Econ. 22, 23.
For those who have had elementary shorthand in high school, the
major may be 47 credits and the minor, 22 credits. Students with bvo
years of shorthand from high school may be exempted from a total of
8 credits in shorthand, but they must elect one other course in the
business field.
I ELEMENTARY TYPEWRITING
2 crs.
The fundamental skills of typewriting. Emphasis on personal use. Not
open to students who have had one year of high school typewriting.
[5 hours. Fall.]
8 CALCULATING MACHINES
4 crs.
Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. [4 hours. Fall, Winter.]
10 DUPLICATING, TRANSCRIPTION, AND
RECORDS MANAGEMENT
4 crs.
Operation of transcription machines, stencil and spirit duplicating machines. An introduction to and application of basic principles of filing
and organization of records in the office. r 4 hours. Prereq.: 1 or equiv.
Spring.]
2 1 ELEMENTARY SHORTHAND
4 crs.
Fundamentals of Gregg shorthand (Diamond Jubilee) with emphasis
on theory, reading and writing shorthand. Introduction to transcription.
Not open to students who have had one year of shorthand in high
school. [5 hours. Prereq.: 1 or equiv. Fall.]
22 INTERMEDIATE SHORTHAND
4 crs.
Review for those with previous shorthand instruction. Development of
speed and accuracy in taking and transcribing mate;ial dictated a t
speeds of 80-100 words a minute. [ 5 hours. Prereq.: 21 or equiv. Winter.]
UPPER DIVISION
COURSES
.
50 ADVANCED TYPEWRITING
5 crs.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of
legal documents. [Prereq. : 1or equiv. Winter.]
53 ADVANCED SHORTHAND
5 crs.
Advanced study of Gregg shorthand. Rapid dictation and transcription
of material dictated at speeds of 100-120 words a minute. [Prereq.:
22 or equiv. Spring.]
63 SECRETARIAL PROCEDURES
4 crs.
Dictation, business letter writing, telephoning, use of business and legal
forms, personality development, writing application letters, and making
applications for a job. An introduction to automation. [Prereq.: 22 or
equiv. Spring.]
65 BUSINESS SEMINAR
3 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
[Fa.]
DEPARTMENT
OF
CHEMISTRY
MR. AGRE, chairman, MR. ALTON, MR. GYBERG,
MR. HOLUM, MR. INGEMANSON, MR. LYLE
I t is the purpose of this department to give students an understanding
and an appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides an
opportunity to examine the chemical aspect of the structure, the power,
and the beauty of one of the great intellectual accomplishments of
man-modern science-and it provides dramatic examples of effective
ways to handle certain types of problems.
Courses in chemistry are offered as part of a liberal arts education, and
as a preparation for: (1)high school teaching, (2) the study of biology,
medicine, dentistry, pharmacy, medical technology, nursing and allied
professions, (3) graduate study in chemistry and molecular biology, and
(4) the chemical profession.
I
-!!
?>
I : .
The chemistry department is approved by the American Chemical Society
for the preparation of chemistry majors.
Students planning to majo: in chemistry in preparation for graduate
school, medical school, or high school teaching, are urged to consult
with the chemistry staff a t the earliest possible time.
Major: 40 credits, including Chenl. 51, 52, 53, 61, and one additional
upper division course. Also required are Physics 21, 22, 23; Math. 41, 42.
Recommended for pre-medical students: 15, 16, 51, 52, 53, 61, and 62; for
pre-dental students: 15, 16 (or 5, 61, 51, 52; for graduate study: 15,
16, and all courses above 50. Additional mathematics and physics strongly
recommended for graduate study.
Majors participate in informal, weekly seminars during the junior and
senior years in Chem. 91.
Minor: 27 credits; must include Chem. 15, 16 (or 5, 6) and other courses
to complete the 27 credits. Chem. 23 and 53 are strongly recommended.
Course 3 does not count toward the major or minor.
See under Curriculums for a suggested course of study.
3 ELEMENTARY CHEMISTRY
4 crs.
Selected elements of general, organic, and biological chemistry are
organized around the theme: the molecular basis of life. Designed for
prospective nurses from Lutheran Deaconess, Fairview, Methodist,
and Swedish Hospitals. [3 lect., 1 double lab. Prereq.: H.S. Chem. Fall.]
5, 6 PRINCIPLES OF CHEMISTRY
6, 6 crs.
Primarily for non-majors. The concepts and laws underlying chemistry
illustrated by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double
labs. 5, Fall. 6, Winter.]
15, 16 GENERAL AND QUALITATIVE CHEMISTRY
6,6 crs.
An intensive course for pre-medical students and future chemists;
others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative
analysis. [5 lect., 2 double labs. Prereq.: H.S. Chem., elem. alg., plane
geom. 15, Fall. 16, Winter.]
2 3 ELEMENTARY ORGANIC CHEMISTRY
6 crs.
Designed for medical technology and other students v.ho desire less
than the more intensive two-term course. Aliphatic and aromatic compounds with frequent reference to bio-chemistry. [5 lect., 1 three-hour
lab. Prereq. : 5 or 15. Spring.]
5 1 , 52 ORGANIC CHEMISTRY
6, 6 crs.
Important classes of organic compounds with special emphasis on
types of mechanisms and multi-step syntheses. Descriptive material is
correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study
of techniques while synthesizing or identifying typical compounds.
Normally taken in the sophomore year. [5 lect., 2 three-hour labs. Prereq. : 6 or 16. 51, Fall. 52, Winter.]
UPPER DIVISION
I 53 QUANTITATIVE ANALYTICAL CHEMISTRY
5 or 6 crs.
Gravimetric and volumetric analysis with some instrumental analysis.
Ionic equilibria and treatment of data. Normally taken in the sophomore
year. Medical technology students register for 6 credits, others for 5.
[4 lect., 2 three-hour labs. Prereq.: 6 or 16. Spring.]
1 61, 62 PHYSICAL CHEMISTRY
6, 6 crs.
Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, solutions, phase rule, electrochemistry, kinetics,
and colloids. [5 lect., 1 three-hour lab. Prereq.: 53, Physics 23, Math.
42. 61, Fall. 62, Winter. 1
I 63 ADVANCED ORGANIC CHEMISTRY
5 crs.
Organized around the problems of identifying organic compounds in
the laboratory, the lecture topics include : structure-spectra correlations
for IR, UV, NMR, and mass spectroscopy; classical methods; use
of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used. [4 lect., 2 four-hour labs.
Prereq.: 52, 61, and some rending knowledge of German. Spring.]
1 72 QUANTUM CHEMISTRY
4 crs.
Classical mechanics, uncertainty principle, Schredinger's equation, approximate methods of solution, commutators, conservation laws, electron
spin, angular momentum, the hydrogen atom, many electron problems.
[4 lect. Prereq. :61 or #. Winter.]
I 8 1 ADVANCED ANALYTICAL CHEMISTRY
5 crs.
Principles of atomic and molecular spectroscopy and their application
to modern analytical methods. Includes instrumental methods, such as
spectrophotometric, electro-analytical, and chromatographic techniques.
[3 lect., 2 three-hour labs. Prereq. : 53, 62 or #. Fall.]
I 83 ADVANCED INORGANIC CHEMISTRY
5 crs.
Correlation of inorganic chemistry using the electrostatic, valence bond,
and molecular orbital models. Coordination compounds are discussed
using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations.
[4 lect., 1four-hour lab. Prereq. : 62 or #. Spring.]
I 91 CHEMISTRY SEMINAR
0 crs.
During the junior and senior years all chemistry majors will participate
in weekly seminars to present and discuss research papers of general
interest. [Fall, Winter, Spring.]
97 CHEMISTRY RESEARCH
Cr. arr.
During the summer after the junior year or during the senior year,
each chemistry major preparing for graduate study in chemistry may
participate in independent research in cooperation with staff members.
By staff permission only. [Fall, Winter, Spring, or special summer program.]
DEPARTMENT
OF
CLASSICAL
LANGUAGES
MR. COLACCI, chairman, SISTER M. GERTRUDE WARD
The purpose of the courses offered in the department is two-fold; first
to provide the students with a linguistic foundation in order that they
may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the
students to some of the major works of the Greek and Latin world in
the original language. Courses 11 through 52 are designed to meet the
two-year requirement in New Testament Greek of most theological seminaries.
GREEK
Major: 42 credits in Greek. Also required: Latii 1, 2.
Special arrangements will be made for students who intend to major
in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may
complete the major at the University of Minnesota. When this is the
case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to
take at the University, five courses to be chosen from those listed under
Greek, 61 to 163.
Minor: 27 credits.
I 1 , 12 BEGINNING GREEK
5, 5 crs.
Theoretical and practical study of Greek grammar, with special emphasis on morphology. Translation exercises from and into Greek. [Prereq.:
Latin 2 or 2 yrs., H.S. Latin or #. 11, Fall, 12, Winter.]
13 INTERMEDIATE GREEK
5 crs.
Continuation of grammar with special emphasis on syntax. Reading
and parsing of easy selections frcm classical and New Testament Greek
writings. [Prereq. : 12. Spring.]
51, 52 NEW TESTAMENT GREEK
4, 4 crs.
Selections from the synoptic Gospels and the .book of Acts. Special
emphasis is given to parsing and syntax of the Greek text. [Prereq.:
13. 51, Fall; 52, Winter.]
55 GREEK EXEGESIS
4 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegitical approach to the Greek text. [Offered on demand. Spring.]
59 CLASSICAL GREEK
4 crs.
Selections from classical Greek prose and poetry. CPrereq. : 52. Offered on
demand.]
UPPER DIVISION
COURSES
LATIN
Minor: 28 credits. Also required: Eng. 35.
Courses 52, 53 offered only if there is sufficient enrollment. If they are
not offered, a minor may be completed a t the University of Minnesota.
Consult the department chairman a t Augsburg.
Students who wish to major in Latin may complete all courses in Latin
offered a t Augsburg, plus 61, 62, 63 and 9 additional credits in courses
numbered above 63 a t the University of Minnesota.
1 , 2 BEGINNING LATIN
5, 5 crs.
Theoretical and practical study of Latin grammar, with special emphasis
on morphology. Exercises in translation from and into Latin. [I, Fall, 2,
Winter.]
3 , 4 INTERMEDIATE LATIN
4, 4 crs.
Continuation of grammar. Reading of prose and poetry selections from
Latin authors; e.g. Caesar, Cicero, Livy, Vergil, Ovid, St. Augustine,
and the Medieval Latin writers. [Prereq.: 2 or equiv., determined by
placement test. 3, Fall; 4, Winter.]
UPPER DIVISION
COURSES
52 VERGlL
5 crs.
Selections from Vergil's "Aeneid" and pastoral poems. [Offered on demand.]
53 CICERO
5 crs.
Selections from Cicero's works. [Offered on demand.]
ECONOMICS
See under Department of Business Administration, Economics, and
Business Education.
DEPARTMENT
OF
EDUCATION
MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG,
MR. GROENHOFF, MRS. LUDEMAN, MISS MATTSON,
MRS. PARKER, MR. M. QUANBECK
The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work
in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level, as well a s for further
study in the field of education. The program is accredited by the State
of Minnesota, the North Central Association of Colleges and Secondary
Schools, and the National Council for Accreditation of Teacher Education.
Admission to the education curriculum requires an application to be
approved by the Committee on Teacher Education. Application must
be made during the second semester of the sophomore year. Approval
is granted on the basis of a satisfactory health report, favorable personality characteristics and a satisfactory scholastic achievement. For
elementary teaching candidates, this means essentially a 2.5 grade-point
average in work completed in the minor and a 2.0 over-all; for secondary
teaching candidates a 2.5 in work completed in the major and a 2.0
over-all. Both a r e expected to maintain a 2.5 average in their major
and 2.0 over-all average. Candidates in both fields must make application
for student teaching as juniors and are required to meet the 2.5 major
and 2.0 general average a t this point.
Major: 51 credits in professional education courses. In addition, the
following general education courses are required: Psych. 5; Hist. 21 or
22; Math. 56; Geog. 14; and three terms of Group Activities (Ed. 52,
53, 54).
See under Curriculums for a suggested course of study.
1 52, 53, 54 GROUP ACTIVITIES 1 , 11, 111
0 crs.
Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching,
supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
1 55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
The growth and development of the human organism from conception
through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq. : Psych. 5. Fall.]
56 ELEMENTARY SCHOOL TEACHING
5 crs.
The qualifications of teachers; the teaching profession. Survey of American schools: philosophies, curricula, policies, and practices. Learning
theory and tests and measurements. Includes observation of teaching
situations. [Prereq.: Admission to Elementary Education. Fall.]
1 57 METHODS AND MATERIALS:
HEALTH, PHYSICAL EDUCATION, MUSIC -
4 crs.
Principles, methods and techniques for teaching health and physical
education a t the elementary school level. Methods pertaining to rote
singing, notation, rhythm, part singing. Integration of music in total
elementary program. [Prereq. : 55, 56. Winter.]
58 ART IN ELEMENTARY SCHOOLS
4 crs.
See under Department of Art.
1 63 METHODS AND MATERIALS:
MATHEMATICS, SCIENCE
4 crs.
Principles, methods and techniques of teaching arithmetic and science
in the elementary school. Use of instructional materials. [Prereq.: 55, 56.
Spring.]
1 64 METHODS AND MATERIALS:
LANGUAGE ARTS, READING
6 crs.
Objectives and techniques in the language arts: listening, speaking,
writing, and reading. Application of principles of learning in acquisition
of skills, interests, attitudes. Examinations of modern methods and
materials. [Prereq. : 55, 56. Spring.]
1 65 METHODS AND MATERIALS: SOCIAL STUDIES
2 crs.
Objectives, principles, methods and techniques in the social studies.
Development of units. [Prereq.: 55, 56. Spring.]
77 PROFESSIONAL LABORATORY EXPERIENCE
15 crs.
Student spends ten weeks in the classroom, assisting the regular teacher, and doing actual teaching. Supervision is carried out by the cooperating teacher and the college staff. This is followed by one week of
seminar with discussion of problems encountered in the classroom. CPrereq. : # Fall, Winter.]
.
I
79 CHILDREN'S LITERATURE
3 crs.
Study of literature suitable to the elementary school child. Role of
literature in the classroom, in life outside of school. Extensive reading
and evaluation of children's books, compiling bibliography. [Prereq.: 65,
56 or #. Spring.]
87 SCHOOL AND SOCIETY
4 crs.
ment of American education. [Prereq. : Senior standing. Winter, Spring.]
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Prereq. : Senior standing. Winter, Spring.]
SECONDARY EDUCATION
For the Minnesota teacher's certificate students are required to complete 28 credits in professional education courses including 50, 52, 53, 54,
59, 83, 84, 87. All students must register for three terms of Group Activity (Education 52, 53, 54). Secondary education students must take
Phy. Ed. 10 and Psych. 5 in addition to other general education requirements.
50 EDUCATIONAL PSYCHOLOGY
4 crs.
Physical, mental, social and emotional development of adolescents with
special emphasis placed on educational implication. The nature and
conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall,
Winter.]
52, 53, 54 GROUP ACTIVITY I, 11, 111
0 cr.
Required without academic credit as a laboratory experience in connection with Education 50 and 59. Includes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
59 METHODS IN SECONDARY EDUCATION
5 crs.
Teaching procedures, materials and problems a t the secondary level.
Three class sessions per week will be devoted to general methods and
two to four class sessions to the specific methods and materials of the
student's major field. [Prereq. :50. Spring.]
68 TEACHING OF MUSIC IN ELEMENTARY AND
JUNIOR HIGH SCHOOLS
4 crs.
Materials, organization, and teaching procedures in the field of music
a t the elementary and junior high school levels. For music majors.
[Prereq.: 50. Spring.]
/
8 3 SEMINAR FOR STUDENT TEACHING
5 crs.
Preparation for the student teaching experience including observation
and planning. Special attention will be given to tests and measurements.
[Prereq.: Admission to student teaching. Fall, Winter.]
10 crs.
84 STUDENT TEACHING
Experience in observing and directing learning experiences at the secondary school level under supervision of college and high school personnel.
Course fee $20.00. [Prereq.: Admission to the student teaching program.
Fall, Winter.]
87 SCHOOL AND SOCIETY
4 crs.
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.]
88 GUIDANCE
4 crs.
The guidance function of the classroom teacher; tools and techniques
used in studying students; and methods appropriate for student guidance,
including counseling. [Fall.]
99 INDEPENDENT STUDY
2-5 crs.
Independent study offering students an opportunity to explore areas of
s~ecializationin education. Each student does research and resents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall,
Winter, Spring.]
LIBRARY SCIENCE
The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books
and related materials, efficient and effective management of library
materials, intelligent use of library sources are included. While the
minor in library science is planned to prepare the graduate in the area
of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of
curriculum enrichment. The courses provide a foundation for the student
who wishes to do advanced work in the field of library science.
Minor: 23 credits.
45 FUNCTIONS OF THE SCHOOL LIBRARY
5 crs.
The role of the library in the school and community. Types of library
services and activities ; methods of evaluation. Organization of library
materials, including cataloging and circulation. [Fall.]
46 SELECTION OF LIBRARY MATERIALS
4 crs.
Theory, principles and techniques of selection. An introduction to basic
selection tools; analysis of book reviews and annotations. [3 lects., 1
disc. Spring.]
UPPER DMSION
COURSES
58 THE ELEMENTARY SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Characteristics and purposes of an elementary school library. Extensive study of book lists, book talks, story-telling and a wide exposure
to individual titles of books and related materials. Emphasis on preparation of papers and bibliographies. [3 lects. Fall.]
59 INTRODUCTION OF REFERENCE MATERIALS
4 crs.
Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties
of a librarian. Laboratory work. [3 lects. Winter.]
W 75 THE HIGH SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Survey and evaluation of library materials on the secondary level, with
attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of
papers and bibliographies. 13 lects. Prereq.: 45. Spring.]
GEOGRAPHY
14 HUMAN GEOGRAPHY
4 crs.
An introduction to the basic concepts and tools of geography followed
by a survey of the distribution patterns to be found in our physical and
human environment. [Winter, Spring.]
DEPARTMENT
OF
MR. GRAY, chairman, MR. BERGSTROM, MR. BLY,
MRS. BOLSTERLI, MRS. CHRISTENSEN, MR. DAHLEN,
MRS. KARVONEN, MISS LILLEHEI, MRS. LIVINGSTON,
MR. NICHOLL, MR. PALOSAARI, MISS PEDERSON, MR. SARGENT,
MRS. TRAUTWEIN
The aim of the Department of English is to develop the student's ability
in oral and written expression, to increase his proficiency in reading
and analyzing literature, to acquaint him with the English language
and with the beginnings of Western literature and its development,
especially in England and America, and to stimulate his appreciation and
understanding of the fundamental human problems and situations revealed in great literature.
The department prepares for the teaching of English in the elementary
and secondary school and for graduate study.
Major: 46 credits above 15, Encluding, 35, 45, 47, 61, 62, 84, plus one
writing course above 15, one seminar, one modern literature course,
and electives.
Major for secondary teaching: 54 credits above 15, including course
55 in addition to those listed for the major. Writing course 31 required.
Speech 12 or 52, or 55, and 60 or 66, as well as Library Science 75 are
also required.
Students preparing for graduate study should include 86, 88, and a t least
one term of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required
for graduate study in English are Latin, German, French.
Minor: 32 credits above 15, including 35, 45, 47 or 61 or 62, 84, plus one
writing course above 15, one seminar course, and electives.
Minor for secondary school teaching: 32 credits including course 31 for
the writing course, and 55 in addition to those listed for the minor.
Minor for elementary school teaching: 24 credits above 15, including
31, 35, 45, 55, and 47 or 61 or 62.
Concerning English Proficiency: Juniors who do not have a satisfactory grade on the sophomore English Test must improve their use
of English in preparation for a second test. The English Department
will, upon request, advise the student how to direct his studies in preparation for the second test.
Satisfactory completion of course 11 is prerequisite to 12; satisfactory
completion of course 12 or 15 is prerequisite to all other English courses.
4 crs.
H I I COMPOSITION AND LITERATURE
The study of language and composition with emphasis on expository
writing. Attention to correct usage, logical organization, reading and
analysis of expository and narrative selections, especially the short story.
[Fall, Winter, Spring.]
E 12 COMPOSITION AND LITERATURE
5 crs.
Continued stress on expository writing, including the reference paper,
the study and analysis of drama, poetry, novel. [Fall, Winter, Spring.]
15 COMPOSITION AND LITERATURE
5 crs.
Honors course for students with high proficiency in English. Covers
basically the material listed under 11 and 12 with more emphasis on
critical analysis. Students completing this course meet the freshman
English requirement by completing English 35 or 40 or 45. [Fall.]
H 2 1 INTRODUCTION TO JOURNALISM
4 crs.
A brief survey of the ethics and history of journalism, with emphasis on
the techniques and practices in news, feature, and editorial writing.
rWinter.1
H 3 1 EXPOSITORY WRITING
4 crs.
A course in expository and argumentative writing, including reading
analysis of selected models. [Fall, Winter, Spring.]
H 32 CREATIVE WRITING
4 crs.
Study of the techniques of descriptive and narrative writing, both prose
and poetry. Class discussion and evaluation of the student's work. [Fall.]
35 THE CLASSICAL TRADITION
5 crs.
Study of the works of selected Greek and Roman writers in the various
genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.]
40 LITERARY CLASSICS
4 crs.
Reading, analysis, discussion of selected European classics from the
Renaissance to the Modern Age, chiefly non-English writers. [Fall,
Winter, Spring.]
45 MAJOR AMERICAN WRITERS
5 crs.
Works of selected American writers from Colonial times to the present,
noting their contribution to the historical development and the literary
movements of American literature. [Fall, Winter, Spring.]
47 MEDIEVAL AND RENAISSANCE LITERATURE
J
UPPER DMSION
COURSES
The development of Western literature, chiefly British, from "Beowulf"
to Shakespeare through study of significant works and their relation to
the literary and historical context. [Prereq.: 35 or #. Fall, Spring.]
.
55 INTRODUCTION TO MODERN ENGLISH
5 crs.
I
I
I
I
..,.
..
I
:3:.
A study of modern English viewed from a historical perspective, with
reading in recent linguistic studies. Designed to give the student an
introduction to structural linguistics and a view of the development of
the English language. [Spring.]
61 BRITISH LITERATURE, 16 16-1 800
5 crs.
I
..
Reading, analysis, and discussion of works of selected writers from the
metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. :47 or
--. ,.
'II
,
#. Fall.]
*
62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs.
.:,
Study of the works of the major Romantic and Victorian poets, critics,
essayists and novelists and of the major literary movements of the
century. [Prereq. :61 or #. Winter.]
72 MODERN FICTION
.
4 crs.
Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter.]
I
I
74 MODERN POETRY
4 crs.
Study of the work of selected twentieth century poets, chiefly British
and American, with attention to recent criticism. [Spring.]
78 ADVANCED WRITING: PROSE AND POETRY
"
4 crs.
A course for students with demonstrated proficiency in writing. Assignments based on students' needs and interests. Class discussion of students' work. [Prereq. : 31 or 32 or #. Spring.]
.
-.
I
.,,,
9
>
!:: ,I.>-
<
I
W 80 THE BRITISH NOVEL
4 crs.
Survey of the development of the novel in England through study of
the work of selected major novelists from the eighteenth century to the
present. [Winter, 1969-70.1
.
82 THE AMERICAN NOVEL
4 crs.
A study of major and representative wokks of selected American novelists. [Winter, 196849.1
1
Study of ten or twelve major plays-comedies, histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic
art. Additional plays assigned for reading and analysis. [Prereq.: 47.
'
w
.
.+,
Spring.]
86 MILTON
>,
4,
5 crs.
84 SHAKESPEARE
;
3
t
;*; r:
.
4 cr?.
A study of major poems and selected prose with reference to the intellectual and historical background of Milton's works. [Prereq.: 61
I
or #. Spring, 1968-69.1
-
88 CHAUCER
-
4 crs.
Study of Chaucer's works and language, with emphasis on "The Canterbury Tales." [Prereq. :47 or #. Spring, 1968-69.1
1
.,,
3
I
--
90, 91, 92 ENGLISH SEMINAR
3, 3 , 3, crs.
Course 90, methods and problems of bibliography and research; 91,
a major American or British writer; 92, studies in criticism. Open, with
limited enrollment, to any junior or senior with permission of the
instructor. 190, Fall. 91, Winter. 92, Spring.]
99 INDEPENDENT STUDY
2-5
crs.
Open to junior or senior English majors with a grade of B or above.
Provides directed independent study in the area of the student's choice.
[Fall, Winter, Spring.]
As an aid to students who are handicapped in their college work by
inefficient reading skills, Augsburg College offers a non-credit class in
Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration
for the fall term.
FRENCH AND GERMAN
See under Department of Modern Languages.
GEOGRAPHY
See under Department of Education.
GREEK
See under Department of Classical Languages.
DEPARTMENT
OF HEALTH
AND
EDUCATION
MR. ANDERSON, chairman, MISS ANDERSON, MR. NELSON,
MISS OLSON, MR. PEARSON, MRS. PETERSON, MR. PFEFFER,
MR. SAUGESTAD
The aim of the Department of Health and Physical Education is to
promote health and physical fitness through a well-rounded physical
education program, to develop character and good sportsmanship,
to further the worthy use of leisure time, and to provide an effective
training program for prospective teachers of health and physical
education.
All students are required to take a physical examination as a part
of the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 1, 2, 3, is required of all students.
Physical Education major: 40 credits including 11 or 13, 23, 31, 32, 43,
51, 52, 71, 72.
Broad teaching major in Health and Physical Education: 68 credits
including 10, 11 or 13, 23, 31, 32, 43, 50, 51, 52, 57, 59, 60, 71,
72, 73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women.
Physical Education teaching major: 53 credits including 10, 11 or 13,
23, 31, 32, 43, 51, 52, 59, 71, 72, and Biol. 6.
Physical Education teaching minor: 29 credits including 10, 23, 31, 32,
43, and 72.
Health teaching minor: 31 credits including 10, 50, 51, 60, 73, and SOC.
31, and Biol. 6.
Coaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6.
Coaches atering their first head-coaching assignment in Minnesota
Public Schools are required to have at leas€ rz coaching endorsement
In the field nf ph~~sical
education. Sports included under this requirement
are football, basketball, mack, hockey, w~estling,and baseball.
4 1 , 2, 3 PHYSICAL ACTIVITIES
1/3, 1/3, 1/3 crs.
Two hours per week. Meets the general education requirement. [I, Fall.
2, Winter. 3, Spring.]
10 HEALTH AND FIRST AID
5 crs.
Modern concepts and practices of health and healthful living applied
to the individual and the community. Includes also the American Red
Cross First Aid Course. [Winter, Spring.]
I I , 13 SWIMMING AND AQUATICS
I , I cr.
Theory and practice in teaching swimming, life-saving and water
safety. Open only to majors and minors. [2 hrs. per wk. 11, (Women),
Fall. 13 (Men), Spring.]
23 TEAM SPORTS
5 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. [lo hrs. per wk. Spring.]
4 3 1 INDIVIDUAL AND DUAL SPORTS
5 crs.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. 110 hrs. per week. Fall.]
4 32 RECREATIONAL ACTIVITIES AND RHYTHMS
4 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square dancing. [8 hrs. per wk. Winter.]
43 HISTORY AND PRINCIPLES OF PHYSICAL
EDUCATION
5 crs.
History, principles, and philosophy of physical education. [Spring.]
50 INSTRUCTOR'S COURSE IN FIRST AID
I cr.
Methods and materials in teaching the American Red Cross First Aid
Aid card. Winter.]
Course. [Prereq.: Currently valid Standard -st
4 51 KlNESlOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs.
Mechanics of movement with special emphasis upon the action of the
muscular system. The major effects of exercises upon the systems
of the body. [5 lect. and 1hr. arr. Prereq. : I5ol. 6, Chem. 5. Fall.]
4 52 ADAPTED PHYSICAL EDUCATION AND
EVALUATION
4 crs.
Physical education for the exceptional child with special reference to
the analysis of functional and organic abnormalities and the role of
physical education. Survey of basic statistical procedures and evaluation
of tests in physical education. [Winter.]
4 57 TEACHING OF HEALTH EDUCATION AND
PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS 2 crs.
Methods and materials. Offered in connection with course 5 under
Department of Education. [Winter.]
59 TEACHING OF PHYSICAL EDUCATION
IN SECONDARY SCHOOLS
2 crs,
Methods and materials. Offered in connection with course 59 under
Department of Education. Separate sections for men and wcimen.
[Spring.]
UPPER DIVISION
W 60 SCHOOL HEALTH EDUCATION CURRICULUM
4 crs.
Curriculum content in a school health education program. [Fall.]
W 7 1 PHYSICAL EDUCATION PROGRAMMING
5 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures. [Fall.]
W 72 SELF-TESTING ACTIVITIES
4 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Men and women meet separately. C8 hrs. per wk. Winter.]
W 73 ADMINISTRATION OF SCHOOL HEALTH
EDUCATION PROGRAM
Methods, techniques, and procedures. [Spring.]
W 82 COACHING OF SPORTS
4 crs.
Theory and techniques of coaching. Prevention and care of athletic
injuries. [Winter.]
W 99 INDEPENDENT STUDY
1-3 crs.
Directed intensive study in the area of Health Education or Physical
Education. Open only to majors.
DEPARTMENT
OF
HISTORY
MR. CHRISLOCK, chairman, MR. GISSELQUIST, MR. GUSTAFSON,
MR. HAUGE, MRS. JENSEN
The Department of History aims to introduce students to the study of
history as an intellectual discipline; to prepare students for s e c o n d w
teaching and graduate work; to deepen students' undersfandiny 2nd appreciation of their own and other civilizations; and lo enhmce students'
effectiveness as contributing members of society.
Major: 49 credits. Minor: 33 credits. Both the major and minor require
History 1, 2, 3, 21, 22, and 3 credits of seminar work.
W 1 , 2, 3 WESTERN CIVILIZATION IN A WORLD
SETTING
4, 4, 4 crs.
Western civilization from its beginnings in the Ancient Near East to
the present. Other great world civilizations and their relationship to the
West are surveyed. Course 1 carries the survey to 1300; course 2, to
1815; and course 3, to the present, becomes a survey of world civilization. Students may take any one, any two, or all three courses. [All offered each term.]
5, 5 crs.
W 21, 22 UNITED STATES HISTORY
The development of the ideas, institutions, and culture of the American
people. Special seminar for one additional credit for students selected
for the honors program. C21, Fall, .Winter. 22, Winter, Spring.]
W 25 SCANDINAVIAN HISTORY
See under Department of Modern Languages.
UPPER DIVISION
COURSES
5 crs.
W 55 TWENTIETH CENTURY UNITED STATES HISTORY 4 crs.
Exploration in depth of such topics as the Progressive Movement, the
New Deal, the background of WorM War I and World War 11, and the
coming of the Cold War. (Prereq. : 22, Winter.)
W 56 HISTORY OF AMERICAN FOREIGN POLICY
4 crs.
The relationship of ,foreign policy to general American development is
stressed. [Prereq. :21 or 22. Spring.]
1 57 HISTORY OF SOUTH AND SOUTHEAST ASIA
4 crs.
Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area,
Western impact on non-European societies, nationalist movements and
emergence of independent governments after World War TI. [Fall.]
1 6 1 ANCIENT HISTORY
4 crs.
A cultural and political history of ancient civilizations and their contributions to modern cultures. [Fall.]
1 62 ENGLAND TO 17 14
Emphasis is placed on constitutional development. [Winter.]
4 crs.
66 EUROPE IN THE SEVENTEENTH CENTURY
4 crs.
The main emphases are: the study of this century as the most critical
period in the emergence of the modern state; and the beginning of a
secular and scientific world view. [Spring.]
68 CHINA AND JAPAN SINCE EARLY
NINETEENTH CENTURY
4 crs.
A study of the major domestic developments in, and foreign affairs of
China and Japan. [Prereq.: 3 credits of Western Civilization or consent
of instructor. Winter.]
1 71 EUROPE IN THE AGE OF REVOLUTION,
1780's t o 1850
4 crs.
The period in which major revolutionary movements periodically erupted
in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands for change. [Fall.]
1 74, 75 EXPANSION OF EUROPE
4, 4 crs.
The spread of European people, ideas, and power into the non-Western
world and the impact on non-Western peoples. Case studies from Africa,
South America, and Asia are used to illustrate exploration, trading
post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.]
1 82 TWENTIETH CENTURY EUROPE
4 crs.
Europe from the outbreak of World War I to the present. [Fall.]
1 95 SEMINAR OR ADVANCED READINGS
3 crs.
Topics will vary from year to year. Students may earn up to 9 credits
in this course. [Prereq. : #. Fall, Winter, Spring.]
LATIN
See under Department of Classical Languages.
LIBRARY SCIENCE
See under Department of Education
,
DEPARTMENT
OF
MATHEMATICS
MR. GULDEN, chairman, MISS DURKEE, MR. FOLLINGSTAD,
MRS.NAUCK
The Department of Mathematics aims to develor, the student's knowledee
and sk31 in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical Galues, and the backgroud
for teaching and for professional and graduate study.
-
-
~-
-
----
Major: 24 credits above 43, including 58, 67, 72, 73, 83, 84.
Teaching major: 32 credits above 43, including 58, 61, 64, 67, 72, 80,
83, 84.
Recommended for those considering further study: 40 credits above 43,
including 58, 61, 64, 67, 72, 73, 83, 84, 85, 92.
.
.
.
Minor: 12 credits above Math. 43.
See under Curriculums for suggested course of study.
13, 14 INTRODUCTION TO COLLEGE
MATHEMATICS
5, 5 crs.
A liberal arts course in mathematics with an introduction to analytic
geometry, abstract algebra, trigonometry, logic, statistics, differential
and integral calculus. Primarily for students not intending further study
of mathematics. [Prereq.: Higher Algebra and CEEB placement. 13,
Fall, Winter. 14, Winter, Spring.]
40 MATHEMATICAL ANALYSIS I
5 crs.
An introduction to the concepts and terminology of mathematical
analysis through the areas of algebra, logic, functions, systems. Students
may not receive credit for this course if they have credit for 13, 14
(or 19). [Prereq.: Higher Algebra, Trig, and CEEB placement. Fall.]
41, 42, 43 MATHEMATICAL ANALYSIS 11, Ill, IV
5, 5, 5 crs.
(Calculus1
Topics of the elements of plane and solid analytic geometry integrated
with differential and integral calculus including calculus of several variables, applications, and series. [Prereq.: 40, or #. 41, Winter. 42,
Spring. 43, Fall.]
UPPER DIVISION
COURSES
.
56 BASIC CONCEPTS OF ARITHMETIC
4 crs.
Presents the patterns of mathematics underlying arithmetic and geometry. Emphasis is placed on the inductive techniques of discovery of
such patterns. Includes the ideas of modern elementary school mathema.
tics curricula. Primarily for elementary education majors. [Fall.]
58 DIFFERENTIAL EQUATIONS
4 crs.
Ordinary differential equations with applications, series solutions, systems of differential eguations ; solution by special transforms ; numerical
methods ; and an intrduction to partial differential equations. [Prereq. :
43. Winter.]
.
61 LINEAR ALGEBRA
4 crs.
A course intended to aid in making the transition from the concrete to
the abstract. Such topics as elementary matrix algebra and its application to the physical and social sciences; linear equations; vector spaces
and linear transformations ; unitary and orthogonal transformations ; the
characteristic equation of a matrix and bilinear, quadratic, and Hermitian forms are presented. [Prereq. :43. FaU.]
W 64 MODERN GEOMETRY
4 crs.
An analytic study of advanced Euclidean, projective, non-Euclidean,
and finite geometries. An introduction to the geometry of transformations
of the plane. [Prereq.: 43. Spring.]
W 67 PROBABILITY AND STATISTICS
4 crs.
An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory are stressed
as tools for modern mathematical approach. [Prereq.: 43. Spring.]
W 72, 73 MODERN ALGEBRA
4, 4 crs.
The basic algebraic systems presented from an abstract point of view.
Topics include the theory of groups, rings, fields, vector spaces and
modules, and linear transformations. A development of the real and
complex number systems. [Prereq.: 43. 52, Winter. 73, Spring.]
W 80 FOUNDATIONS OF MATHEMATICS
4 crs.
The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various
branches of mathematics such as number theory, algebra, geometry,
and topology. [Prereq. : 43, Winter.]
83, 84, 85 ADVANCED CALCULUS
4, 4, 4 crs.
Considers the fundamental notions of calculus for functions of several
variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real and
complex variables especially during the last term. [Prereq.: 43. 83,
Fall. 84, Winter. £5, Spring.]
W 99 INDEPENDENT STUDY
2-5 crs.
Student chooses an area to study independently; meets with a mathematics faculty member at least one h w ~ rper week. [Prereq.: 73 and
85. Fall, Winter, Spring.]
COMPUTER SCIENCE
45 COMPUTER SCIENCE
4 crs.
Theory of modern digital computers. Terms such as algorithms, flow
charts, storage, control, input-output units, and simulation are defined.
Includes a survey of computer applications. A particular computer language is presented and used to solve a variety of problems. [Prereq.:
Math. 42, Fall term. None, Winter. Fall, Winter.]
MEDICAL TECHNOLOGY MAJOR
See under Curriculums
I*
MR. LANDA, chairman, MISS AASKOV, MISS ANDERSON,
MRS. BALTINA, MRS. BONDEVIK, MRS. CAIRNS, MR. CREPEAU,
MR. HANSEN, MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY,
MISS ROZENTALS, MR. SANDVEN, MR. WHITESIDE
The Department of Modern Languages seeks to give the student a
knowledge of a modern language: its pronunciation, its structure, and
its idiomatic expression, in terms of listening, speaking, reading and
writing skills. At the same time it aims to develop in the student a
sympathetic interest in the history and life of the people whose language
he is learning, transmitting the best of their literary, cultural and religious heritage.
DEPARTMENT
OF
MODERN
LANGUAGES
The department prepares specifically for communication skills, for
teaching at the junior and senior high school level, and for graduate
study.
The beginning and intermediate courses of a second modern language
are needed for graduate study. Two terms of Latin are also recommended.
Students may not receive credit for both 3, 4 and 5, 6 in the same language.
FRENCH
Major: 30 credits above 6 including 55, 72, 74, 84; and two of 56, 57, 63,
64, at least one of which must be 63 or 64.
.
Minor: 15 credits above 6 including 55 and any two of 56, 57, 63, 64, 84.
1 , 2 BEGINNING FRENCH
5, 5 crs.
Provides basic experience in understanding, speaking and reading French
with oral and writing practice in the basic structural patterns of the
language, both in class and in laboratory assignments. [Fall, Winter,
Spring.]
3 , 4 INTERMEDIATE FRENCH
4, 4 crs.
C<)r.tinui.s traininp in ii~tral-oral skills, structure of the language and
reading cnmprchrnsior? that will lead to cultural appreciation and the
reading h~.xrledgrnccded for general pursuits. Grammar review, selectcd rcndinz and Ia h(:ri.:itl)?y practice included. [Prereq. : 2 or equiv. Fall,
.
.
Winter, Spring.]
5, 6 INTERMEDIATE FRENCH
4, 4 crs.
Continues training in comprehension, conversation and reading skills
with grammar review as a means to accuracy and facility in oral and
written expression. Class discussion, selected reading, and laboratory
material with cultural emphasis. Required for continuing study in French.
[Prereq. : 2 or
UPPER DIVISION
COURSES
# .5, Fall. 6, Winter.]
55 FRENCH CONVERSATION AND COMPOSITION
5 crs.
Thorough practice in correct oral and written expression with the aims
of both fluency and facility. Classroom and laboratory emphases on vocabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors.
[Prereq. :6 or
# .Fall.]
56, 57 FRENCH CIVILIZATION
5, 5 crs.
The development of political, social, intellectual and artistic movements
and their outstanding manifestations as essential to the understanding
of the French people. Readings, lectures, reports, discussions and laboratory materials in French. [Prereq.: 6 or permission of instructor.
Spring. Offered on demand.]
63, 64 SURVEY OF FRENCH LITERATURE
5, 5 crs.
The study of major French authors and literary movements in France,
with the reading of whole literary works where possible. Lectures, disn required
cussion, oral and written reports in the language. On
for the major. [Prereq. :55 or #.I
I
H 72 THE FRENCH NOVEL
5 crs.
Significant and representative French novels that show the evolution
of this prose form to the present. Emphasis on literary works with
lecture, discussion, reports in the language. [Prereq.: 55, and 64 or #.
Spring, 1969.1
74 THE FRENCH DRAMA
5 crs.
Significant and representative French plays that show the evolution of
this genre from the classical to the modern period. Emphasis on the
literary works with lectures, discussion. reports in the language. [Prereq. : 55, 63 or
# . Spring, 1970.1
84 ADVANCED FRENCH CONVERSATION
AND COMPOSITION
5 crs.
Extensive training in accurate and effective speech and writing, with
attention in listening and reading to the characteristic levels of French
expression. Emphasis on refinement in style, organizational techniques,
variety in form and subject. For majors and those intending to teach
French. [Prereq.: 55, and 57 or #. Junior or senior standing. Fall.]
H 92 FRENCH SEMINAR
4 crs.
Study in depth of an author, topic or genre in French literature for advanced students. Discussion and papers in French. May substitute for
72 or 74. [Prereq.: 55, 63, 64 or #. Junior or senior standing. Winter, on
demand.]
H 99 INDEPENDENT STUDY IN FRENCH
2-5 crs.
Individual study of a topic, movement, genre of interest to the advanced
student. May serve to replace 72 or 74. No more than 3 credits may be
earned in a given term. [Prereq. : 55, 63, 64 or #. Fall, Winter, Spring.]
GERMAN 0
Major: 30 credits above 6, including 55, 72, 74, 84, and any two of 56,
57, 63, 64. At least one of 63, 64 recommended.
Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64.
1 , 2 BEGINNING GERMAN
5 , 5 crs.
Provides basic experience in speaking, understanding, and reading the
German language, and comprehension of its structure through the
acquisition of basic patterns of expression. Laboratory experience in the
language is an integral part of the course. [Fall, Winter, Spring.]
H 3, 4
INTERMEDIATE GERMAN
4, 4 crs.
A terminal course for students not intending to continue in German. Provides a foundation for reading knowledge adequate for cultural and
professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. Fall, Winter, Spring.]
4, 4 crs.
H 5 , 6 INTERMEDIATE GERMAN
Continued conversation and composition to further comprehension and
facility in expression. Selected readings for class discussion in the foreign
language, with cultural emphasis. Laboratory work required. [Prereq. :
2 or equiv. 5, Fall. 6, Winter.]
H 55 GERMAN CONVERSATION AND COMPOSlTlON 5 crs.
Intensive practice in the spoken word, with emphasis on pronunciation
and original composition. Audio-oral exercises in language laboratory.
Required for teachers, majors, and minors. [Prereq.: 6 or equiv. Fall.]
UPPERD~VISION
COURSES
56, 57 GERMAN CIVILIZATION AND CULTURE
5, 5 crs.
Topics dealing with the intellectual, geographic, artistic, and scientific
history of the German-speaking countries, including attention to contemporary developments. Class discussions and lectures supplemented with
demonstration materials. Taught in German. [Prereq.: 55, or #. 56,
Winter. 57, Spring. Offered on demand.]
63,64 SURVEY OF GERMAN LITERATURE
5, 5 crs.
From the beginning to modern times. Reading of significant authors in
German, supplemented by lectures on the history and development of
German literature and culture. Reports and discussion of selected works.
For majors and minors. Taught in German. [Prereq.: 55 or equiv., or#.
63, Winter. 64, Spring. Offered on demand.]
72 GERMAN NOVEL AND NOVELLE
5 crs.
Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. Especially
for majors. [Prereq.: Any two of 56, 57, 63, 64, or equiv. Spring, 1968-69.1
74 GERMAN DRAMA
5 crs.
Reading in German and class discussion of outstanding dramatic works
in the various representative periods (classical, 19th century, naturalism,
impressionism, expressionism.) Especially for majors. [Prereq.: Any
two of 56, 57, 63, 64, or equiv. Spring, 1969-70.1
84 ADVANCED GERMAN CONVERSATION
AND COMPOSITION
5 crs.
This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq. : 55. Fall.]
99 INDEPENDENT STUDY
2-5 crs.
May serve as substitute for German 72 or 74, if necessary. I t is suggested
that no student register for all five credits within one term. [Fall, Winter, Spring.]
SCANDINAVIAN STUDIES
Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84.
Minor: 19 credits above 6.
Teaching minor: 19 credits, including 55, 72 or 74, 84.
1 , 2 BEGINNING NORWEGIAN
5, 5 crs.
Introduction of the four basic language skills: speaking, listening,
reading, and writing. Stress on spoken rather than literary Norwegian.
Laboratory work and regular class attendance expected. [I, Fall, Winter,
Spring. 2, Winter, Spring.]
3, 4 INTERMEDIATE NORWEGIAN
4, 4 crs.
A terminal course for students not intending to continue with Nor-
wegian language study. Vocabulary building and study of syntax through
extensive readings in Norwegian literature. Some experience in oral
expression. [Prereq.: 2 or equiv. 3, Fall. 4, Winter.]
5, 6 INTERMEDIATE NORWEGIAN
4, 4 crs.
Continued conversation and composition to further comprehension and
facility of expression. Selected readings in Norwegian used as basis for
class discussion and exercises. Brief literature survey. Laboratory work
expected. [Prereq.: 2 or equiv. 5, Fall. 6, Winter.]
25 SCANDINAVIAN HISTORY
5 crs.
A survey of the history of Norden, including Finland and Iceland, with
particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall,
1969-10.1
26 MODERN SCANDINAVIA
5 crs.
A broad survey of Scandinavian culture with special emphasis on con-
ditions and developments in the twentieth century. Knowledge of a
Scandinavian language desirable but not required. [Spring, 1969-70.1
55 NORWEGIAN CONVERSATION AND
COMPOSITION
5 crs.
Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official
languages of Norway. Laboratory work expected. [Prereq.: 6 or equiv.
Spring.]
62 SCANDINAVIAN MUSIC
4 crs.
See description under Department of Music. This course may substitute
for 25 or 26 for the major or minor by permission of the department
chairman. [Spring.]
72 THE MODERN SCANDINAVIAN NOVEL
5 crs.
Lectures will give a survey of the Scandinavian novel. Class discussion
based on assigned reading of selected novels by Jonas Lie, Sigrid Undset,
Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and
others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in the Norwegian language. [Fall, 196849.1
UPPER DIVISION
COURSES
.
.
.
74 THE MODERN SCANDINAVIAN DRAMA
5 crs.
Assigned readings will include dramatic works by Ibsen, Bjernson,
Strindberg, Lag-erkvist, Munk. and other twentieth centurv dramatists.
Lectures will stress 1bsen and Strindberg. Knowledge of aUscandinavian
language desirable. Language majors and minors will be required to
do assigned readings and written \vork in the Norwegian language.
[Spring, 196849.1
84 ADVANCED NORWEGIAN CONVERSATION
AND COMPOSITION
5 crs.
Further intensive training in oral and written expression in Norwegian.
Some attention given to the other Scandinavian languages and to the
historical development of Norwegian. Laboratory work. Required for
all majors and teaching minors. [Prereq.: 55 or equiv. Fall, 1969-10.1
99 INDEPENDENT STUDY
1-5 crs.
This is primarily intended as an enrichment course, though it may serve
as a substitute for 72 or 74 under special conditions. Paper must be
written in Norwegian. Available any term to majors and minors. [Fall,
Winter, Spring.]
SPANISH
Major: 30 credits above 6, including 55, 72 or 74,' 84; and any two of
56, 57, 63, 64, of which at least one must be 63 or 64.
.
Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64, 84.
1 , 2 BEGINNING SPANISH
5, 5 crs.
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Laboratory work is an integral part
of the course. [Fall, Winter, Spring.]
3, 4 INTERMEDIATE SPANISH
.
.
.
.
4, 4 crs.
Grammar review with emphasis toward reading comprehension and
cultural appreciation. Further laboratory work. [Prereq. : 2 or equiv.
3, Fall, Spring. 4, Fall, Winter.]
5, 6 INTERMEDIATE SPANISH
4, 4 crs.
Continued conversation, composition, and review of grammar to further
comprehension and facility in expression in Spanish. Further laboratory
work. Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall,
Winter. 6, Winter, Spring.]
UPPER DIVISION
COURSES
55 SPANISH CONVERSATION AND COMPOSITION
5 crs.
Thorough oral and written practice in correct expression with the aims
of fluency and facility. Enrichment of vocabulary. Extensive laboratory
work. [Prereq. : 6 or equiv. Fall.]
56 SPANISH CIVILIZATION AND CULTURE
5 crs.
Study of the Spanish character and of Spanish contribution to world
civilization through its historical, intellectual, literary, and artistic movements.. In Spanish. [Prereq.: 6 or equiv. Winter or Spring. Offered on
demand.]
57 REPRESENTATIVE HISPANIC AMERICAN
AUTHORS
5 crs.
An introduction to Spanish American literature. Lectures, discussions,
written and oral reports in the language. [Prereq.: 6 or equiv. Winter
or Spring. Offered on demand.]
63, 64 SURVEY OF SPANISH LITERATURE
5, 5 crs.
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language.
Laboratory work. [Prereq.: 55 or equiv. 63, Winter. 64, Spring. Offered
on demand.]
72 SPANISH NOVEL
5 crs.
Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. [Prereq.: 63 or
64, or equiv. Fall, 1968.1
74 SPANISH DRAMA
5 crs.
Study of the masterpieces of dramatic literature in Spain. Oral and
written reports in the language. [Prereq.: 63 or 64 or equiv. Fall, 1969.1
W 84 ADVANCED SPANISH CONVERSATION
AND COMPOSITION
5 crs.
Aims to give an extensive training in oral expression, organizational
practice in writing with stylistic refinement. Appreciation of differences
in speech existent in the Spanish-speaking countries. Laboratory work
required. For majors and those intending to teach Spanish. [Prereq.:
55. Spring.]
92 SEMINAR
.
4 crs.
Study in depth of an author, topic or genre in Spanish or Hispanic
American literature. Discussion and papers in Spanish. May substitute
for Spanish 72 or 74. [Prereq.: 63 or 64 and Junior standing. Winter.
Offered upon demand.]
99 INDEPENDENT STUDY
2-5
crs.
Individual study of an author, theme or movement of interest to the
student. May substitute for Spanish 72 or 74. It is suggested that no
student register for all five credits within one term. [Prereq.: 63 or 64.
Fall, Winter, Spring.]
MR. SATEREN, chairman, MR. BEVERLY, MR. COAN, MR. EKLOF,
MR. GABRIELSEN, MISS HENNIG, MR. JOHNSON, MR. KARLEN,
MRS. MOEN, MR. NIELSEN, MR. SAVOLD, MRS. THUT,
MR. VUICICH
The Department of Music offers training to students who wish to become teachers of music, directors of choral and instrumental ensembles,
or who are primarily interested in performance, as well as preparation
for those who expect to pursue the study of music on the graduate level.
General instruction is afforded other students who wish to broaden their
cultural background with an understanding of and appreciation for
the music of the masters.
Through its performing organizations, both choral and instrumental, the
department gives all students of the college varied experiences in creating music as a participant.
Further enriching the program are opportunities, open to all students
of the college, for private instrumental and vocal instruction with professionally qualified teachers.
DEPARTMENT
OF
MUSIC
Major: 68 credits. Courses 1 through 22, 50 or 53, 54, 57, 58, 60-62, and
76; 12 credits in applied music, and two years a s a member of one of
the college music organizations.
,q.+(5IL, t
,I
.
-
-Teaching major: 57 credits. Courses 1 through 22, 50 or 53, 54, 58, 60,
and 61; 9 credits in applied music, and two years a s a member of one
;
of the college music organizations.
"
Minor: 27 credits. Courses 1 - 3 , 20, 57, and 4 elective credits; 3 credits in
applied music, and one year as a member of one of the college music
o~ganizations.
One public performance in their area of specialization is required of
majors during either the junior or senior year. This requirement may
be fulfilled by satisfactory participation in the bimonthly Performance
Workshops. Formal public recitals are encouraged and, upon recommendation of the department, may be given in fulfillment of the requirement.
Sophomores, juniors and seniors a r e required to attend the bimonthly
Performance Workshops. Freshmen a r e encouraged to attend.
All majors and minors are required to pass a piano proficiency exarnination by the end of the sophomore year. I t includes: ( a ) major and
harmonic minor scales with triads and inversions, played two octaves,
ascending and descending, hands together and with correct fingering,
a t moderate speed and from memory: (b) a Bach two-part invention
or a classical sonata; (c) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the
pieces ( b or c) must be played from memory.
During his junior and senior years, a student who has been certified
as a music major by the Department of Music is given required applied
music lessons in the area of his concentration without extra cost
provided such study is with a member of the Augsburg College music
faculty. The total of applied music credits earned under this provision
may not exceed six.
See under Curriculums for suggested courses of study.
l THEORY l
4 crs.
Principles of notation, major and minor scales, intervals, lriads and
rhythms, and their application in written exercises; aural skills, sight
reading, dictation, and part-singing. [5 lect. Prereq.: Passing theory
entrance test. Fall.]
2 THEORY 2
5 crs.
The use of scales, intervals, and chord formations in written exercises.
Harmonization of figured and unfigured bass and melody. [Prereq.:
1. Winter.]
3 THEORY 3
4 crs.
Sixteenth century vocal counterpoint with examples from the music
of Palestrina and di Lasso. Writing two-, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.]
20 THEORY 4
4 crs.
Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3.
Fall.]
21 THEORY 5
4 crs.
Eighteenth century counterpoint with examples from the music of
J. S. Bach; synthesis of tonal harmonic and contrapuntal writing. Writing
two- and three-part inventions, a four-voice fugue, and a chorale prelude. [Prereq. : 20. Winter.]
22 THEORY 6
4 crs.
Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.]
30 INTRODUCTION TO THE FINE ARTS
4 crs.
The development of music from 1600 to the present through the study
of selected works of great composers from each period. Emphasis
is placed upon relationships between music and the other fine arts.
Participation in the cultural life of the community leading towards
appreciation and criticism. For the non-music major. [Winter, 1968-69.
Fall, Spring, 1964-101.
50 CHORAL TECHNIQUE
4 crs. UPPER DIVISION
Fundamentals of voice culture as related to choral ensemble; methods, COURSES
materials, and techniques. [Spring.]
53 INSTRUMENTAL TECHNIQUE
4 crs.
Class instruction in the techniques of playing reed and string instruments. [Fall.]
54 INSTRUMENTAL TECHNIQUE
4 crs.
Class instruction in the techniques of playing brass and percussion
instruments. [Winter.]
57 CONDUCTING
3 crs.
Techniques of conducting, preparation of and conducting choral scores,
organization and administration of choral ensembles. [3 double periods.
Prereq.: 22 or #. Winter.]
1 58 CONDUCTING
3 crs.
Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. [3 double periods. Prereq.: 57 or #. Spring.]
60 HISTORY AND LITERATURE OF MUSIC
5 crs.
Music of the Renaissance, Baroque, and Classical eras. [Fall.]
1 6 1 HISTORY AND LITERATURE OF MUSIC
4 crs.
Music of the Romantic and Modern eras. [Winter.]
1 62 SCANDINAVIAN MUSIC
The music of Scandinavia since 1700. [Spring.]
4 crs.
1 70 HYMNS AND MUSIC OF THE CHURCH
4 crs.
Development of the music of the Christian church, with special attention
to the Protestant heritage. Designed for the general student as well
as for organists, choir directors, and pre-theological students. [Fall.]
1 76 ORCHESTRATION AND CHORAL ARRANGING
4 crs.
The craft of orchestrating and arranging music for instrumental and
vocal ensembles of varying sizes and types. [4 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.]
1 87 PERFORMANCE WORKSHOP
0 cr.
Student recitals affording opportunity for public performance. Acquaints
students with a repertoire of musical excellence. [Two evenings per
month. Fall, Winter, Spring.]
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Credit
for the first term of lessons is given to majors and minors only after
completion of. the second term in the same area with the same teacher.
Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees
see under Financial Information.
1 PIANO
I cr.
Technique as needed, repertoire, performance, accompanying. Only
those credits earned in piano after the piano proficiency examination
has been passed may be applied toward the music major or minor.
[Fall, Winter, Spring.]
1 ORGAN
I cr.
Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.]
1 VOICE
I cr.
Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both
sacred and secular. [Fall, Winter, Spring.]
1 WOODWIND INSTRUMENTS, BRASS INSTRUMENTS,
STRING INSTRUMENTS
I cr.
Technique as needed, repertoire, performance. [Fall, Winter, Spring.]
MUSIC ORGANIZATIONS
The musical organizations exist not only for the benefit of the music
student, but for any student of the college who wishes to participate in
groups affording opportunity for musical expression. Membership for
the full year is required of participants.
CHOIR
Membership is by audition and restricted to 65 singers. [4 rehearsals per
wk. Fall, Winter, Spring.]
CONCERT BAND
Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.]
ORCHESTRA
Membership is by audition. 13 rehearsals per wk. Fall, Winter, Spring.]
CHORAL CLUB, REPERTOIRE BAND,
SYMFONIA, INSTRUMENTAL ENSEMBLES
Membership is by audition or consent of director. C2 rehearsals per
wk. Fa, Winter, Spring.]
MR. SANDIN, chairman, MR. BATLEY, MR. CHRISTENSON,
MR. JOHNSRTJD
The department of philosophy conceives its task as an instructional
department in a liberal arts college to be twofold: (1)to make a significant cmnlribution to the liberal education of all students regardless of
their colIege major; and (2) to provide a strong undergraduate program
of study for st~rdcnts who desire to complete a major or minor in
philosophy.
Major: 46 credits, including 41, 42, 43; either 23 or 51; and either 81 or
4 credits of 99.
Minor: 32 credits, including 41, 42, 43, and either 23 or 51.
See under Curriculums for a suggested course of study.
21 PROBLEMS OF PHILOSOPHY
4 crs.
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
Designed to meet the General Education requirement in philosophy.
[Fall, Winter, Spring.]
DEPARTMENT
OF
PHILOSOPHY
relativism, naturalism, etc.; or problems, such as the nature of the
23 LOGIC
5 crs.
A study of the formal rules of sound reasoning. Topics discussed include:
the nature and functions of language; fallacies in reasoning; definition;
principles of deductive reasoning; induction; a brief introduction to the
notation of modern symbolic logic. [Fall, Spring.]
41 ANCIENT AND EARLY MEDIEVAL
4 crs.
A historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas. [Prereq.: 21 or #. Fall.]
42 LATE MEDIEVAL AND EARLY MODERN
4 crs.
A survey course in which the development of Western philosophical
thought is traced from the breakdown of the Medieval synthesis to
the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.]
I
43 RECENT AND CONTEMPORARY
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.]
UPPER DIVISION
COURSES
W 5 1 SYMBOLIC LOGIC
Treats deduction and the analysis of statements by means of special
symbols. Topics include propositional functions and quantifiers, the logic
of relations, the concept of an axiom system. [Prereq.: #. Winter.]
I
61 PHILOSOPHY OF RELIGION
An inquiry into the nature of religious faith and experience, with
special attention to the problem of the nature of religious language.
[Fall, 196849.1
63 PHILOSOPHY OF SCIENCE
A stcdy of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions and procedures. [Prereq.: 23 or #. Winter.]
m
65 AMERICAN PHILOSOPHY
American philosophical thought from colonial times to the present.
Puritanism, and Revoluntionary period, transcendentalism, idealism,
pragmatism, naturalism, and realism. [Fall.]
71 ETHICS
An inquiry into the principles of morals and ethics, the nature of
moral experience, and an analysis of the language of ethical discourse.
[Winter, 1968-69.1
73 METAPHYSICS
An inquiry into the nature of metaphysics, the function of metaphysical
language, and an examination of major historical and contemporary
views. [Prereq. : # Winter, 1969-70.1
.
75 EPISTEMOLOGY
An inquiry into the bases of claims to knowledge of various sorts and
into the possibility of general criteria of truth and falsity. [Prereq.:
#. Fall, 1969-70.1
+
'3,
'!
'M.
1 2 1, 2 2 , 2 3 GENERAL PHYSICS
5, 5, 5 crs.
A rigorous study of the concepts of mechanics, fluids, heat, sound,
optics, electricity, and magnetism, and some aspects of modern physics.
For majors in physics and other specified fields. Must be taken in
sequence. [5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41. 21, Fall.
22, Winter. 23, Spring.]
1 5 1 , 52 MECHANICS
4, 4 crs.
The classical equations of motion are presented for a single particle,
a system of particles, and for rigid bodies. Stationary and moving
frames of reference are used. Must be taken in sequence. [Prereq.:
23, Math. 58. 51, Fall. 52, Winter.]
1 53 MECHANICS
4 crs.
A restatement of classical mechanics employing Lagrange's equations.
Rigid body mechanics and small oscillations are included. [Prereq.:
52, Math. 58. Spring.]
61 ELECTRONICS
5 crs.
A review of D.C. and A.C. circuits bef&e introducing the electron tube
and some circuit applications. The study of solid state diodes and
transistors with applications to certain circuits. [4 lect., 2 hrs. lab. Prereq. : 23, Math. 43. Fall.]
1 62, 63 ELECTRICITY AND MAGNETISM
4, 4 crs.
Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's
and Poisson's equations and the use of Maxwell's equations to the
solution of problems in electromagnetic wave phenomena. [Prereq.:
61, Math. 58. 62, Winter. 63, Spring.]
70 OPTICS
5
crs.
Both geometrical and physical optics are presented with the greater
emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. 14 lect., 2 hrs. lab. Prereq.: 23, Math. 43.
Spring.]
1 75 MODERN PHYSICS
4 crs.
A phenomenological introduction to modern physics that includes the
Special Theory of Relativity, atomic theory, radiation, particles and
nuclear models. [Prereq.: 23, Math. 43. Fall.]
I cr.
1 77 ADVANCED PHYSICS LABORATORY
Independent laboratory investigations. Numerous experiments including mechanics, electricity, spectroscopy, nuclear physics. Students may
take this course five times for credit with the last term devoted to some
research project. [3 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.]
1 8 1 , 82 THERMAL PHYSICS
4,4
crs.
Study of thermal properties, using as illustrative material the properties
of gases, low temperature phenomena, and Curie's law substances.
Three main divisions : classical thermodynamics, kinetic theory, and an
introduction to statistical mechanics. [Prereq.: 52, Math. 84. 81, Fall.
82, Winter.]
1 83 INTRODUCTION TO SOLID STATE PHYSICS
4 crs.
A study of the physical properties of solids, particularly the properties
exhibited by atoms and molecules by virtue of their location in a
regular crystal lattice. [Prereq.: 82, Math. 84. Spring.]
UPPER DIVISION
COURSES
DEPARTMENT
OF
POLITICAL
SCIENCE
MR. STENSHOEL, chairman, MR. DEWEY, MRS. NOONAN
.4ugsburg's offerings in political science are intended 10 facilitate an
undersianding of the processes, concepts, and insliitltions of governance :
to probide an intelIectua1 basis for effective and informed citizenship;
and to help prepare interested students lor additional work at the
graduate or pr'ufessiona! level, in such areas as lax\-, politicdl science,
public administradon, and internationa1 rel?.tions.
Major: 45 credits in political science, plus 5 credits in Social Statistics
(Soc. 6l). PoUticnl science courses required include 20, 21, 22, and at
least one course in each of the follo~\-ingareas: Comparative Government (nunlhered in the 30's) : International Relations (60's); Public
Law (70's) ; and Politicxl Theoq- (80's).
Minor: 27 credits, including 20, 21, 22; and at least one course in each
of three of the four areas indicated above.
A maximum of nine credits toward a political science major may be
earned from among certain specific courses offered by the departments
of history and economics. For information, see the Chairman of the
Department of Political Science.
.
Course 20, 21, or 22 will meet the general education requirement in
political science or economics.
20 AMERICAN GOVERNMENT I:
FOUNDATIONS OF AMERICAN DEMOCRACY
5 crs.
The nature, assumptions, and conditions of democratic politics in the
United States. Historical, economic, social, and constitutional factors
are considered, as well as the roles of political parties and interest
groups. The American system is compared briefly with democratic and
nondemocratic alternatives. [Winter.]
2 1 AMERICAN GOVERNMENT II:
AMERICAN NATIONAL GOVERNMENT
5 crs.
The Presidency, Congress, and the Supreme Court as instruments of
conflict and consensus in the American political system. The role of
the national government is examined in the context of social and economic interdependence and of ideological and pragmatic conflict.
[Spring.]
22 AMERICAN GOVERNMENT Ill:
STATE AND LOCAL GOVERNMENT;
PUBLIC ADMINISTRATION
5 crs.
Problems and patterns of state and local government, including urban
and metropolitan development and intergovernmental relationships. Public administration is introduced from several perspectives : as discipline,
as political process, as concrete expression of the positive state. [Fall.]
UPPER DIVISION
COURSES
.
50 COMPARATIVE DEMOCRATIC GOVERNMENTS
4 crs.
A comparative analysis of the respective political theories, institutions,
and processes of selected democratic states. [Prereq.: 20, 21, or 22, or #.
Winter.]
5 1 CONTEMPORARY COMMUNIST GOVERNMENTS
4 crs.
The political processes of the Soviet Union and other Communist states
are analyzed in terms of ideological assumptions, the party role and
institutional forms. [Prereq. : 20,21, or 22, or #. Fall.]
t:;
I
--.
I.'.
60 INTERNATIONAL POLITICS
4 crs.
General theories of international politics, the basic factors involved in
international relations, and the formulation of foreign policy as background for study of recent international problems. [Prereq.: 20, 21, or
22, or #. Fall.]
62 COMMUNIST FOREIGN POLICIES
4 crs.
Analysis of the motivation, formulation, and implementation of foreign
policies of Communist nations, with emphasis upon the Soviet Union and
China. [Prereq. : 51 or 60. Spring.]
70 CONSTITUTIONAL LAW I
4 crs.
The legal-political-philosophical role of the judiciary in the American
constitutional system is analyzed via a study of significant cases decided
by the U.S. Supreme Court. [Prereq.: 10 credits En American Govt. or
#. Winter.]
71 CONSTITUTIONAL LAW II
4 crs.
A continuation cf course 70, emphasizing the protections afforded individ~lclrigh:s and liberties m d e r the Bill of Rights and the Fourteenth
Amendment. [Prereq. : 70. Spring.]
80 POLITICAL THOUGHT TO 1800
4 crs.
Analysis of selected readings from outstanding political philosophers
from Plato thrmgh Burke. rmphasis is placed upon elements reflected
in Western democratic thought. [Fall.]
8 1 RECENT POLITICAL THOUGHT
4 crs.
Conflicting ideologies of recent political thinkers, including anarchist,
Communist, elitist, and democratic views. [Winter.]
84 CONTEMPORARY POLITICAL ANALYSIS
4 crs.
An investigation of the theory-building and model-building of selected
contemporary political scientists, and of their ohiloso~hicaland methodological assumptions. For majors in politicai science. [Spring.]
9 5 SEMINAR
3 crs.
Consult department chairman for information concerning terms and
subject matter. [Prereq. : # .]
9 9 INDEPENDENT STUDY
Registration by special permission. [Fall, Winter, Spring.]
2-5
crs.
DEPARTMENT
OF
PSYCHOLOGY
MRS. DYRUD, chairman, MRS. ANDEREGG, MR. HOLMAN,
MRS. H O W A R D
The objectives of this department are: (1)to acquaint the student with
the princivles and methods in the scientific studv of behavior: and (21
to enable ihe student to better understand the pr;ce&es which influence
behavior. Emphasis is on the study of human behavior.
M a j o r : 36 credits, tncluding 5, 59, 61, 62, 64, 81, 91, and 99. In addition,
Soc. 61 i s required.
M i n o r : 24 credits including 5, 59, and 87.
5 GENERAL PSYCHOLOGY
5 crs.
A study of basic processes underlying behavior. The general principles
and methods of psychology are examined as they apply to the many
areas of specialization in psychology. [Prereq.: So. o r #. Fall, Winter,
Spring.]
7 GENERAL PSYCHOLOGY SEMINAR
I cr.
Offered in connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics.
.
[Prereq.:
UPPER DIVISION
COURSES
#.
Fall, Winter, Spring.]
50 EDUCATIONAL PSYCHOLOGY
4 crs.
See under Secondary Education.
5 1 D E V E L O P M E N T A L PSYCHOLOGY: CHILD
4 crs.
Development of personality and/or behavior of children, with emphasis
on theoretical considerations and empirical findings regarding socialization, cognition, family relationships, and general psychological development. [Prereq.: 5 and concurrent registration in o r completion of
statistics. Fall.]
52 DEVELOPMENTAL P S Y C H O L O G Y : ADOLESCENT 4 crs.
Development of personality and/or behavior patterns of adolescents,
with emphasis on theory and empirical findings regarding physical
and sexual development, parent-child relationships, identity and the
peer group, cognitive development and achievement, and social class
differences. [Prereq. : 5 and concurrent registration in o r completion of
.
statistics. Winter.]
53 DEVELOPMENTAL P S Y C H O L O G Y : ADULT
4 crs.
Development of personality and/or behavior patterns of adults, with
special emphasis on young adults. Some theory and empirical findings
regarding personality, values, interests and vocational choice, sexuality, adjustment and behavior change. A brief discussion of findings in
geriatric psychology. [Prereq.: 5 a n d concurrent registration in o r completion of statistics. Spring.]
.
55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
See under Elementary Education.
4 crs.
59 P S Y C H O L O G I C A L M E A S U R E M E N T I
Theory and principles of measurement and testing. Examination given
to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, a n d Soc. 61. Fall.]
4 crs.
60 PSYCHOLOGICAL MEASUREMENT II
Administration and interpretation of standardized tests of intelligence,
aptitude, interest, achievement and personality. Special emphasis given
to the use of the Revised Stanford-Binet and Wechsler Adult Intelligence
Scale in supervised practice situations. [Prereq. : 59. Winter.]
-
H 6 1 PERSONALITY I: APPROACHES TO PERSONALITY 4 crs.
A shtdy of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction
to major theories of personality. [Prereq.: 5. Fall.]
62 PERSONALITY II: ABNORMAL PSYCHOLOGY
4 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness. [Prereq.: 61. Winter.]
H 64 EXPERIMENTAL PSYCHOLOGY
4 crs.
An introduction to experimental nlethodology in psychology : experimental
design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.]
75 SOCIAL PSYCHOLOGY
5 crs.
See under Department of Sociology.
81 HISTORY AND THEORY
4 crs.
A survey of ideas and events of importance in the development of
current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.]
H 85 COUNSELING PSYCHOLOGY
4 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship. [Prereq.: 62. Winter.]
1 87 DIFFERENTIAL PSYCHOLOGY
4 crs.
Survey of individual and group differences and factors such as age,
heredity, sex and environment which contribute to variations in ability
and temperament. [Prereq.: 5. Fall.]
91 SEMINAR IN PSYCHOLOGY
3 crs.
A study of psychological problems in the contemporary world. [Prereq.:
17 crs. in psych. or #. Spring.]
99 RESEARCH PROBLEMS
2 - 3 crs.
Independent study in which students conduct individual research projects.
[Prereq. : #. Fall, Winter, Spring.]
MR. P. A. QUANBECK, chairman, MR. BENSON, MR. COLACCI,
MR. FRETHEIM, MR. MANDSAGER, MR. OLLILA, MR. SKIBBE
The courses in religion are intended to assist the student in his
reflection on the meaning of the Christian Church through the study
of its beliefs, its scripture, and its mission.
The graduation requirement includes 18 credits in religion. Of these
credits 10 must be in the lower division, and at least 8 must be upper
division. Freshmen are required to take course 11: sophomores, course
Z l . Courses 1
1 and 21 are prerequisites for all upper division courses.
Only one of courses 53, 54 may apply toward the graduation requirement.
Requirements for transfer students will be determined a t the time of
admission.
Major: 46 credits, including one course from each of the following
groups of courses plus one seminar: 51-59; 61-63; 71-74; 81-85. Also
required are: two courses each in history, literature, philosophy (above
21); and one course in either sociology or psychology (above 5). Two
courses of upper division Greek may be counted toward a major in
religion.
Minor: 26 credits.
DEPARTMENT
OF
-RELIGION
I I INTRODUCTION TO THEOLOGY
5 crs.
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
[Fall, Winter, Spring.]
.
.
.
.
21 BIBLICAL STUDIES
5 crs.
The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and
the emergence of the church. [Fall, Winter, Spring.]
UPPER DIVISION
51 THE TEACHING MINISTRY OF THE CHURCH
4 crs.
The historical development and theological foundation of education in
the church. The relationship of the teaching and preaching ministries.
Methods and means of teaching, and the task of Christian education
today. [Winter.]
52 THE THEOLOGY AND FORM OF CHRISTIAN
WORSHIP
4 crs.
A study of the origin of Christian worship, the development of the various liturgical traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits
will be made to a variety of worship services. [Winter.]
53 HISTORY OF RELIGIONS I
4 crs.
A study of primitive religion and several religions of the Near East,
including Islam and Zoroastrianism. [Fall.]
54 HISTORY OF RELIGIONS I1
4 crs.
A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.]
W 59 RELIGION AND SOCIETY
See under Department of Sociology.
4 crs.
61 EARLY CHRISTIAN FATHERS
4 crs.
The development of certain fundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early church. [Fall.]
62 THEOLOGY OF THE REFORMERS
4 crs.
An introduction to the theological thought of the Protestant reformers
of the sixteenth century. Special attention to the writings of Martin Luther,
John Calvin, and other representative figures. [Winter.]
63 AMERICAN PROTESTANTISM
4 crs.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture. [Spring.]
71 JESUS AND HIS INTERPRETERS
4 crs.
Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships.
Attention to the variety of interpretations given the person of Jesus,
including the "quest for the historical Jesus." [Fall.]
.
72 THE THEOLOGY OF PAUL
4 crs.
A study of the Apostle Paul including his historical background, his
relationship to the early church, and some of the themes to be found
in his writings. [Spring.]
73 THE MESSAGE OF THE OLD TESTAMENT
4 crs.
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. [Winter.]
74 STUDIES IN GENESIS ONE TO ELEVEN
4 crs.
A detailed study of these chapters, with discussion of their theological
significance and their background in Israel and the ancient Near East.
Special attention will be given to interpretive problems, particularly
a s related to history and science. [Fall.]
81 CONTEMPORARY THEOLOGY
4 crs.
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of
the continuing theological task of the Christian Church. [Spring.]
82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs.
-New trends of Roman Catholic theology as expressed in the writings of
'some of its representatives. Relation of new theological and biblical
insights to the dogmatic definitions of the church. [Fall.]
83 CHRISTIAN ETHICS
4 crs.
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.]
84 CHRISTIAN VIEW OF MAN
4 crs.
The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny
of man. [Spring.]
85 THEOLOGY OF THE ECUMENICAL MOVEMENT 4 crs.
A study of the theological factors inherent in the origin, the various
participating churches and the main results of the modern Ecumenical
Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.]
86 SEMINAR
4 crs.
Special study in some field of theology. Registration is by permission
of the instructor.
99 INDEPENDENT STUDY
2-5 crs.
SCANDINAVIAN STUDIES
See under Department of Modern Languages.
SOCIAL SCIENCE MAJOR
See under Curriculums.
MR. TORSTENSON, chairman, MR. BLOOM. MR. HUSFLOEN,
MRS. MADSON, MR. NELSOAT, MR. NORDLIE, MR. VETVICK
The objectives of this department are to help students attain a better
understanding of society, its social order and forces of social change; to
prepare students for social service occupations and for post-graduate
studies in such fields as sociology, social work, industrial relations, urban
planning, etc. The Department seeks to maximize its urban setting by
promoting research and participant-observation experiences in the TwinCity Metropolitan region.
DEPARTMENT
OF
SOCIOLOGY
Major: 50 credits consisting of 20 lower division credits and 30 upper
division credits, including 61, 62, 75, 91. Psych. 5 also required.
Philosophy of Science is strongly recommended.
Major with Social Work Sequence: 50 credits consisting of 20 lower
division credits and 30 upper division credits including 51, 52, 53, 54,
55, 56, 61. Psych. 5 also required.
Minor: 25 credits including 12, 43, 61.
Sociology 11 is prerequisite to all other sociology courses.
I I MAN IN MODERN SOCIETY
4 crs.
The cultural and structural dynamics of the Western world as seen
through sociological perspectives. A focus on normative patterns, social
organizations, social institutions, and socialization in the context of
social change. [Fall, Winter, Spring.]
12 SOCIAL PROBLEMS
4 crs.
The dynamic processes a t the root of contemporary social problems
in the context of historical, social and cultural change. [Winter, Spring.]
3 1 MARRIAGE AND FAMILY
5 crs.
The course is designed to help the student in his preparation for marriage and parenthood and focuses on such issues as the interpersonal
relationships of dating, selection of a marriage partner, constructive use
of the engagement period, early marriage adjustments, childbirth, discipline of children, and sex education. Integral parts of the course
include films, personal analysis papers, and the discussion of case
studies. A secondary emphasis is given to such sociology of the family
concerns as tracing the family historically and cross-culturally, and
viewing the contemporary American family against a background of
modern society and social change. [Winter, Spring.]
41 INTRODUCTION TO ANTHROPOLOGY
4 crs.
Man's prehistory and contemporary primitive societies. An analysis
of the origins of life and man, race and culture, and cultural and
social anthropology including subsistence and crafts, marriage and
kinship, social control, religion and magic, personality and culture,
and cultural growth. [Fall.]
42 RURAL AMERICAN COMMUNITY
4 crs.
The social origins, development, and contemporary forms of rural
society and the small community. The historic roots of the American
rural community; rural social movements; and rural life in world
perspective. [Winter.]
43 MODERN URBAN COMMUNITY
4 crs.
The cultural and social organization of the city in historical perspective
including the forms, processes, and problems of the modern metropolis.
[Spring.]
UPPER DIVISION
COURSES
51 FIELDS OF SOCIAL WORK
4 crs.
Examines basic concepts and values in the practice of social work;
historical development and trends in Social Policy and Programs in the
U.S.; and surveys the social services offered through the various public
and non-profit agencies and institutions. [Prereq.: Concurrent registration
in 54. Fall.]
I
-,;
52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs.
Provides a beginning understanding of the three methods of social workcasework, group work, and community organization. Explores basic
concepts of human growth and behavior and social process and their
relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.]
53 WELFARE ISSUES IN MODERN SOCIETY
4 crs.
Examines Social Welfare's responsibility and relevance to the problems
of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of
the recent experiments and new approaches to these problems both
within and outside the Social Welfare field. Points up some of the
current and re-occurring issues within and about Social Welfare in
modern society. [Prereq.: 52 and concurrent registration in 56. Spring.]
54, 55, 56 FIELD EXPERIENCE IN SOCIAL
AGENCIES
I cr. per term
Students are assigned five hours per week to work in a social agency
such as a settlement house, or a hospital, public welfare, family service
correction and services to the mentally retarded. Responsibilities vary
according to the agency. From one to four students are assigned to each
agency. The agency provides the supervision and recommended grade
for the course. No credit given unless all three quarters are completed.
Must be taken concurrently with Soc. 51, 52, and 53. [54, Fall. 55, Winter.
56, Spring.]
1 57 SUMMER WORK STUDY IN CORRECTIONS
AND SOCIAL SERVICE
5 crs.
A summer experience for undergraduate students combining independent study and paid work experience in the fields of Corrections and
Social Services.
1 59 RELIGION AND SOCIETY
4 crs.
An examination of the social sources and structure of the church.
Particular emphasis is given to the study of bureaucracy and its relation to religious systems. Some exploration of the changing patterns of
society and the relationship of these changes to the institutional church.
[Fall.]
1 6 1 INTRODUCTION TO SOCIAL STATISTICS
5 crs.
Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding
measures of central tendency, variability and association, and hyp*
thesis testing. [Prereq. : high school algebra or equir. Fall, Spring.]
1 62 SOCIAL RESEARCH
5 crs.
Methods of investigation in sociology and psychology. An examination
of procedures and problems of the research prccess. An analysis of
research designs and techniques. The construction of questionnaires
and other data-gathering tools. [Prereq.: 61. Winter.]
1 73 CRIME AND DELINQUENCY
5 crs.
Non-normative behavior with an emphasis upon crime and delinquency.
Gang-delinquency, whitc-collar crime, organized crime. The theories
of crime causation, treatment, and prevention. [Spring.]
5 crs.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. The various theoretical
schools of social psychology. Selective forms of collective behavior
such as croivd, rumor, and audience. [Fall.]
1 75 SOCIAL PSYCHOLOGY
82 RACIAL AND MINORITY GROUP RELATIONS
5 crs.
The historical, cultural, structural and psychological dimensions of
minority group relations. Major attention is focused upon prejudice,
racism and civil rights in the American setting. [Winter.]
83 INDUSTRIAL SOCIOLOGY
5 crs.
Large-scale organizations in contemporary industrial society. Bureaucracy, decision-making, formal and informal organizational structure and
labor-management relations. [Spring.]
8 5 SEMINAR IN THE MODERN METROPOLIS
I cr.
A study of the nature, dynamics and challenges of the emerging metropolitan community.
91 MODERN SOCIOLOGY THEORY
5 crs.
The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the
nineteenth and twentieth centuries. [Winter.]
SPANISH
See under Department of Modern Languages.
DEPARTMENT
OF
SPEECH
MR. ANDERSON, chairman, MISS COLE, MRS. OLSON
This department aims to foster in students those skills which contribute
to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical
listening habits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
Major: 40 credits. Students who do not plan to go into secondary or
elementary school teaching should consult with the department regarding
preparation for graduate school or other post-graduate opportunities.
Teaching major: 44 credits. For secondary education students: 11, 32,
12 or 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is
requked, but credits in this course do not count toward the major.
Minor: 28 credits.
Teaching minor: 28 credits. For secondary education students: 11, 32,
51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary
education students: 11, 16, 60, 61, ond 76.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may request substitution of course 16 to fulfill the literature/speech
requirement. Normally, courses 11 aud 51 fulfill this requirement.
I I BEGINNING SPEECH
4 crs.
Basic problems of effective speaking and critical listening. Meets five
times per week. [Fall, Winter, Spring.]
12 FORMS OF PUBLIC ADDRESS
4 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. [Prereq. : 11. Winter.]
16 STORY TELLING AND CREATIVE DRAMATICS
4 crs.
Selection of stories for various age groups. Techniques, observation,
and practice in story telling and creative dramatics. Recommended
for parish workers and elementary school teachers. [Fall, 1968-69.1
1 2 1 DEBATE
I cr.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debates. Open to all students. May be
repeated four times for credit. [Fall, Winter.]
28 STAGECRAFT
4 crs.
Construction, painting, and other aspects of scenery preparation. Open
to all students. [Winter.]
1 3 2 ACTING
4 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations. [Spring.]
UPPER DIVISION
COURSES
1 5 1 ARGUMENTATION
5 crs.
Application of logic in public speaking, discussion, and debates. [Fall.]
1 52 PERSUASION
5 crs.
Theory of persuasion and propaganda ; study of great speeches ; practical work in speech writing. [Prereq. : 11. Spring, 196849.1
55 GROUP LEADERSHIP AND DISCUSSION
5 crs.
Theories of group leadership: principles and types of discussion; practice in discussion techniques. [Winter.]
1 60 INTERPRETATIVE READING
5 crs.
Basic principles of oral interpretation of literature. Practice in reading
prose, poetry, and drama. [Fall, Winter.]
1 61 INTRODUCTION TO DRAMATIC ARTS
5 crs.
An introduction to history of the theater and to theories of drama and
dramatic production. [Fall.]
1 66 STAGE DIRECTION
5 crs.
Theory and practice of stage direction with laboratory exercises in planning productions and conducting rehearsals. [Spring.]
1 67 LIGHTING AND SCENE DESIGN
5 crs.
History, theory, and practice of stage lighting and scene design. [Fall,
196!%70.1
W 68 DRAMA IN THE CHURCH
5 crs.
History of drama in the church, reading and discussion of plays, study
of uses of drama by the local congregation. [Spring, 1969-70.1
1 76 SPEECH PATHOLOGY
5 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
[Winter.]
1 99 INDEPENDENT STUDY
1-3 crs.
Selected topics in oral interpretation, acting, theater history, rhetorical
theory, or speech pathology; individual projects with emphasis on the
use of primary sources and methodolgy of research. [Fall, Winter,
Spring.]
SPECIAL
PROGRAMS
OF
STUDY
AFFILIATION WITH SCHOOLS OF NURSING
Student nurses in the Schools of Nursing at t h e Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals in Minneapolis receive some of their instruction a t Augsburg College. Application for admission t o the Schools df Nursing should be made t o
the hospitals directly.
MEDICAL TECHNOLOGY
In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a
college degree with a major in Medical Technology. The first three
years of this work are taken at Augsburg and a final twelve-month
program is completed a t one of the two hospitals.
CORRECTIVE THERAPY
A program in Corrective Therapy worked out in cooperation with
the Veterans Administration Hospital is available to students who
complete a major in Physical Education a t Augsburg. The program
requires 250 hours of clinical observation, practice, and orientation under the direction of the Chief of Physical Medicine and Rehabilitation Service a t the Veterans Hospital. The work may be
done either during the senior year or after graduation. It carries
no college credit.
SPAN IJ
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University
of Minnesota and several colleges in the state. Qualified students
are selected to spend a summer in informal study abroad. Applications are made in the spring of the sophomore year.
JUNIOR YEAR ABROAD
Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study a t a
number of European educational institutions. These institutions are:
The University of Oslo, Norway; Schiller College and The Goethe
Institute in Germany; and The Institute for American Universities a t Aix-en-Provence in France. Study a t other institutions
may be possible through special arrangements. Applications for
such foreign study must be approved by the Committee on Admissions and Student Standing. In addition, the student's program
of study while in Europe must be approved by his faculty adviser
prior to making application to the Committee on Admissions and
Student Standing. A year of foreign study is recommended only
for students with good scholastic records whose programs of study
can be followed satisfactorily a t the institutions chosen. Credit
earned through foreign study can usually be applied to the student's graduation requirements as electives or, occasionally, as
elements of his major sequence. Such credit ordinarily does not
satisfy the general education requirements with some exceptions
such as the study of a foreign language.
HONORS PROGRAM
For superior freshman sudents, some special accelerated sections
are available in such subjects as English and History. For superior
students of all classes, special colloquia are offered each term.
Many departments of the college offer a program through which
the student can earn honors in his major field. Students of high
ability who are interested in pursuing an honors curriculum are
invited to write to the Director of the Honors Program for information regarding the Honors Programs which may be open to them.
Honors students are selected on the basis of previous academic
achievement and test results.
NORTH-SOUTH STUDENT EXCHANGE PROGRAM
In order to promote better understanding in the area of race relations and t o encourage better cultural exchange between the
students of Augsburg Cdlege and colleges in the South, Augsburg
has entered into an agreement with various southern colleges
whereby an interchange of students may take place. This exchange
may take place during either the second or third term, or both,
depending upon the schedules of the cooperating colleges.
In order to qualify for the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a
minor), his/her major adviser, and various college officials. A
further general requirement is approval by the student exchange
board which will, among other things, require a grade point average of at least 2.50.
Further details and application forms may be secured from the
fice of the Dean or the President of the Student Society.
OF
THE PASS/NO CREDIT GFLXDING SYSTEM
Effective with the 1967-68 academic year, a Pass/No Credit
grading system is available to juniors and seniors only, applicable
to a maximum of one course per term. The provisions of the system
are as follows:
1. Juniors and Seniors only may choose to be graded on the
basis of Pass/No Credit instead of a regular grade for a
maximum of one course in any one term.
2. The Pass/No Credit option may not be applied to courses
in the student's major field.
3. Each department of the college shall determine which,
if any, of the courses it offers may not be taken by any
student on a Pass/No Credit basis. Students will be informed by the Registrar's Office at each registration day
of the courses which may not be taken under the system.
4. Although credits earned under the system will be counted
toward fulfilling the requirements for graduation, Pass/No
Credit grades will not be used in computing the student's
Grade Point Average.
5. The student must exercise the option of taking a course
under the Pass/No Credit grading system a t the time of
his registration for the course, and may not change after
the end of the first week of the term.
6. Under the Pass/No Credit grading system, the grade of 'S'
shall be assigned to the student earning the equivalent of
a grade from 'A' to 'C'; the grade of 'N' to the student earning the equivalent of a grade from 'D' to 'F'.
AUGSBURG SUMMER SCHOOL
Students may earn up to ten credits of college work in a sixweek summer session from June 24 through August 2, 1968.
For 1969, tentative plans call for a similar six-week term beginning June 9, followed by a short term of three weeks set for
July 21 through August 8, during which additional five credits may
be earned.
Most courses will meet mornings, Monday through Friday. Others
will meet for longer periods two evenings a week, in order to accommodate part-time students employed during the day.
Eligible to attend Augsburg summer school are present students
and graduates of Augsburg and other accredited colleges and universities, as well as recent high school graduates whose class
standing and scores in college aptitude examinations indicate a
high probability of success in college work.
Courses to be offered during the summer sessions will be determined, in part, by demand. Most will not require prerequisites. In
addition to formal classes, provisions are being made for independent study in several areas, and for individual instruction in
voice and instrumental music.
For 1968, summer tuition for 8-10 credits is $220.00, plus a registration fee of $5.00. The latter fee will, however, be waived for
those completing registration not later than June 14. Private lessons will be charged separately.
A single board and room charge for the 1968 summer session will
be $100.00, and will provide morning and noon meals exclusive
of weekends, and a room from the evening of June 23 through the
morning of August 3.
For specific information, interested persons are asked to write:
Director of Summer School
Augsburg College
Minneapolis, Minnesota 55404
CURRICULUMS
The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major,
or a particular vocational objective.
GENERAL LIBERAL ARTS
The course of study given below suggests a sequence which may
be followed to include the required general education courses. For
electives, students should take care to include all courses required
for the major field of study. Requirements for the major are listed
under departmental headings.
FRESHMAN
Religion 11
English 11. 12
History 1, 2. or 3
Sociology 11
Foreign Language
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Philosophy 21
Speech 11 or Literature
Electives
Term
I n nr
Cr. Cr. Cr.
-
-
Term
SOPHOMORE
5
- - - 4
- 5 5
5-6 5
Religion 21
Foreign Language
Natural Science or Math.
Art 1 or Music 30
Pol. Sci. 20, 21, or 22, or
Economics 22
Electives
Term
I 11 ~n
Cr. Cr. Cr.
SENIOR
5
4
4
1/3 1/3 1/3
- - 4 - - 4
4
Religion
Electives
I 11 III
Cr. Cr. Cr.
5 -
-
4
4
5-6 5-6
-
-
-
-
4
- - 4-5
- 6
6
I
Term
II
m
4
-
Cr. Cr. Cr.
-
12 12 12
AMERICAN STUDIES MAJOR
The following program is suggested for a major in American Studies.
FRESHMAN
Religion 11
English 11, 12
History 1. 2, or 3
Sociology 11
Foreign Language
History 21. 22
H. P.E. 1, 2. 3
JUNIOR
Economics 22 (Optional)
Speech or Literature
Art 1 or Music 30
Religion 63
Eistory 55.
Psychology 81.
Sociology 42'. 43.
Philosophy 65'
Electives (non-major)
- 5
- -
4
5
4
5
-
-
4
5
5
5
-
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Philosophy 21
English 45
Political Sci. 20, 21
1/3 1/3 1/3
4
-
4
-
4
4
-
4
4
4
4
4
4
-
4
4
-
-
5
4
4
5-6 5-6 4
5
- 5 5
- -
SENIOR
Sociology 59.
Political Sci. 70.
History 56'
Education 87.
English 82.
Political Sci. 22.
American Studies 95
American Studies 99
Electives (non-major)
* Electives in the major program
ART MAJOR WITH HISTORY MINOR AS
PREPARATION FOR GRADUATE STUDY
Term
FRESHMAN
I
-
Religion 11
English 11, 12
Foreign Language
4
5
Art
2
2
8, 12
Sociology 11
H. P.E. 1, 2. 3
Term
I1 III
Cr. Cr. Cr.
-
5
5
- 6
- 4 5
1/3 1/3 1/3
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Art 21- Art 18, 55
History 2
History 61
I 11
rn
Cr. Cr. Cr.
- - 5
4
4
- 5 5
4
4
4
-
-
4
-
4
-
Term
I I1 I11
Religion
Art 83, 84
Art 67
Art 50
Historv 3
Speecg 11 or Literature
Music 30
History 21. 22
Elective
Cr. Cr. Cr.
4
4 4 -
-
SENIOR
I I1 I11
Religion
Pol. Sci. 20. 21, or 22
or Economics 22
Art 68
Art 78
History 95
History 71
Art 99
Electives
Cr. Cr. Cr.
ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Art.
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1. 2, or 3
Art 7
Art 8. 12
Sociology 11
H. P.E. 1, 2. 3
JUNIOR
Religion
Art 83, 84
Art 67
Art 50
H. P.E. 10
Education 50
Education 52, 53, 54
Education 59
Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
- - 5
4 - 5
5 5 4
2 2 6
4 1/3 1/3 1/3
-
-
-
Term
SOPHOMORE
I I1 I11
Relieion 21
ore& Language
Natural Science or Math.
Philosophy 21
S'peech 11 o r Literature
Art 21
Art 18 and 55
Psychology 5
Cr. Cr. Cr.
4
4
5
-
4
-
4
-
-
4
4
4
- - 5
4 - 0
0 0
- - 5
- 4 -
-
4
4
-
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
4 - 4 4 - - 4
-
5
4
5
Term
SENIOR
I I1 I11
Religion
Education 84
Education 83
Education
- - - - - .-.
.
. 87
..
Pol. Sci. 20, 21, or 22
or Economics 22
Art 68. 99
Art 78
Electives
Cr. Cr. Cr.
4
10 - 5
-
-
-
-
4
-
4-5
- 4
-
4
-
BIOLOGY MAJOR
The following program is recommended for students who plan to
do graduate work in biology. Where choices of biology are indicated,
the student should choose carefully the course best suited to his
field of interest. At least one term of botanical work is usually
desirable. Biology 72 is required.
Term
Term
FRESHMAN
I I1 I11
Religion 11
Englsh 11, 12
History 3
Sociolow 11
chernGpy 5 or 15
Chemistry 6 or 16
Biology 11, 12
H. P.E. 1. 2, 3
I I1 111
SOPHOMORE
Cr. Cr. Cr.
Cr. Cr. Cr.
Religion 21
Speech 11 or Literature
Chemistry 51, 52, 53
Mathematics 40. 41. 42
Biology 53 o r eiective
-
-
Term
Term
JUNIOR
Relieinn
-.--.-.
.
.
.
Foreign Language
Physics 21, 22, 23
Biology 61. 71, or 76
Biology 63. 72 or 74
Pol. Sci. 20, 21. or 22
or Economics 22
I I1 I11
Cr. Cr. Cr.
- 4
5 5
5 5 5
5-6 - -
-
-
-
45
- 5
- 6 6
5 5
5-6 -
4
6
5
-
SENIOR
Religion
Foreign Language
Art 1 or Music 30
Philosouhv 21 or 23
BiGG
7 3 OF elective
Biology 72, 74, or 81
Biology 91. 92. 93
I I1 I11
Cr. Cr. Cr.
-
-
1
~
5-6
-
1
-
5-6
1
BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING
The program suggested below provides for the recommended courses
in chemistry as well as for a good background in the biological
sciences. When making the choices between the biology course
options, it is important that the various disciplines of biology are
represented. Biology 72 and one other course in the 70 series are
required.
FRESHMAN
Religion 11
English 11. 12
History 3
Sociology 11
Biology 11. 12
Chemistry 5 or 15
Chemistry 6 or 16
H. P.E. 1, 2. 3
Term
I I1 111
Cr. Cr. Cr.
5 2 4 5
- - 4
-
-
6
-
-
4
6
6
- -
6 1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
JUNIOR
Religion
speech 11 or Literature
Foreign Language
Education 50. 59
Chemistry 53
Bioloev 61. 71. or 76
~ i o l o s53' or ' 73
Biology 63, 72, or 74
Education 52, 53, 54
-
-
4
4
4
4
4
-
-
- 6
- -
0
0
-
5
5-6
0
SOPHOMORE
Relieion 21
~ o r z g nLanguage
Biology 51
Psychology 5
Chemistrv 23
H P.E."10
Mathematics 13 or 40.
Mathematics 14 or elective*
Term
I I1 I11
Cr Cr. Cr.
5
5
5
-
5
-
-
5
-
-
- - 6
-
5
5
-
-
SEYIQR
Term
I I1 I11
Cr. Cr. Cr.
Rc,iaiun
.Art - 1 or 3Tvljbic 30
Rluloz$' 61, 71, or 76
Biology 72. 74. or 81
4 5-6 -
...
..
E d r ~ c a t ~ c n83
Educn:ion 87
Poi. Scl. 20. 21. or 22
-
-
-
10
4-5
-
-
5-6
- 4
- -
Elective if the student is allowed to take Mathematics 40 rather than Math. 13 and 14.
MAJOR IN BUSINESS ADMINISTRATION
(ACCOUNTING SPECIALIZATION)
Students with a major in Business Administration may specialize
in accounting or finance. Students are urged to read carefully the
statement under the Department of Business Administration.
FRESHMAN
- 'RcIipion
&
11
E ~ 9 i s l 111, 12
Yidow 1, 2. or 3
Brssincss Ad. 1, 2
_Sociology 23-1 i
L/-;;turt;
Science or Math.
H. P.E. 1, 2, 3
JUNIOR
C3 Business Ad. 61
Economics 51
???Business
Ad. 62. 63
Electives
Term
I I1 I11
SOPHOMORE
- - - Cr.Cr.Cr.
.
5
,,ReTi~lon 21
- 4 5 .. -Fori-igtl T.,anglage .. .
- - 4
Easiness Ad..,13
4 4
Eco!~nmics22. 23-,
- 4 ..--Dhtlosophy 21
5-6 5-6 - d p e e c h 11 or Literature
- 4 d r t 1 or Music 30
1/3 1/3 1/3
Electives
Term
I I1 I11
Cr Cr. Cr.
- 5 - 5 5
Term
I I1 I11
Cr. Cr. Cr.
- 4 4 4 - - 5
5
-
Term
I I1 I11
Cr. Cr. Cr.
~
- -
-
-
5
-
-
-
5
4
5
5
SENIOR
5
-
-
-
4
5
-
-
4
4
4
4
-
-
-
Religion
Business Ad. 81
Business Ad. 83
Electives
MAJOR IN BUSINESS ADMINISTRATION
(FINANCE SPECIALTZATTON)
FRESHMAN
Religion 11
English 11, 12
Histors 1. 2. or 3
~ u s i n e s s~ d . 1,
. 2
Sociology 11
Natural Science or Math.
Elective
H. P.E. 1, 2, 3
Term
I I1 I11
Cr. Cr. Cr.
5 - - 4 5
- 4
4 4 - 4
5-6 5-6 4
1/3 1/3 1/3
- -
SOPHOMORE
Religion 21
Foreign Language
Business Ad. 31
Economics 22, 23
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Electives
Term
I 11 111
Cr. Cr. Cr.
I
:'
,.;
'3,
'M.
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Business Ad. 18
Business Ad 13
Electives
BUSINESS EDUCATION
MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
Enelish 11. 12
F'oFeign ~ a n g u a g e
History 1, 2, or 3
Business Ed. 1
Business Ed. 10
sociology 11
Philosophy 21
H. P.E. 1, 2, 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education 59
Business Ad. 1, 2
Business Ed. 50
Economics 22, 23
Business Ed. 63
Art 1 or Music 30
Electives
Term
I I1 111
Cr. Cr. Cr.
5
4 5
5 5 4
- 4
- -
-
- - - -
4
4
4
1/3 1/3 1/3
Term
I I1 111
Cr.
Cr.
-- - .Cr.
--.
4
4 - 0 0 0
- 5
4 4 1
- 5 - 4 4
-
-
SOPHOMORE
Relieion 21
F'orGgn Language
Natural Science or Math.
S ~ e e c h11 or Literature
Term
I I1 I11
Cr Cr. Cr.
~ u s i n e s s - ~ d21
.
Business Ed. 22
Business Ed. 53
Business Ed. 8
SENIOR
Religion
Education 84
Education 83
Education 87
Term
I I1 I11
Cr. Cr. Cr.
4 - - 10 - 5
H:~PE;--IO
-
-
Business Ad. 31
Electives
5
4
-
-
-
4
5
8
CHEMISTRY MAJOR
The following course of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is approved by
the American Chemical Society for students who plan to do graduate study in chemistry.
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Mathematics 40
Chemistry 15. 16 or 5, 6
Mathematics 41, 42
H. P.E. 1, 2, 3
JUNIOR
Relieion
chemistry 61, 62
Chemistry 63
Mathematics 83
Foreign Language
Philosophy 21
Chemistry 91
Electives
Term
I 11 111
Cr.
-.
. Cr.
-.
. Cr
-5
4 5
4
5
6 6
- 5 5
- - - -
Term
I TI I11
Cr. Cr. Cr.
4
6 6
5
4 - 5 5 4
4
0 0 0
- 4
-
-
-
-
-
SOPHOMORE
Religion 21
Chemistry 51, 52
Chemistrv 53
Physics ii, 22, 23
Mathematics 43
Sociology 11
SEh-IOR
Term
I I1 111
Cr Cr. Cr.
- - 5
6 6 - - 5
5 5 5
5 - - 4 -
Term
I I1 111
Cr. Cr Cr.
Ro!iglgn
Chernfstr' 81, 83
C h e m x ! ~i 2
Furdgn Lwguage
Speech !1 or Lltcrature
Pol. Sc!. 20. 21. or 22
or Economics 22
Art 1 or Music 30
Chemistry 91
Electives
DENTISTRY
Students planning to enter the pre-dental curriculum should take
geometry, trigonometry, and higher algebra in high school. Courses
in physics and chemistry are highly desirable.
f i e following schedule will meet the requirements for admission t o
most dental schools. Prospective dental students, however, should
inquire of the dental schools in which they are interested about
specific requirements.
Term
FRESHMAN
Religion 11
English 11, 12
Mathematics 40. 41
Biolocv 11. 12'
~ h e m y i t r y'15, 16 or 5, 6
H. P.E. 1, 2. 3
m
I II
Cr. Cr. Cr.
- - 5
4 - 5
5 5
- 6 6
6
6 1/3 1/3 1/3
-
SOPHOMORE
Term
I n III
Cr Cr. Cr.
Religion 21
Pol. Sci. 20, 21 or 22
Speech, Lit. or Hist.
Psychology 5
chemistry 51, 52
Physics 21, 22. 23
ECONOMICS MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Business Administration, Economics, and Business Education.
Term
FRESHMAN
Religion 11
English 11, 12
History 1. 2, or 3
Natural Science or Math
Sociology 11
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Foreign Language
Sociology 61
Economics 51, 58
Electives
I
I1 I11
c=.Cr.
5
-
- -
4
SOPHOMORE
Cr.
5
Term
I I1 I11
Cr.
Cr. Cr.
-4
4 4 -
- -
Term
I 11 nr
Cr Cr. Cr.
Religion 21
Foreign Language
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Business Ad. 1, 2
Economics 22. 23
Electives
Term
SENIOR
I
I1 I11
Cr. Cr. Cr.
Religion
Electives
ELEMENTARY EDUCATION
Students planning t o prepare for elementary school teaching are
required t o complete the following curriculum. Except where a
choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional
subjects and free electives are limited, the program must be followed carefully from the first year.
For the science-mathematics general education requirement, elementary education students are required to take one course in
biological and one in physical science. For the speech-literature
requirement in general education, they are required to take Beginning Speech unless exempted.
The major in this program is Elementary Education. Each student
is required t o complete a minor. Variations in the requirements of
the minor from those prescribed by the department may be permitted subject to special departmental approval. An academic major is highly recommended.
I
Ion ll
lab 11,
I8
mstUl+l P , W S
B ~ , O I O ~s&xm
'
a F.E. m
Sociology 11
H. P.E. 1. 2, 3
Elective (minor)
Term
I1 I11
Cr. Cr. Cr.
5
4
5
5 5
- 4
5
5
4
1/3 1/3 1/3
- 4 -
-
-
- - -
SOPHOMORE
Term
I 11 In
Cr. Cr. Cr.
Religion 21
Foreign Language
Psychology 5
Physical Science
Pol. Sci. 20, 21 or 22
Music 30
History 21 or 22
Elective (minor)
Term
SENIOR
Religion
Education 77
Philosonhv 21
speech- lf
Education 79
Education 87
Education 65
Electives (minor)
Religion
Education 55
Education 56
Education 52, 53, 54
Geography 14
Education 64
Education 57, 63
Education 58
-Mathematics 56
Elective (minor)
I
I1 I11
Cr. Cr. Cr.
4 - 15 4 - - - 4
3
4
- - 2
8 - 4
-
- -
JUNIOR AND SENIOR HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The program outlined below satisfies the requirements for
certification at the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply to the Committee on Teacher Education for admission t o the education curriculum. He will also need
t o apply for student teaching during the junior year. Admission will
be determined on the basis of scholarship and other qualifications.
Areas in which students may obtain teaching majors or minors
are:
Health and Physical Education
Mathematics
Music
Natural Science
Biology
Chemistry
Physics
Social Sciences
History
Political Science
Art
Business ducati ion
English-Language Arts
English
Speech
Foreign Language
French
German
Scandinavian Studies
Spanish
Minors for teaching are also offered in Latin and Library Science.
Term
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
I
I1 I11
Cr. Cr. Cr.
- 5
4 5 - 5 5
4
- 4
1/3 1/3 1/3
5-6 5
-
-
-
SOPHOMORE
Religion 21
Foreign Language
Music 30 or Art 1
Natural Science or Math.
Pol. Sci. 20, 21 or 22
or Economics 22
Psychology 5
Electives
Term
JUNIOR
Religion
Philosophy 21
Sueech 11 or Literature
ducatio ion 50, 59
Education 52. 53, 54
H. P.E. 10
Electives in the major
I
I1 I11
SENIOR
Reliigon
Education 83, 84
Education 87
Electives in the major
Term
I TI 111
Cr, Cr. Cr.
- 5 4 4 - - 4
5-6 5-6 -
-
5
-
-
-
4-5
6
Term
I I1 I11
Cr, Cr. Cr.
-
4
-
ENGINEERING
The following program is recommended for students who plan to
enroll in a school of engineering. Students planning to enter this
program should have completed four years of high school mathematics and be qualified by the Mathematics Placement Test to
enter Mathematics 41. Those who plan t o transfer to the Institute
of Technology at the University of Minnesota will also need, in
some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session a t the
U. of M.
FRESHMAN
Term
I
I1 III
Cr. Cr. Cr.
SOPHOMORE
I
Term
I1 I11
Cr Cr. Cr.
Reliaion 21
Religion 11
English 11, 12
Sociology 11
Mathematics 40, 41, 42
Chemistry 15, 16 or 5, 6
H. P.E. 1. 2. 3
Art 1
I
Term
I1 I11
Cr. Cr. Cr.
Relieion
P~YECS75
Physics 62. 63
Physics Lab.
Mathematics 83. 84
Biology 11, 12 or Elective
Electives
ENGLISH MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
English.
Term
FRESHMAN
I
I1 III
Cr. Cr. Cr.
5
-
Term
JUNIOR
Religion
Art 1 or Music 30
English 61, 62, 84
English 72 or 74
English Elective
Electives*
I II
rn
Cr. Cr. Cr.
4
-
5
- -
4
5
5
SOPHOMORE
Reliaion 21
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Speech 11
Philoso~hv 21
~ a t u r a Ccience
i
or Math.
English 35 or 45
or Elective in the major
English 47; and 31, 32, or 78
Term
I 11 I11
Cr. Cr. Cr.
- 5
-
Term
SENIOR
Religion
English 90
Electives*
I II n I
Cr- Cr. Cr.
A
-
-
Electives recommended for students planning to enter graduate school: English 80
or 82, 86, 88, 92, 95; and foreign language.
ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11 or 15
English 12 or 35. 45
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
I
Term
I1 111
Term
SOPHOMORE
Cr. Cr. Cr.
Religion 21
Foreign Language
Speech 11 and 12, 52 or 55
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Natural Science or Math.
English 35 or 45 or 55
English 47, 31
I 11 I n
Cr. Cr. Cr.
JUNIOR
Religion
Psychology 5
Education 50
Education 52. 53. 54
Education 59
'
English 61. 62. 55
English 72 or 74. 84
Speech 60 or 66
Term
I I1 I11
Cr Cr Cr.
-
4
-
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education 84
Education 83
Education 87
H. P.E. 10
Art 1 - o r Music 30
English 21 or 40, 88 or 88
English 90, 91, or 92
~ i b r a r y Science 75
4
4
3
-
-
-
4
5
FRENCH, GERMAN, SPANISH MAJORS
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Modern Languages.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Religion 21
Inter. Foreign Language
Speech 11 or Literature
Philosophy 21
Pol. Sci. 20, 21. or 22
or Economics 22
Art 1 or Music 30
H. P.E. 10.
Electives or 56. 57
Religion 11
English 11. 12
Beg. Foreign Language
History 1, 2, or 3
Sociology 11
Natural Science or Math.
H. P.E. 1, 2, 3
JUNIOR
Term
I I1 I11
Cr Cr Cr.
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
- 4
- 4 0 0 0
- - 5
5
5 5 5 -
-
-
5
Term
I I1 I11
Cr. Cr. Cr.
4 - 10 - 5 -
SENIOR
-
Religion
Religion
Education 84'
Education 50'
Education 83'
Education 52. 53. 54.
Education 87.
4
Education 59:
Ad. Conv. and Comp. 84
5 - Psychology 5
Literature 72 or 74
- - 5
Conversation 55
2 - 2
Indep. Study 99
Survey 63, 64..
5
Electives
5
5
Literature 72 or 74
- 5 5
Electives
* Students who do not plan to t a k e t h e education sequence may substitute 92
99 or other electives for these courses.
* * Courses 56, 57 may be elected for either 63 or 64.
- -
- - -
-
GREEKMAJOR
Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken
in the senior year.
FRESHMAN
Term
I rI 111
Cr. Cr. Cr.
Religion 21
Natur?l Science or Math
Greek 11. 12. 13
Philosophy 21
Pol. Sci. 20, 21. or 22 or
Econ. 22
Art 1 or Music 30
Religion 11
English 11. 12
History 1. 2, or 3
Latin 1. 2. 3
~ o c i o l o g y'11
H. P.E. 1 . 2. 3
JUNIOR
Religion
Greek
Philosophy 41, 42, 43
Speech 11
Electives
SOPHOMORE
Term
I I1 111
Cr Cr. Cr.
4 - 4 4 4
4 4 4
4
- 8 8
- -
SENIOR
Term
I I1 111
Cr. Cr. Cr.
- 5 5-6 5-6 5 5 5
4 - -
Term
I 11 I11
Cr. Cr. Cr.
Religion
Greek
Literature
Electives
BROAD MAJOR IN HEALTH AND
PHYSICAL EDUCATION FOR TEACHING
Two teaching majors are offered in the Department of .Health and
Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions.
FRESHMAN
#
Term
I I1 I11
Cr. Cr. Cr.
Term
I TI I11
Cr. Cr. Cr.
1
-
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 10
H. P.E. 23
H. P.E. 11, 13 (W,
M)
H. P.E. 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
Religion
Education 50
Education 52, 53, 54
Education 59
Pol. Sci. 20, 21, or 22
Econ. 22
Art 1 or Music 30
H. P.E. 57.
H. P.E. 51, 52
H. P.E. 11, 72
H. P.E. 82 or Soc. 31.
"
SENIOR
5
4
-
-
-
5
Term
I I1 I11
Cr. Cr. Cr.
Religion
Education 8 4
Education 83
Education 87
Philosoohv 21
H. ~ 5 7i*
.H. P.E. 60*
Speech 11 or Literature
Electives
Starred courses are required for the broad major in Health and Physical Education
but may be omitted for the Physical Education teaching major.
HISTORY MAJOR
The following program is a suggested course of study. Students are
urged t o read carefully the statement under the Department of His-
tory.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Religion 11
Enelish 11. 12
~ o r e i g n~ i n g u a g e
History 1, 2, 3
Sociology 11
301. Sci. 20, 21 or 22
or Economics 22
H. P.E. 1. 2, 3
JUNIOR
Religion
Foreign Language
History
Economics
Art 1 or Music 30
Minor or Elective
Literature
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
Religion 21
Foreign Laneuage
History 21, 22
Philosoohy 21
Psychology 5
Natural Science or Math.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
Religion
Foreign Language
History
Seminar
Minor or Elective
HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, 3
Sociology 11
Economics 22
H. P.E. 1, 2. 3
JUNIOR
Religion
Education 50
ducati ion 52, 53, 54
Education 59
Art 1 or Music 30
Geography 14
Political Science 20, 22
H. P.E. 10
History
Term
I TI 111
Cr. Cr. Cr.
5
-
-
-
4
4
-
-
4
5
5
4
4
5
- 4
-
SOPHOMORE
Religion 21
Foreign Language
Historv 21. 22
~ h i l o s o ~ h y21'
Psychology 5
Natural Science or Math.
Term
I I1 111
Cr. Cr. Cr.
- - 5
4
4
5
5
-
-
5-6 5-6
-
4
5
-
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
Term
SENIOR
Religion
Education 8 4
Education 83
Education
Sociology 12
87
Soeech 11 or Literature
History
History 95
I
n
111
13
Cr. Cr.
LAW
College preparation for law school is flexible, and does not require
a specific course of study or a particular major. Students considering law as a profession are urged to study the requirements and
suggested curricula for the following majors:
American Studies, pages 50 and 108.
English, pages 68 and 114.
History, pages 34 and 116.
Political Science, pages 92 and 121.
While any of the above majors is appropriate as a pre-law curriculum, other majors are also highly acceptable. For most law
schools a broad background in the liberal arts constitutes a better
preparation than specialization and expertise in narrower fields.
While not all law schools require a baccalaureate degree as a
condition for admission, it is normally to the advantage of the
student to have completed his undergraduate degree program.
Nearly all law schools in the United States require applicants
to take a standardized Law School Admission Test, administered
several times each year a t prescribed times.
Students interested in law as a possible vocation should contact
the pre-law adivsor, chairman of the Department of Political Science.
MATHEMATICS MAJOR
The following course of study is designed for students who have a
strong background in mathematics from high school. Students who
lack this background may need to complete Mathematics 13, 14
before registering for Mathematical Analysis.
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Math. 40, 41, 42
H. P.E. 1, 2, 3
Term
I I1 I11
SOPHOMORE
Cr.
Cr. Cr.
- 5
Religion 21
4
5 - ; Pol. Sci. 20, 21, or 22 or
5 5 Econ. 22
- 4
Sociolom 11
5 5 5
~oreig-~anguage
Art 1 or Music 30
1/3 1/3 1/3
Physics or Chemistry
Mathematics 43, 58, 64
Term
I I1 I11
Cr. Cr. Cr.
5 - -
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 ILI
Cr Cr. Cr.
FRESHMAN
-
-
-
SENIOR
--
4-5
4
- 4 4
- 4 5-6 5-6 5 4 4
Religion
Mathematics 67
Mathematics 80
Mathematics 99
Electives
Relieion
ath he ma tics 83. 84, 85
Mathematics 72. 73
Philosophy 21
Speech- 11 or Literature
Mathematics 61
Electives
MATHEMATICS MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
Term
I I1 111
Cr. Cr. Cr.
5
4 5 5 5
4
5 5 5
1/3 1/3 1/3
- -
- - -
SOPHOMORE
Religion 21
Foreign Language
Sociolow 11
Pol. ~ d 20,
: 21. or 22 or
Econ. 22
Mathematics 43, 58. 64
Physics or Chemistry
Term
I I
I
Cr Cr. Cr.
- -
4
-
4
4
5
-
-
- -
4-5
5 4 4
5-6 5-6
-
~
Term
I I1 I11
Cr. Cr. Cr.
Religion
Art 1 or Music 30
Education 50, 59
Speech 11 or Literature
Psychology 5
Mathematics 83, 84
Educatiun 52. 53, 54
Philosophy 21
Mathematics 61, 72
Elective
4
-
- -
4
SENIOR
Term
I I1 III
Cr. Cr. Cr.
Religion
Education 87
Education
84
- - - ---Education 83
mathematics 80
Mathematics 67
Mathematics 99
H. P.E. 10
Electives
~
0
0
-
4
-
4
4
-
MEDICAL TECHNOLOGY MAJOR
Students may complete a course of instruction leading to the
Bachelor af Arts degree with a major in medical technology by
completing three years of academic work at Augsburg College and
twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. A minimum of 24 credits each of biology
and chemistry, and one term of mathematics, is required. A college
course in physics is strongly recommended. The program outlined
prepares students for certification in medical technology, and it
also includes the Augsburg graduation requirements. In the senior
year students taking this program must register a t Augsburg as
well as at the affiliated hospital.
FRESHMAN
Religion 11
English 11, 12
History 2
Sociolom 11
Siiii&"11, 12
Chemistry 5 or 15
Chemistry 6 or 16
H. P.E. 1, 2, 3
JUNIOR
Religion
Foreien Laneuaee
POI.
Sci. 20; 21; or 22
or Economics 22
Philosophy 21 or 23
Physics 3
Chemistrv 53
Bidlogy -71
electives
Biology 76
Term
I 11 I11
Cr. Cr. Cr.
5
4 - 5
-
- 4 - 4
6 6
- -
6
6 1/3 1/3 1/3
-
I
Term
I1 I11
SOPHOMORE
Religion 21
Foreign Language
Art 1 or Music 30
S ~ e e c h11 or Literature
ath he ma tics 13
Chemistry 23
Biology 53 or 73
Biology 72
Term
I I1 I11
Cr. Cr. Cr.
5
5 5
4 - - 4 -
- -
-
SENIOR
Cr. Cr. Ct
-
4
4
4
4
-
Lectures, laboratory and practical work
at General or Swedish Hospital for 12
months.
45 credits
MEDICINE
Since most pre-medical students at Augsburg have gone to the
Medical School of the University of Minnesota, the following is
based on its requirements for admission. Information for other
medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American
Medical Colleges, and available in the Augsburg library. It is the
responsibility of the individual student to see that he has completed
the requirements for admission to the medical schools to which he
intends to make application.
The "Minimum Requirements" for the Medical School, University
of Minnesota, as translated into courses a t Augsburg College, are
a s follows:
m:
Credits
12
12
12
5
9
Biology 11. 12
Chemistry 15. 16
Chemistry 51. 52
Chemistry 53
English 11, 12
Literature elective
Mathematics 40, 41
Physics 21, 22, 23
Social Science and Humanities
General electives
4
Recommended:
Physical Chemistry 61
Mathematics 42 (calculus)
Medical schools emphasize the word "minimum" in listing their
minimum requirements. In addition to the required and recommended courses listed, pre-medical students are encouraged to
take a t least two additional courses in biology and one course in
psychology. Some medical schools require or strongly recommend
this work. Broad studies in the liberal arts are highly desirable.
Pre-medical students normally complete a major in either biology
or chemistry. The minimum requirements for a biology major are
shown under Department of Biology; for a chemistry major under
Department of Chemistry. Students are strongly urged to consult
these departments early for advice on scheduling these majors.
MUSIC MAJOR FOR TEACHING
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Music.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2. 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education 68
Education 59
Art 1
Music 53*, 54
Music 60, 61
Music 57, 58
Music Organization
Applied Music
Term
I I1 111
Cr. Cr. Cr.
5
- -
- 4-
4
5
5
5
-
4
5 4
1 1 1
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
- - 4
4
- -
0
0
0
SOPHOMORE
Religion 21
Foreign Language
Sociology 11
Psychology 5
Natural Science or Math.
Iviusic 4, 5, 6
Applied Music
SENIOR
Religion
Education 84
Education 83
Education 87
Pol. Sci. 20, 21, or 22 or
Economics 22
H. P.E. 10
Philosophy 21
Music Organization
Electives
Term
I I1 111
Cr. Cr. Cr.
5
4
4
5
-
-
4
-
-
-
-
5-6 5-6
4
4
4
1
1
1
Term
I I1 I11
Cr. Cr. Cr.
-
4
-
!
MUSIC MAJOR
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2, 3
Term
I TI 111
Cr. Cr. Cr.
5
4
5
5 5
- -
- .
4
1
- 4-
5
1
4
1
1/3 1/3 1/3
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Sociology 11
Music 4, 5, 5
Applied Music
Music Organization
Elective
Term
I I1 I11
Cr. Cr. Cr.
5
- 4
-
4
4
4-5 4-5
-
-
I
JUNIOR
Term
II 111
Cr. Cr. Cr.
SENIOR
I
Term
nrn
Cr. Cr. Cr.
Religicn
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Music 76
Applied Music
Music Organization
S ~ e e c h 11 or Literature
~iectives
Religion
Art 1
Music 60. 61, 62
Music
53.. b8 54
Music 57,
- Applied Music
Music Organization
Electives
Choral Technique may be substituted for Instrumental Technique in the fall term.
NATURAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in natural science consists of 63 credits in science and
mathematics with a t least 27 credits in each of two of the areas
of biology, chemistry, physics; or at least 27 cred,its in each of three
of the areas of biology, chemistry, mathematics, physics.
The following program is suggested.
I
FRESHMAN
Rellgion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
Natural Science
H. P.E. 1, 2, 3
..
JUNIOR
Religion
Philosophy 21
atural Science or Math.
.
d
Term
II 111
- 5
5 5 5
-- 4-
Cr. Cr. Cr.
P.E. 10
4
4
-
-
5-6 5-6
1/3 1/3 1/3
I
Term
II rn
CP. Cr. Cr.
- -- 4 - 4
4 - 5
4
9
0
-
8
8
0
5
0
SOPHOMORE
Religion 21
Foreign Language
Art 1 or Music 30
Natural Science or Math.
Pol. Sci. 20, 21, or 22
or Economics 22
Psychology 5
I
Term
nrn
Cr. Cr. Cr.
- 5 4 4
4
- 13 13
-
- -
- -
5
-
4-5
-
Term
SENIOR
Religion
Natur.al Science or Math.
Education 84
&ducation 83
Education 87
I 11
m
Cr. Cr. Cr.
- 4 - 13 13
10
5 - -
- -
-
-
4
-
I
PHILOSOPHY MAJOR
Religion 11
English 11, 12
Foreien LanmaPe
ist tory 1, 2,-or-3
Sociology 11
Philosophy 21
H. P.E. 1. 2. 3
Electives
Term
I II III
Cr. Cr. Cr.
5
4 5
5 5 4
--
-
- - - 4
- - 4
1/3 1/3 1/3
- - 4
4
Term
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Art -1 or
Music 30
..~
Pol. Sci. 20, 21, or 22
or Economics 22
Ph~!osophy 23
Philosophy 41, 42, 43
Term
JUNIOR
Religion
Speech 11 or 51 or Literature
Philosophy Elective
Electives
I
I1 I11
Cr. Cr, Cr.
4
-
5
6
- -
4 5 5
6 10
SENIOR
I
II I11
Cr. Cr. Cr.
- 5 4 - 5-6 5-6
4 - -
-
-
5
4
-
4
4-5
4
Term
I n m
Cr. Cr. Cr.
Religion
Philosophy 99
Philosophy Elective
Electives
PHYSICS MAJOR
The following program is a suggested course of study. Students
are urged t o read carefully the statement under the Department of
Physics.
Term
FRESHMAN
I I1 111
Cr. Cr. Cr.
Religion 11
English 11, 12
Foreign Language
Wath. 14 or 40
Mathematics 41. 42
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
JUNIOR
SOPHOMORE
Religion 21
Foreign Language
Physics 21, 22, 23
Mathematics 43
Mathematics 58
Pol. Sci. 20, 21 or 22
or Sconomics 22
Philosophy 21
Term
-
-
5
Term
I I1 I11
Cr. Cr Cr.
I I1 I11
Cr. Cr. Cr.
Religion
Physics 61
Physics 51. 52
ath he ma tics 83. 84, 85
Art 1 or Music 30
Physics 62, 63
Physics 77
Electives
Term
I I1 I11
Cr Cr. Cr.
Reliigon
Physics 81, 82
Physics 77
Speech 11 or Literature
Electives
POLITICAL SCIENCE MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Political Science.
Term
FRESHMAN
I I1 111
Cr. Cr. Cr.
Religion 11
English 11, 12
History 3
phi lo so ah^ 21
Math. or - ~ a t u r a lScience
Sociology 11
Political Sci. 20, 21
H. P.E. 1, 2, 3
Term
SOPHOMORE
I I1 111
Cr Cr. Cr.
Religion 21
Art 1 or Music 30
Sociology 61. 62
-
4
-
5-6 5-6
- -
5 5
1/3 1/3 1/3
politic& kci. 22, 50
Camputer Science 45
History 21, 22
5
5
Term
JUNIOR
~ o r s g nLanguage
Political Sci. 60
Political Sci. 80, 81, 84
Economics 22. 23
I I1 I11
Cr. Cr.
4
- 5
4 4 4
4
-
5
-
4
4
-
5
Term
SENIOR
I I1 I11
Cr.
- -
4
4
Cr. Cr. Cr.
Religion
~oliSicai Sci. 51. 62
Political Sci. 70, 71
Foreign Language
Electives
~iferature
Elective
PSYCHOL,OGY
MAJOR
Term
FRESHMAN
Religion 11
English 11, 12
Natural Science or Math
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
I
Term
I1 I11
Cr.
-.
. Cr.
- - . Cr.
--
- -
4
5
5
5
5
-
SOPHOMORE
Religion 21
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Speech 11 or Literature
Psychology 5
Electives
Term
JUNIOR
I I1 I11
Cr. Cr. Cr.
Religion
Foreign Language
Sociology 61
Psvcholoev 59
~s$cholog$ 64
Psychology 61, 62
Psychology Electives
I I1 I11
Cr Cr. Cr.
-
5
-
Term
I 11 I11
SENIOR
Religion
Psychology
Psychology
Psychology
Psychology
Electives
Cr. Cr. Cr.
81
99
91
Elective
0
RELIGION MAJOR
'
FRESHMAN
I
Term
I1 rII
Cr. Cr. Cr.
Religion 11
English 11, 12
Natural Science or Math.
History 1, 2
Sociology 11
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Philosophy
Foreign Language
Psychology 5
Electives
SOPHOMORE
I
Term
IIm
Cr. Cr. Cr.
Religion 21
Religion
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Philosophy 21
Electives
I
Term
11 m
Cr. Cr. Cr.
4
4 4
4
4
4
4
5 - - 4 6
SENIOR
Religion
Religion 86
Literature
Sociology
Electives
Term
Cr. Cr. Cr.
4 4 -
O
SCANDINAVIAN STUDIES MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Modern Languages.
FRESHMAN
Religion 11
English 11, 12
Scand. 1. 2
2, or 3
History I,
Natural Science or Math.
Soziology 11
H. P.E. 1. 2. 3
Term
I 11
- -
4
-
SOPHOMORE
-
Religion 21
Scand. 5, 6
Scand. 55
Scand. 26
Scand. 25
Speech 11 or Literature
Pol. Sci. 20. 21. or 22
or ~conomics'22
H. P.E. 10.
Art 1 or Music 30
-
-
-
4
5-6 5-6
1/3 1/3 1/3
I
Relieinn
-.
--..
-.
Psychology 5.
Education 50.
Education 52. 53. 54.
Education 59*
~cand.-l2
Philosophy 21
Scand. 74
Scand. 62
Electives
m
Cr. Cr. Cr.
5
4 5
5 5 -
Term
II ITI
Cr. Cr Cr.
SENIOR
Religion
Education 84.
Education 83'
Education
87'
----
Term
I I
I
Cr. Cr. Cr.
-
-
5
-
5
-
4
-
-
I
Term
II n I
Cr. Cr. Cr.
4 - 10
-
5
-
Stand. 84
Scand. 99
Electives
' Students
who do not plan to take the education sequence may substitute electives for these courses.
SECRETARIAL WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis
of his proficiency in the subject. An outline of the requirements for
teaching business subjects in high school appears under Business
Education.
A secretarial-work certificate is awarded on completion of the twoyear program.
A student in the two-year program must select three courses from
the general education requirement making a total of 90 credits.
~
I
FIRST YEAR
Religion 11
English 11, 12
Business Ed. 1
Business Ed. 50
Business Ed. 21, 22
Business Ed. 53
Business Ed. 10
Electives
H. P.E. 1, 2, 3
Term
11 I11
I
Cr. Cr. Cr.
5
4
5 2
- 5 -
- -
4
4
-
-
-
5
4
SECOND YEAR
Religion 21
Psychology 5
Soeech 11
~ G s i c e s sAd. 1. 2
Business Ed. 63
Business Ed. 8
Electives
I
Term
I1 III
Cr. Cr. Cr.
5 - - 5 -
SEMINARY
Completion omf the pre-seminary curriculum is intended to prepare
the student for admission into a theological seminary course. The
following pro:gram gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even
in the freshman year.
Term
I
~ n g i k h11. 12
History 1. 2. 3
Foreign Lanmage*
S o c i o l o ~11
H. P.E. 1 . 2 3
I1 I11
Cr. Cr. Cr.
5 - - 4 5
4
4
4
5
-
4
5
-
1/3 1/3 1/3
SOPHOMORE
Term
I
Religion 21
Natursl Science or Math.
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Electives
Term
JUK?OR
I
I1 I11
SENIOR
Cr. Cr. Cr.
Religion
Greek
Philosophy 41. 42, 43
Speech 11
Electives
4
-
-
5
5
4
4
4
5
4
-
8
8
-
-
I1 I11
Cr. Cr. Cr.
Term
I
I1 111
Cr. Cr. Cr.
Religion
Greek
Literature
Electives
4
4
4
4-5 4 12
-
-
16
Since Latin 2 is a prerequisite to Beginning Greek, students who have not studied
Latin in high school will need to take Latin 1, 2 in college.,
SOCIAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in the social sciences consists of 65 credits including at
least 37 credits in history; 4 credits in geography; and 8 credits
in each of economics, political science, and sociology.
The following program includes the requirements for a teaching
major in the social sciences.
Term
FRESHMAN
I
Term
I1 111
SOPHOMORE
Cr. Cr. Cr.
Religion 11
English 11, 12
Foreign Language
History 1. 2. 3
Sociology 11
Economics 22
H. P.E. 1, 2, 3
5
-
-
4
4
-
- -
4
5
5
5
4
4
4
-
-
-
Religion 21
Foreign Language
History 21, 22
Philosophy 21
Psychology 5
Natural Science or Math.
I
- -
-
4
5
5
-
I
I1 I11
SENIOR
Cr. Cr. Cr.
Religion
Education 50
Education 52. 53. 54
Education 59
Art 1 or Music 30
Geography 14
Political Sci. 20, 22
H. P.E. 10
Economics 23
History
-
5
1/3 1/3 1/3
Term
JUNIOR
I1 111
Cr Cr. Cr.
5
4
4 5 5 -
- - 4 0 0 0
- - 5
4 - - 4 4
5
5
4
4
-
-
-
-
5
4
-
Term
I
I1 I11
Cr. Cr. Cr.
Religion
Education 84
Education 83
Education 87
sociology 12
Speech 11 or Literature
History
History 95
Electives
-
4
-
-
4
-
-
-
4
- - 3-
-
4
4
4
'
A social science minor consists of 45 credits including at least
29 credits in history; and 4 credits in each of the following: geography, economics, political science, sociology.
SOCIOLOGY MAJOR
The following program is recommended for students who plan to
study sociology in graduate school.
FRESHMAN
Religion 11
Enelish 11. 12
~o;eign ~ a n g u a g e
History 1, 2, or 3
Sociology 11, 12
Art 1 or Music 30
H. P E . 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
-
5
-
4
5
5
5
4
4
4
-
-
-
4
-
4
1/3 1/3 1/3
Term
I I1 I11
Cr Cr. Cr.
SOPHOMORE
Religion 21
Natural Science or Math.
Foreign Language
Pol. Sci. 20, 21. or 22
or Economics 22
Philosophy 21
Sociology 41. 42, 43
Electives
SENIOR
Religion
Sociology 75.
Sociology 82, 83
Sociology 91*
Electives
Relieion
phil;sophy 63
Sociology 31
Sociology 61,* 62*
Psychology 5
Speech 11
Electives
Term
I I1 111
Cr. Cr. Cr.
-
5
-
Term
I I1 I11
Cr. Cr. Cr.
- 4 -
* Required for the major.
SOCIOLOGY MAJOR WITH THE
SOCIAL WORK SEQUENCE
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Sociology.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11. 12
Art 1 or Music 30
H. P E . 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
5 - 4 5
5 5 - - 4
4
4 4
1/3 1/3 1/3
-
I
Term
I1 I11
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Speech 11 or Literature
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Sociology 42. 43
Elective
SENIOR
C-.
r . C-.
r C-r.
.
Religion
Sociology 5l.* 52.*. 53'
Socioloev 54." 55.* 56"
s o c i o l o ~ +61"
Psychology 5.
Sociology 31
Electives
-
4
1
4
4
1
-
4
1
Term
I I1 111
Cr. Cr. Cr.
Relizion
Sociology 75. 82
Psvcholoev 61. 62
Term
I I1 I11
Cr Cr Cr.
-
-
4
Required for the major
SPANISH MAJOR
See under Curriculum for French major
SPEECH MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Speech.
FRESHMAN
Religion 11
English 11. 12
Foreign ~ a n g u a g e
History 1, 2, or 3
Sociology 11
Art 1 or Music 30
H. P.E. 1, 2, 3
JUNIOR
Religion
Speech 61
Pol. Sci. 20. 21. or 22
or ~ c o n o m i c s22
Speech 60
Speech 51, 55
Education 50
Educztion 52. 53. 54
Education 59
H. P.E. 10
Electives
Term
- ..--.
I
I1 I11
Cr. Cr. Cr.
5
4 5 5
5
4
4
4
4
1/3 1/3 1/3
- -
- -- - -
---*-*
SOPHOMORE
Religion 21
ForGgn Language
Speech 11
Natural Science or Math.
Philosophy 21
Philosouhv 23
speech*i i o r 52
Speech 32
Psychology 5
I1 I11
4
4
--
Term
I
I1 I11
Cr. Cr. Cr.
4
- -
5
-
-
SENIOR
Religion
S ~ e e c h16 or 67
speech 66
Education 84
Education 83
Education 87
Electives
--
c r , Cr. Cr.
L, 6
I
-
6
-
6
Term
I
I1 n I
Cr. Cr.. Cr.
4 - -
PERSONNEL
Officers of the Board
m
....................
. . . . . . . Chairman
THE BOARD Mr. Leonard F. Ramberg
OF REGENTS Dr. Luthard 0. Gjerde . . . . . . . . . . . . . . . . . . . . . . . . Vice-chairman
Dr. Philip S. Dybvig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary
Mr. Herbert A. Johnson
............................Treasurer
Mr. Ernest A. Alne, Pasadena, California
Partner, Alne, Warnick & Mayhew
Mr. Elmer L. Andersen, St. Paul, Minnesota
Chairman of the Board,, H. B. Fuller Company
Mr. Albert E. Anderson, Minneapolis, Minnesota
Assistant Manager, Augsburg Publishing House
Mr. Marvin F. Borgelt, West St. Paul, Minnesota
President, Bituminous Surface Treating Co.
Dr. Philip S. Dybvig, St. Paul, Minnesota
Vice President and Business Manager, Luther Theological Seminary
Mr. Jerome Formo, St. Paul, Minnesota
Vice President, Plastics, Inc.
Dr. Luthard 0. Gjerde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service of Minnesota
Dr. John K. Grotting, Minneapolis, Minnesota
Physician and Surgeon
Mr. Ruben G. Hovland, Northfield, Minnesota
High School teacher, Northfield Public Schools; Farming
Mr. Herbert A. Johnson, Minneapolis, Minnesota
Director, Special Markets, Investors Diversified Services
Mr. John Lienemann, Minneapolis, Minnesota
President, Minnesota National Life Insurance Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Professor, Director Environmental Health & Safety,
University of Minnesota
Dr. E. Clifford Nelson, Northfield, Minnesota
Professor, St. Olaf College
The Rev. David W. Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
Mr. Cyrus Rachie, Appleton, Wisconsin
Senior Vice President and General Counsel,
Aid Association for Lutherans
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice President, Northwestern National Bank
Mr. Clair E. Strommen, St. Paul, Minnesota
General Agent, Central Life Assurance Company
The Rev. Johan Thorson, Eau Claire, Wisconsin
Senior Pastor, Grace Lutheran Church
Mr. John L. Werness, Minneapolis, Minnesota
Partner, Werness Brothers Funeral Chapel
Mr. John R. Winsor, Wayzata, Minnesota
Partner, Piper, Jaffray & Hopwood
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College
Burton P. Fosse .............. Vice President for Business Affairs
Kenneth P. Fagerlie . . . . . . . . . . . . . Vice President for Development
Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Fern I. Martinson .................. Associate Dean of StudentsDean of Women
Mildred Joel ................ Registrar, Secretary of the Faculty
Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
Carl R. Hammarberg ......... Director of Placement and Testing
S. V. Hjelmeland ............ Associate Director of Development
Jeroy Carlson .................... Director of Alumni Relations
Richard Holy ..................... Director of Church Relations
Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations
John Bostrom . . . . . . . . . . . . . . Manager of Publications and Sports
Michael Walgren . . . . . . . . . . . . . . . Manager of Music Organizations
and Convocations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson ................ Associate Director of Admissions
Marilyn McKnight . . . . . . . . . . . . . . . . . . . . . Admissions Counselor
Richard Berg .............................. Business Manager
Eugene Ecklund ..................... Director of Plant Services
Elton L. Erdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Controller
Mrs. Elaine Swanson ................ Director of Food Services
John J. Salchert ............................ College Physician
Orlin Mandsager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Campus Pastor
Irving Hoe1 . . . . . . . . . . . . . . . . . . . . . . . . . . . Manager of Book Store
Bjarne Landa ......................... Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist
Mrs. Julie Thompson . . . . . . . . . . . . . Director of Student Activities
PRESIDENT'S BOARD OF ADVISORS
Dr. Walter H. Judd, Washington, D.C.
Former Congressman from Minnesota, Chairman
Mr. Oscar H. Batzli, Minneapolis, Minnesota
Batzli Electric Company
Mr. Robert J. Bjorklund, Minneapolis, Minnesota
Agency Manager, Bankers Life Company
Mr. Robert P. Boblett, Minneapolis, Minnesota
President, A. D. Strong Company
Mr. R. J. Brix, Minnetonka, Minnesota
General Manager, Sears, Roebuck & Company
Mr. Robert W. Fischer, Minneapolis, Minnesota
Vice President, First National Bank
Mr. Armand Evans, Chanhassen, Minnesota
President, Warner Hardware Company
Mr. J. Roscoe Furber, Minneapolis, Minnesota
Vice President, Northern States Power Company
Mr. A. L. Gallop, St. Paul, Minnesota
Executive Secretary, Minnesota Education Association
Mr. Roy N. Gesme, Minneapolis, Minnesota
Gamble-Skogmo, Inc.
Mr. Elling Halvorson, Seattle, Washington
President, Elling Halvorson, Inc.
Mr. Donald T. Knutson, Minneapolis, Minnesota
President, The Knutson Companies, Inc.
Mr. Paul W. Kraemer, Hopkins, Minnesota
President, Minneapolis Gas Company
Mr. Lloyd L. McBurney, Excelsior, Minnesota
Chairman of the Board, Tescom Corporation
Mr. Hoyt C. Messerer, Cedar Falls, Iowa
President, First National Bank
Mrs. Burton F. Myers, Minneapolis, Minnesota
Homemaker
Mrs. George N. Nelson, Minneapolis, Minnesota
Homemaker
Mr. William A. Nelson, Jr., New York, New York
President, Gilbert Systems, Inc.
Mr. Wendell L. Olson, Minneapolis, Minnesota
President, Fourth Northwestern National Bank
Mr. Donald Padilla, Minneapolis, Minnesota
President, Padilla, Sarjeant, Sullivan and Speer, Inc.
Mr. Leslie C. Park, Minneapolis, Minnesota
Vice Chairman, Executive Committee, Baker Properties, Inc.
Mr. Raymond Plank, Wayzata, Minnesota
President, Apache Corporation
Mr. Dean B. Rar dall, Excelsior, Minnesota
Vice President, Honeywell, Inc.
Mr. Olaf G. Sandbo, Columbus, Ohio
President, 0. G . Sandbo Company
The Honorable Luther Sletten, Minneapolis, Minnesota
Judge of the District Court
General L. J. Sverdrup, St. Louis, Missouri
Chairman of the Board, Sverdrup & Parcel and Associates, Inc.
Mr. Arnulf Ueland, Minneapolis, Minnesota
Midland National Bank
Mr. Lester P. Wakefield, Excelsior, Minnesota
Chairman of the Board, Jefferson Transportation Co.
Dr. A. Cabot Wohlrabe, Minneapolis, Minnesota
Physician and Surgeon
COMMITTEES OF
THE FACULTY
Administrative Committee: 0. Anderson, Bailey, G. Johnson, Fosse,
Fagerlie
President's Cabinet: 0. Anderson, Miss Martinson, Miss Joel, Sorlien,
Berg, Ecklund, Mrs. Swanson, Mrs. Thompson, M. Johnson, Mandsager
Faculty Senate: 0 . Anderson, Bailey, P. Quanbeck, Skibbe,
R. Anderson, Nicholl, Torstenson, Gisselquist, Agre, Sulerud
Educational Policies: Bailey, 0 . Anderson, Sandin, Ollila, Miss
Pederson, Karlen, Follingstad, Mickelberg, M. Quanbeck, Stenshoel,
Miss Joel
Library: Miss Kemmer, Fardig, Thorpe, Bergstrom, Colacci
Student Personnel: G. Johnson, Miss Martinson, Benson, Gustafson,
Mrs. Karvonen, Gulden
Admissions and Student Standing: Bailey, Miss Joel, Holum, Miss
Rozentals, Mrs. Dyrud, Holman
International Education: Mrs. Johnson, Mrs. Jensen, Miss M.
Anderson, Miss Joel, Mrs. Kingsley
Athletics: E. Anderson, Mickelberg, Savold, Dahlen, Kiive
Faculty Social Functions: Miss Lund, Holen, Mrs. Anderegg, Miss
Kemmer, Miss M. Anderson
Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker,
E. Anderson, J. Johnson, Ollila, Mrs. Olson
Faculty Personnel Policies: Pfeffer, Budge, Mrs. Jensen, Sateren,
Holum
*Judicial Council: Nelson, Chrislock, Herforth, Stenshoel
*Student-Faculty Council: 0.Anderson, Bailey, G. Johnson, Miss
Martinson, Fretheim, Mrs. Kingsley
*Convoctations:Agre, Miss Aaskov, Mrs. Noonan, Benson
*Religious Life: Mandsager, Husfloen, Miss Martinson
Archives: Miss Tangjerd, Miss Kemmer, Chrislock, Landa, Miss
Mortensen
* Joint Student-Faculty Committees
0 THE FACULTY
Ruth Aaskov (1960-63, 1965), Assistant Professor of French
B.A., Augsburg College, 1953; M.A., Middlebury College, 1960.
Courtland Agre (1959), Professor of Chemistry
B.CH.E,, 1934 and Ph.D., 1937, University of Minnesota.
Earl Alton (1960), Associate Professor of Chemistry (on leave
1967-68)
B.A., St. Olaf College, 1955; M.S., 1958 and Ph.D., 1961, University
of Michigan.
Lyla Mae Anderegg (1959), Assistant Professor of Education and
Psychology
B.A., University of Minnesota, 1945; M.A., Northwestern University,
1947.
Ernest Anderson (1946), Professor of Health and Physical Education,
Basketball Coach
B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
*Hildur Anderson (1965), Librarian I, Catalog Librarian
A.A., North Park College, 1938; B.S., University of Minnesota, 1941.
*Joyce M. Anderson (1966), Instructional Assistant in Health and
Physical Education
B.A., Augsburg College, 1965.
Mary Marie Anderson (1965), Instructor in Spanish
B.A., St. Olaf Co'llege, 1962; M.A., Middlebury College, 1964.
Oscar A. Anderson (1963), President of the College
B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary,
1942; LL.D., Concordia College, 1963.
Raymond E. Anderson (1949), Professor of Speech
B.S., 1946, M.A., 1950 and Ph.D., 1959, University d Minnesota.
*Stewart C. Anderson (1967), Instructional Assistant in Biology
Kenneth C. Bailey (1965), Dean of the College and Professor of
Philosophy
B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University
of Minnesota.
Valeria Baltina (1967), Instructor in German
Diploma, Municipal Gymnasium, 1926; Diploma, 1931 and Magester
der Philologie, 1933, University of Latvia.
John Benson (1963), Assistant Professor of Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary,
1959; M.A., 1961 and Ph.D., 1967, Columbia University.
*William Bergstrom (1963), Assistant Professor of English
B.A., 1950 and M.A., 1952, University af Minnesota.
*Robert E. Beverley (1966), Assistant Professor of Music
B.M.E., 1946 and M.M., 1948; Northwestern University.
*Vernon M. Bloom (1965), Instructor in Sociology
B.A., 1956 and M.S.W., 1959, University of Minnesota.
Philip M. Bly (1967), Instructor in English
B.A., St. Olaf College, 1961.
Margaret J. Bolsterli (1967), Assistant Professor of English
B.A., University of Arkansas, 1952; M.A., Washington University,
1952.
*Dagrun Bondevik (1967), Instructor in Norwegian
B.A., Logndal Gymnas, Logndal, Norway, 1955; Kristiansand
Officiale Laerarskole, 1955-59.
Bruce P. Budge (1960), Assistant Professor of Business Administration
B.S., 1953 and M.S., 1957, University of Idaho.
Penelope Cairns (1967), Instructor in French
B.A., Carleton College, 1964; certificate, McGill University French
Summer School, 1962; M.A.T., Duke University, 1967.
Carl H. Chrislock (1952), Professor of History
B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University
of Minnesota.
Bernhard M. Christensen (1938-63), President Emeritus
B.A., Augsburg College, 1922; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929.
'"Gracia Christensen (1959-60, 1961-62, 1963), Instructor in English
B.A., Hunter College, 1932; M.A., Radcliffe College, 1935.
Thomas J. Christenson (1967), Assistant Professor of Philosophy
B.A., Concordia College, 1963; M.A., 1965 and Ph.D., 1967, Yale
University
Robert W. Clyde (1967), Director of the Social Science Research
Center with rank of Associate Professor
B.A., Coe College, 1949; M.A., Rockford College, 1958; Ph.D., State
University of Iowa, 1964.
'"John R. Coan, Jr. (1966), Artist in Residence of Music (Brass)
B.A., University of Minnesota, 1953.
Mario Colacci (1952), Professor of Classical Languages
D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B.,
Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940.
Ailene Cole (1956), Associate Professor of Speech
B.A., Gustavus Adolphus College, 1936; M.A., University of Minnesota, 1949.
Thomas E. Crepeau (1964), Assistant Professor of German (on leave
1967-68)
B.A., College of St. Thomas, 1958; M.A., University of Minnesota,
1964.
K. Berner Dahlen (1941), Associate Profess'or omf English
B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940.
Carlyle C. Dewey (1967), Assistant Professor of Political Science
B.A., 1962 and M.A., 1964, University of Minnesota.
Beverly C. Durkee (1965), Assistant Professor of Mathematics
B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University of Minnesota.
Grace H. Dyrud, (1962), Associate Professor of Psychology
B.A., 1957 and Ph.D., 1963, University of Minnesota.
Wilfried Edner (1967), Visiting Professor of Modern Languages
Diploma, 1954, and Ph.D., 1963, Bavarian State University, Erlangen, West Germany.
"Edgar E. Eklof (1967), Artist in Residence of Music (Voice)
B.A., University of Minnesota, 1951; M.A., Manhattan School of
Music, 1955.
Kenneth P. Fagerlie (1963), Vice President for Development
B.A., Augsburg College, 1950.
Sheldon Fardig (1962), Associate Professor of Education
B.A., Carleton College, 1940; M.M., 1952 and Ph.D., 1966, Northwestern University.
Henry G. Follingstad (1962), Assistant Professor of Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laborato'ries, Inc., 1950.
Burton P. Fosse (1953), Vice President for Business Affairs
B.B.A. and B.M.E., University of Minnesota, 1949.
Terence E. Fretheim (1961-63, 1967), Assistant Professor of Religion
B.A., Luther College, 1956; B.D., Luther Theological Seminary, 1960;
Th.D., Princeton Theological Seminary, 1967.
Stephen Gabrielsen (1963), Instructor in Music, Director of Male
Chorus (on leave 1967-68)
B.A., Augsburg College, 1963, M.A., University of Minnesota, 1966.
Daryl Gibson (1954), Associate Professor of Music (Brass Instruments) (on leave 1967- )
B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University
of Iowa, 1947.
Orloue Gisselquist (1956), Assistant Professor of History
B.A. 1943 and M.A., 1956, University of Minnesota.
William S. Gray (1966-67), Associate Professor of English (on leave
1967-68)
B.A., Centenary College, 1950; M.A., Louisiana State University,
1962; Ph.D., University of Exeter, 1,964.
*Edwin L. Groenhoff (1966), Instructor in Education
B.A., Northwestern College, 1955; M.Ed., Macalester College, 1957.
Dean B. Gulden (1966), Assistant Professor of Mathematics
B.A., Augsburg College, 1963; M.S., University of Minnesota, 1967.
Donald R. Gustafson (1961-63, 1966), Assistant Professor of History
B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956.
Arlin E. Gyberg (1967), Assistant Professor of Chemistry
B.S., Mankato State College, 1961; Ph.D., University of Minnesota,
1967.
Carl R. Hammarberg (1953), Director of Placement and Testing with
rank of Assistant Professor
B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948.
Leif E. Hansen (1961), Assistant Professor of Scandinavian (on
leave 1967-68)
B.A., Concordia College, 1947; M.A., University of Minnesota, 1950.
Theodore J. Hanwick (1956), Professor of Physics
B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D.,
New York University, 1950.
*Kare Hauge (1967), Instructor in History
B.A., University of Oslo, 1965; Alliance Francaise, Diplome Superior, 1964.
Melvin Helland (1941-64), Professor Emeritus
B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation.
*Katherine A. Hennig (1966), Artist in Residence of Music (Voice)
B.A., 1933 and M.S., 1956, University of Minnesota.
Robert S. Herforth (1966), Assistant Professor of Biology
B.A., Wartburg College, 1960; M.S., University of Nebraska, 1963.
Norman Holen (1964), Instructor in Art
B.A., Concordia College, 1959; M.F.A., Iowa State University, 1962.
Thomas R. Holman (1966), College Psychologist and Assistant
Professor of Psychology
B.S., University of Wisconsin, 1959; Ph.D., University of Minnesota,
1966.
John R. Holum (1957-58, 1959), Professor of Chemistry
B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
'kRichard F. Holy (1967), Lecturer of Business Administration and
Economics
B.S., 1954 and J.D., 1955, University of Wisconsin; B.A., Luther
Theological Seminary, 1959.
Mary T. Howard (1965), Assistant Professor of Psychology
B.A., West Virginia State College, 1948; M.A., University of Kansas
City, 1952; Ph.D., University of Minnesota, 1967.
Richard Husfloen (1962-63, 1964), Assistant Professor of Sociology
B.A., Augsburg College, 1961; B.Th., Augsburg Theological Seminary,
1964; M.Th., Princelton Theological Seminary, 1964.
James W. Ingemanson (1967), Instructor in Chemistry
A.B., Augustana College, 1965; B.S., Iowa State University, 1967.
Valija Jaunlinins (1965), Instructor in German
Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964.
*Irene Khin Khm Jensen (1955-56, 1959), Associate Professor of
History
B.A., Rangoon University, Burma, 1949; M.A., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956.
"Olive J. Jensen (1966), Lecturer in Art
B.A., St. Olaf College, 1953; M.A., University of Minnesota, 1963.
Mildred V. Joel (1947), Registrar with rank o'f Associate Professor
B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947.
Einar 0. Johnson (1956), Professor of Education
B.A., Concordia Co'llege, 1938; M.A., 1950 and Ph.D., 1961, University of Washington.
Glen W. Johnson (1961), Dean of Students with rank of Assistant
Professor
B.S.E., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959.
James D. Johnson (1961), Instructor in Music (Piano)
B.A., University of Minnesota, 1956; M.A., Julliard School of Music,
1958.
*Mary E. Johnson (1962), Assistant Professor of French
B.A., Smith College, 1947; M.A., Columbia University, 1950.
Sherman J. Johnsrud (1960-61, 1965-66, 1967), Assistant Professor
of Philosophy
B.A., St. Olaf College, 1953; M.A., University of Chicago, 1955.
Robert Karlen (1959), Assistant Professor of Music
B.M., New England Conservatory, 1950; M.A., University o'f Minnesota, 1959.
Joanne Karvonen (1965), Instructor in English
B.A., Gustavus Adolphus College, 1961; M.A., University of Georgia,
1962.
Grace E. Kemmer (1966), Librarian I, Acting Head Librarian
B.A., Augsburg College, 1958; M.A., University of Minnesota, 1967.
Priidu Kiive (1966), Instructor in Physics
B.A., Berea College, 1953; M.A., University of Buffalo, 1959.
'"Mimi B. Kingsley (1947), Associate Professor of Spanish
B.A., Maryville College, 1936; M.A., University of Mexico, 1944.
Bernhardt J. Kleven (1937-46, 1947-65), Professor Emeritus
B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota.
'"Carolyn R. Knutson (1966), Librarian I, Reference Librarian
B.A., Grinnell College, 1955; M.A., University of Minnesota, 1965.
Boyd N. Koehler (1967), Librarian I, Circulation Librarian
B.A., Moorhead State College, 1966; M.A., University of Minnesota,
1967.
Bjarne E. Landa (1947), Professor of German
B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930,
University of Southern California; Ph.D., University of Minnesota,
1952.
Bertha Lillehei (1937-40, 1960), Assistant Professor of English
B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960.
(on leave 1967- )
Lorraine K. Livingston (1960), Assistant Professor of English
B.A., 1930 and M.A., 1932, University of Minnesota.
Ruth G. Ludeman (1967), Assistant Professor of Education
A.B., Colorado State College, 1959; M.A., University of Minnesota,
1961.
Gertrude S. Lund (1950), Associate Professor of Business Education
B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951.
David Lyle (1964), Instructional Assistant in Chemistry
B.A., Augsburg College, 1964.
*Kay L. Madson (1966), Instructor in Sociology
B.A., Augsburg College, 1962.
Orlin L. Mandsager (1960-61, 1962), Campus Pastor and Instructor
of Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Fern Martinson (1964), Dean of Women--Associate Dean of Students
B.A., Concordia College, 1947; M.A., Syracuse University, 1950.
Martha M. Mattson (1960), Associate Professor of Education
B.A., Augsburg College, 1928; M.A., University of Minnesota, 1932.
Erwin D. Mickelberg (1956), Associate Professor of Biology
B.A., Augsburg College, 1954; M.A., University of Minnesuta, 1964.
*Kathryn Moen (1967), Artist in Residence of Music (Organ)
B.A., Luther College, 1941; M.A., Northwestern University, 1947.
*August Molder (1963), Artist in Residence and Instructor of Art
Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia.
Gerda Mortensm (1923), Professor Emeritus and Executive Secretary of Centennial Committee
B.S., University of Minnesota, 1923; M.A., Columbia University,
1928.
John B. Mosand (1967), Instructor in Art
Examen Artium, Gymnasium, Trondheim, Norway, 1954; Norwegian
Institute of Technology, 1957-60; University of Illinois, 1960-61.
Arthur Nash (1922-66), Professor Emeritus
B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Cecilia Y. Nauck (1966), Instructor in Mathematics
B.A., Hofstra University, 1964.
Edor C. Nelson (1946), Associate Professor of Physical Education,
Football and Baseball Coach
B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947.
Gordon L. Nelson (1967), Assistant Professor of Sociology
B.A., 1958 and M.A., 1959, University of Minnesota; B.D., Luther
Theological Seminary, 1963; M.A., University of Chicago Divinity
School, 1965.
Grier Nicholl (1961), Associate Professor of English
B.A., Wesleyan University, 1951; M.A., Columbia Teachers College,
1956; Ph.D., University of Minnesota, 1964.
*John L. Nielsen (1966), Artist in Residence and Instructor in
Music (Brass)
B.A., Iowa State Teachers College, 1956; M.A., State University of
Iowa, 1963.
Norma C. Noonan (1966), Assistant Professor of Political Science
B.A., University of Pennsylvania, 1959; M.A., 1962 and Ph.D., 1965,
Indiana University.
David Nordlie (1961), Assistant Professor of Sociology (on leave
1967-68)
B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965.
Douglas J. Ollila (1966), Assistant Professor of Religion
B.A., Augsburg College, 1953; B.D., Suomi Theological Seminary,
1956; Th.D., Boston University, 1963.
Esther J. Olson (1960), Associate Professor of Speech
B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota.
Judith Olson (1965), Instructional Assistant in Physical Education
B.A., Augsburg College, 1965.
*Nils W. Olsson (1967), Visiting Professor of Scandinavian
A.M., 1938 and Ph.D., 1949, University of Chicago.
Karlis Ozoliis (1955), Librarian with rank of Associate Professor
(on leave 1967-68)
B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., 1961 and M.Ed., 1966, University of Minnesota.
Ronald G. Palosaari (1965), Assistant Professor of English (on
leave 1967-68)
B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963.
*Patricia A. Parker (1960), Assistant Professor of Library Science
B.S., Eastern Michigan College, 1949; M.A., University of Michigan,
1952.
Howard E. Pearson (1956), Assistant Professor of Physical Education
B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957.
Anne Pederson (1932-44,1946), Professor of English
B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945.
LaVonne Peterson (1950), Associate Professor of Physical Education
for Women
B.A., Augsburg College, 1950; M.A., Montana State University,
1954.
Ronald D. Pfeffer (1966), Instructor in Physical Education
B.S. Concordia College, 1962; M.S., University of Montana, 1966.
Martin Quanbeck (1938), Protessor of Education
B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University of Minnesota.
Philip A. Quanbeck (1957), Professor of Religion
B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1957 Princeton Theological
Seminary.
Gunta Rozentals (1965), Assistant Professor of Spanish
B.A., 1956 and M.A., 1961, University of Minnesota.
Edward M. Sabella (1967), Assistant Professor of Economics
B.S., University of Rhode Island, 1960.
Robert T. Sandin (1958-60,, 1967), Professor of Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., 1956 and Ph.D., 1959, University of Minnesota.
'''Lars A. Sandven (1967), Instructional Assistant in Norwegian
Richard Sargent (1967), Instructor in English
B.A., University of North Carolina, 1965.
Leland B. Sateren (1946), Professor of Music
B.A., Augsburg College, 1935; M.A., University of Minnesota, 1943;
L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965.
Edwin J. Saugestad (1960), Assistant Professor of Physical Education
B.A., Augsburg College, 1959; M.A., University of Minnesota, 1964.
A. Mayo Savold (1952), Associate Professor of Music
B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music,
1963.
Marjorie H. Sibley (1961), Librarian I1 (on leave 1967-68)
B.A., 1942 and M.A., 1943, University of Illinois; M.A., University
of Minnesota, 1961.
Eugene Skibbe (1964), Assistant Professor of Religion
B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary,
1956; D.Th., University of Heidelberg, 1962.
'"Frank L. Slesnick (1967), Instructor in Economics
B.A., Oberlin College, 1964.
George Soberg (1926-65), Professor Emeritus
B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
James R. Spiess (1967), Instructor in Physics
B.A., Augsburg College, 1964; M.S., University of Colorado, 1967.
*Charles A. Stendahl, Jr. (1967), Instructional Assistant in Biology
*Roger R. Stem (1967), Instructor in Computer Science
B.S., 1961 and M.A., 1964, University of South Dakota.
Myles C. Stenshoel (1965), Associate Professor of Political Science
B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado.
Ralph Sulerud (1964), Assistant Professor of Biology
B.A., Concordia College, 1954; M.A., University of Nebraska, 1958.
*Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist
B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University
of Minnesota.
*Rolf K. Tedefalk (1967), Instructor in Business Administration
Graduated, Hvilans Gymnasium, Sweden, 1955; Commissioned, Military Academy, Sweden, 1956; B.S.B., University of Minnesota, 1964.
Philip J. Thompson (1959), Associate Professor of Art (on leave
1967-68)
B.A., Concordia College, 1955; M.F.A., Iowa State University, 1958.
Neal 0. Thorpe (1967), Associate Professor of Biology
B.A., Augsburg College, 1960; Ph.D., University of Wisconsin, 1965.
John Thut (1947), Associate Professor Emeritus
B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music.
*Vera Thut (1947), Instructor in Music (Piano)
B.Mus., American Conservatory of Music, 1927.
Renate Tietz (1963), Librarian I, Acquisition Librarian
B.A., 1962 and M.A., 1965, University of Minnesota.
Joel S. Torstenson (1938-42, 1947), Professor of Sociology
B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University
of Minnesota.
*E. Margaret Trautwein (1950-54, 1961), Assistant Profess,or d
English
B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953.
Erling J. Urdahl (1943), Professor of Biology
B.A., Concordia College, 1930; M.A., University of Minnesota, 1940.
*Leo B. Vetvick (1966), Instructor in Sociology
A.A., 1948, North Park College; B.A., 1953, Augsburg College; diploma, North Park Seminary, 1955.
Eugene Vuicich (1967), Assistant Professor of Music
B.S., University of Minnesota, 1949; M.M., Indiana University, 1967.
*Sister Marie Gertrude Ward (1967), Assistant Professor of Classical Languages
B.A., College of St. Catherine, 1940; M.A., University of Minnesota,
1945.
Beverly A. Wegge (1966), Assistant Registrar
B.S., St. Cloud State College, 1958.
*David Westphal (1966), Artist in Residence in Art
Dale R. Whiteside (1967), Assistant Professor of Modern Languages
A.B., Augustana College, 1956.
Robert M. Zeller (1965), Director of Instructional Services
B.A., Augsburg College, 1965.
"'Alvin A. Arens (1966-67), Assistant Professor of Business Administration
B.B.A., University of Minnesota,
*Norman K. Bakken (1966-67), Lecturer in Religion
A.B., Augsburg College, 1947; S.T.M., Hamma Divinity School,
1954; Th.D., Union Theological Seminary, 1963.
*Eric 0. Giere (1966-67), Artist in Residence in Music (Voice)
B.A., Luther College, 1949; M.A., University of Iowa, 1964.
'''Loren E. Halvorson (1966-67), Adjunct Professor and Director,
Academic Town Meeting
B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary,
1953; Ph.D., University of Chicago, 1958.
:&JohnW. Knudsen (1966-67), Instructor in Business Administration, Economics and Business Education
B.A., St. Olaf College, 1962.
*Mary C. Preus (1966-67), Instructor in Classical Languages
B.A., Luther College, 1963; A.M., Harvard University, 1964.
Warley J. Refsal (1966-67), Teaching Aide in Modern Languages
*Henriette Rodary (1966-67), Instructional Assistant in Modern
Languages
*Marjorie Rodberg (summer, 1967), Librarian I, Assistant Catalog
Librarian
B.S., University of Minnesota, 1963.
David A. Sjogren (1966-67), Teaching Aide in Biology
:!:Paul H. Zirnmerman (1966-67), Instructional Assistant in Health
and Physical Education
B.A., Augsburg College, 1966.
* Part-time faculty
::*
:*,::
Ahlson, Margaret Ann
. Williston, N. Dak
Anderson, Allen Kenneth
. . . Paynesuille
Anderson, Barbara Ellen
. . . . . . . . Benson
Andersoq Carol Louise . . .
Minneapolis
Andersoq D a ~ dElbert
. . . . Grossion
Anderson, Donald Eric . . . . . . . . Robbinsdale
Anderson, Janet Marie .
,
,
. St Paul
Anderson, John Luther
. . . . . . . . Climaz
Anderson, Karen Ann
.
. Bnd<cr. iu
Anderson, Mary Kay
.. . .
,
Rcd R'imc
Andreasen, John Gabriel
.
. t-'irrquc. TVis,
Arlf Nancy Jeanne . . . . . . . . . . . . Gknmc
Ausmus, Duane G . .
. Hinckley
. . . Zimmerman
Bagley, Harold James
.
Robbinsdale
Bakke, Judith M
.
. . Canby
Beiningen, Janet Marie
. . . . . . Minneapolis
Benson. Carolyn Mae
... Welch
Berg, Anita Christine . . .
Minneapolis
Berg, David Clarence . . .
Bernstrom, Robert Donald
Minneapolis
, !!;nrcwoli,
Bevis. Lennore A Bylund
Blake, Ronald Richard
.
S d n r z . TVorh
Blom, Catherine Elizabeth . .
rIrrrcIy12
Boies, Thomas G. P.
.
.I!inz~:cpoiir
Bolstad, Paul Raymond
. . . Minneapolis
.
. . . Minneapolis
Bolstad, Rosanne M.
Bonnes, Charles Edwin . . . . Minneapolis
Booth, Tine Andriessen Fort Francis, Ont., Can
Bowles, Connie Lee
.
. Minneapolis
Braaten, Julie Secgmiller
Decorah, la.
Brandvold, Richard William
Minneapolis
......
Minnetonka
Bruzek, Barbara
. .
. . . Butterfield
Buhler, Joan
. . . . .
Minneapolis
Carlson. Lee Dixon
. . . . . . . . . . Anoka
Cartwright, Paul Otis
Cerkvenik, Paula Kay . . . Princeton, N.1
. . . . Edina
Christenson, Bruce G . .
Cole, Larry
. . . . . . . . . . Minneapolis
Coleman, T. Patrick . . . . . . . . Minneapolis
Coltvet, Benjamin H . . . . . Estheruille, la.
Coltvet, Helen B.
...
Estheruille, la.
... , . Stockton, Calif.
Corson. Corbin G.
Coryell, Charles Emerson . . . . . Richfield
.
Daniels, Brian Howard
Danielson, Margaret C.
Davis, Kathleen Marie . .
Degen, Heidemarie
.
Delany, Marjorie
.
Drews, Ellen Udine
Onalarka, Wis.
..
Minneapolis
. . . . .Minneapolis
Frankfurt am Main
West Germany
. . . Warn, Wis.
. .
Minneapolis
.
Egesdal, Miriam Ruth
Emerson, Douglas A.
..
Engle, Judith Lynn
.
Erickson, Caren D . . . . .
Erickson, Janet Kathryn . .
Erickson, Judith J.
. . . .
Erickson, Judith Marie
.
Erickson, Karen Kaye
Ericson, Rodger Tilden . .
Estenson, Grace Rolinda
. . Thief Riuer Falls
Ferber, Rebecca Ellen
Ferchen, Duane V.
. . . . Niagara FalLs, N.Y.
. . . . . . St. Louis Park
Finke, Rodger Gary
Firsf Le Mar Jack
. . . . . . . . St. Louis Park
Winona
Fischer, Alberta Mary Elizabeth . .
Franson, C. Vinal . . . . . . . . . . . Richfield
.
. . . . Minneapolis
Frick, Phyllis G
Gilbertson, J o h n Gayle
.
Minneapolis
. . . . . . Duluth
Gilleland, Richard E
Grant, Ordean Leonard . . . . . . . . . Austin
Greenfield, John Nelson . . . . . Sheridan, Wy.
Gunderson, Darlene Ojakangas . . . . . Monticello
Gustafson, Jack Edward . . . . . . . . Osseo
Haag, Mary Lynne Kurth
. . . Huichinmn
. . . h'or:hkM
Hallcock, Beverly Marie
. Rrd IT'ir;3
Hamberg, Sandra Diane Edskom
Hanse, Joel G . . . . . . . . . . . . . . .
3lorri1
Hanseq Jean Mosal . . . . . . . . . . . . Richfield
. Richfield
Hanson, Cynthia Ann .
. . . . . . Thief River FalLs
Hanson, Ronald A.
. . Minneapolis
Hanson, Thomas Frederick
.
Minneapolis
Hanwick, Theodore Thor .
Westbrook
Hauberg, Lila Lee . . . . . . .
Hedman, Dave . . . . . Seattle, Wmh.
Helvig, Mary Lee . . . . . . . . . Truman
Hendrickson, Alan Albert
Negaunee, Mich
. Minnetonka
Hendrickson, John R , Jr .
. . . . Maple Lake
Hoekstra, Harold J
. . Brooklyn Center
Hoff, Larry Eugene
Hokkanen, J e n y David . . . . . Kimble
. Piermont, S. Dak
Holm, Marilyn Franzen
.
Tigerton, Wis
Holm, Steven Andreas
. . . Minneapolis
Holmgren, Sharon Joy
Minneapolis
Holtan, Judith Ann . . . .
.
Radcliffe, In
Hoversten, Linda Marie
Huntzicker, Carol Diane Nelson . Minneapolis
. . . . . . . Pennock
Huseby, Edward J
Jacobson, David R
Minneapolis
. . St. Paul
Joesting, Susan Jean
Johns, Russell H
.
Ghent, N.Y.
Bloomington
Johnson, David Lawrence
Lake Mills, I a
Johnson, Dennis Carl
Johnson, Donna Marie
,
. Minneapolis
Lehr, N. Dak
Johnson, Douglas Arthur
Columbia Heights
Johnsoq Duane Elmer
..
.
Red Wing
Johnson, Gary Steven
Grantsburg, Wis
Johnson, Gay A.
.
,
Johnson, Irene M.
. . Minneapolis
Johnson, Karen Janice
.
. Minneapolis
Johnson, Mardelle B.
. . Kirkland, 111.
Johnson, Robert Leslie . .
. . . . Willmm
Johnson, Sally Ann
. . . . McCallsburg, l a
Johnson, Sandra Lee
.
. Annandale
Joing, Bonnie Jean
..
.
Minneapolis
Kalberg, Eileen Marguerite
Kalp* Kathleen L . . .
Klemp, Joy Carol
..
Klepp, John DeWayne
Koepcke, Janet Lorraine . .
Kosloske, Daryl Gordon
Kotval, Sandra Jeanne
Kristenson, Allan Jerome
Kruse, Verland E.
Kyllo, Loren Jon
. . Hecror
Parkers Prairie
... Ezcelsior
Bag*
Ercelsror
. Fmrmont
Broweruille
Wammingo
Bloomington
Burnsuille
Landa, Mark
Faribault
.
Minneapolis
Lange, Walter J
.
.
. Minneapolis
Larsen, Oliver A , Jr
Larson, Allen James
. St. Paul
Larson, Carole Jane
Newman Groue, Neb
. . . . Hector
Larson, Mary Lynn
. Minnetonka
LaSalle, Judith Carol
Lee, Henry Albert
Camrose. Alberta, Can
.
Lacrosse, Wis.
Lee, Thomas Robert
.
Addis Ababa, Ethiopia
Legesse, Hagos
Lund, John W.
Minnetonka
. . . . . . . . Roseau
Lund, Karen 0.
. St Croiz Falls, Wis
Lundgren, Ida Elizabeth
Luoma, Gracia A. Nydahl
Minneapolis
Minneapolis
Maas, Jerry LeRoy .
Mattison, Donald Roger
!finwnpolir
Luck. 1ri7
Mattson, Dean ElRoy
Roscc:r
Mattson, Kathlyn Elvera
.
..
Milaca
Mattson, Philip Dale
McCaughan, Charles A
.
. Blwmington
McGregor, Thomas Robert .
Minot, N. Dak.
. . Minneapolis
Meland, John Kristoffer
Minneapolis
Miklos, Geraldine Charron
Minneapolis
Miller, John Richard
. . . . Minneapolis
.
Minear, Spencer E.
Moland, Lucille Sharon
Malta, Ill.
Moore, James Raymom!
.
. St. Paul
Mork, Richard 3Iiltnn
.
. Benson
Morreim, Jeanne Wanner . . . Cumberland, Wis.
Muehlenthaler, Sharon B.
. . . . . St. Paul
. . Rockford, Ill
Myrvik, Karen Ann . . .
. . . . Hillsboro, N. Dak.
Nelson, Anne Moen
. . . . . . . Lakeville
Nelson, Blair Russell
.
. . . . . . . . RichfieId
Nelson, Jacqueline
Neseth, Carmen Lois . . . . . . . Kenyon
Norlin, Sandra Roth . . . . . . . . St. Paul
Norum, Grant Marvin . . . . . . . Clayton, Wis
. . Wooduille, Wis.
Norvold, Douglas Berg
..
Columbia Heights
Nygaard, Marie T
Oelschlager, Karen
. . . . . Wa~mingo
Oguamanam, Cletus Onyeama
Abbg Nigeria
Robbinsdale
Olson. Gracia Naomi . . . . . .
Olson, Joseph Andrew . . . . . Minneapolis
Olson, Larry Howard . . . . . Granite Falls
Olson, Mary Ann . . . . . . . . . Minneapolis
Olson, Sanfred N. . . . . . . . . .Roseuille
. . .
Ostby, John Leonard
Minneapolis
. . . . . . . . . Dennison
Ostemn, Karen L
. St. Cloud
Pslmgren. Patricia Claire
. . Cliiherall
Paulsoq Dennis Edward
. . . . . . Minneapolis
Pautz, Lynn Eagen
. Brooklyn Pmk
Pearsoq Wayne Kenneth
Persons, Warren Lee
Minneapolis
...
Peterson, Darrel A
.... Fmwell
. . . . . . Minneapolis
Peterson, Janice L.
Peterson, Ronald David . . . . . . . . Cosmos
Petzke, Bonita Kae . . .
. . Willmm
Pierson, Diana L. . . . .
,
Minneapolis
.
. Harlings
Pinke, Paul August
.
.
.
.
Podas, Gary Charles
Minneapolis
. .
Ezcelsior
Poeschel, Richard Albert
.
. Hutchinson
Popp, Kathleen Ann
. Minneapolis
Prokofieff, Philip E. ..
Wagner, Dean Eldon
Wagner, Nicholas E. .
Wall, Kathryn Elizabeth
Wallen, Lynn Louise
Warzyniak, Robert W
.
Weimer, Martha E
Westby, Steven Amold
Will, Connie D. Clarine
Williams, Richard Keith
Windingstad, Ronald M
Woida, Duane Arthur . .
Woolson, Cynthia Lee
Lake Mills, I a
Si. Paul
....
,
Minneapolis
Robbimdak
Wausau, Wis.
. . . . . . Austin
..
Dawson
Peshiigo, Wis
. . . Hosiings
Zimmermaq Paul Henry, J r
,
Zinn, Richard Carlton
. . Zumbrota
. . Si. Paul
..
GRADUATES, 1967 (through August 31)
Aas, John Edward
.
Adams. Marcia Louise
Albaugh, Marilyn Rae
Anderson. Barbara J.
Anderson, Bruce Edward
Anderson, Joyce Ardell
Anderson, Patricia P
Andreason, Shirley M
Arends, Ardell Martha
.
Asp, Julie Ann
Asper, Victoria Sharon
Axberg, Robert Atle
,
.
.
I
Pelican Rapids
Minneapolis
,
. . Aurora
. . Osakis
Eagle Bend
. . . . . . A ustin
. . . Smgeant
Minneapolis
. Wabosso
.
Peterson
Frederick. Wis.
Minneapolis
.
.
Sacred Hemi
Barnaal, Lois A
Barsness, Anita Marie . . . . . . . . . . . . . . Watson
Batalden, Sandra Jean . . . . . . . . . . . . Lamberton
. . Minneapolis
Batalden, Stephen Kalmer
Beauclair, Mildred M
New Rockford, N. Dak
Quam, Marilyn A
Kenyon
. . . . . . Brooklyn Center
Benson, Robert R
. . . . . Minneoia
Berg, Carol Myrvik
Ree, James R. . . . . . . . . . . St. Louis Park
Bethke, Joel Lee . .
. . Cannon Falls
Reiff, Paul G. . . . . . . . . . . St. Paul
Bold\
Marilyn
Jean
.
.
. . Huichinson
..
Princeton
Reiman. Dennis B
Bollman, Lynn A. . . . . . . Minneapolis
.
.
Si Paul
Rindal, Terence W.
.....
Radcliffe, Ia.
. . . .
61 . r n m n i ~ ~ ; Bomick, Steven D
Ring, Vernice
Robbins, Richard Raymond
..
I E r n ~ ~ a ~ c ~ I i - Brabch, Keith Richard . . . . . RenvilIe
Bremer, Constance V Elizabeth . .
St Paul
Ronning, Donald David . .
Fmgc. Y
. . . . . . . . Minneapolis
Burke, Ronald C
Ronning Sharon Bjugstad
,
Burmn? 1L.k
Rosenquist, Adeline E. ..
, I: 1 c o n J r i
St. Anthony Village
Chilgren, Donald L
Rossing, Melvin 0. . .
TrilJ.r:r. :\I~da<m?ur
Wolf Point, Mont
Christianson, Donna Dean
Rosvold, L. Beverly
. . . . Co!!onumd
.
.
.
. Richfield
Cina,
Stephen
Alan
. . . . Minneapolis
Rued, Mary Margaret
. . . Bloomington
Clawson, John T.
. . . . . . . . . Willmm
Rykken, Dennis Neal
.
. Minneapolis
Cooper, Grant William
. . .
Minneapolis
Sandau, Ivan D.
Dahlquist, Kathleen
:ifinwnpoli.
. . .
Minneapolis
Sandin, Shirley Ann
. , ,Amnril!n, T C Y ~
Danielson, Thad Carl
.....
Minneapolis
Sather, Bonnie Louise
Deden,
Ruth
Ann
.
Zumbroro
Sawai, Noboru . . . . . . . >Iinx~,3mlir
Doering, Sandra Lee
.
hbhirtrdalc
. . Newman Gro::~..:'r-cS.
Sawyer, Carol Ann
Dolan, Mary Margie
IInw!
Schamer, Bonita Boll . . . .
Tininrn?
Donald, William Paul
, ,
:ltinnr5~c/iz
Schulz, Niles R. . . . . . . . . . . . . . . . Zurnbroia
.
3lrrmruerilir
Dunham, Loren J.
. . . . Long Lake
Schumann, Carolyn A.
. . . . . . Beloit, Wis.
Scott, Michael David
Enlund, Marian I
Rich.&-!d
. . . . . . .
Hopkins
Senn, James A
.
,
Rci,r-rr
Enstad, John C
. Blancharduille, Wis
Severson, Roland 0
Erickson, Conroe LeRoy
Canr;grr Fcllr
.
Chicago, 111.
Sexton, Lela M
Erickson,
Douglas
R.
.
,
.Crq!fL..
IVEh
. . Richfield
Shaleen, Esther A.
Erickson. Elaine Marie
,
,JlfinJ-n~o1is
Shores, Stanley Bernard . . . . . Willmm
Erickson, Steven I.
ramhridgr
Sigurdson, Eunice E . . . . . New Hope
Evenson, Larry Kent
H=,I~L
. . . McGraih
Simonson, Ronald M a n i n
Eau Claire, Wis
Sorenson, Richard Edward
Feddick, Kathleen A
.
Duluth
Sprague, Patricia Jean . . . . . St Louis Park
.
..
Ceylon
Fenrich, Robert C.
Diorios, Kyrenia, Cyprus
Stavrou; Soterios G
.
Milaca
Ferguson.
Ronald
Morris
. . . . Minneapolis
Stende, John R
Filreis, Lucille Randall
Edim
.
. Minmapolis
Stenson, Charles 0.
Fischer,
Janet
Susan
Buffalo
Lake
.
Golden Valley
Stensrud, Alan T.
Forseth,
Stephen
W
Minneapolis
.
.
.
Lowry
Stivland, Rodney L
. . Minneapolis
Frovik, Terry James
. . . Silverion, Ore.
Strand, Carol Ruth
.
Columbia Heights
Streufert, Paul R.
Gaard,
Marilyn
Kay
Boyceuille,
Wis.
. . . . . . . . . . . Richfield
Strom, Dale L
Geisness, Camolita K . . . . . . . Alezandria
. . . . Rocksier
Struve, James Kenneth
Gerschwitz,
Paul
Roy
Streaky
Bay,
S
Australia
.
. Fridley
Sundberg, Lois E
. Minneapolis
Gierke, Alan Raymond
Thimsen, Marcia Ann . . . . Minnetonka
Gisselquist, Kathleen Margaret Kraft
Minneapolis
.
Minneapolis
Thompson, Judy M.
. . . . . . Badger
. . Siour City, In.
Torrin, Darryl Douglas Amel
Gisselquist, Rebecca Joan
. . . . . Dawson
...
Miles City, Moni
Gjerde, Ruth Ann
Torstenson, Beth Marie
. . . .Z i m m e r m
Goldenmaq Dennis Alan
Torstenson, Sylvia Steinbeck . . Lake Pmk, la.
I
Gosewisch, Lorraine J. . . . . . . . . . Racine, Wis
Gronberg, Sharon Merle Hendrickson . Clmkfield
Groth, Frediic Ivan . . . .. . . . . . .. . . Edina
Grover, John Robert . . . . . . Rochlle, Ill
. . Sand Creek, Wis.
Gundale, John David .
Gunderson, Barry L. . . . . . . . Brooklyn Center
Gundenon, Karen Mildred . . . Enumchw, Wmh.
H a m n , Bruce Lyle
. . . . . Minneapolis
.. .
. Willmm
Hansen, Lee Anne
. . . . Minneapolis
Haugen, David Allen . .
...
. . . Brainerd
Hedquist, Willard A
. South St. Paul
Heitman, Sharon Kathleen
. . . . Bumsuille
Helgesen, Rebecca Lynn
Helgeseq Sonja Jean
Minnetonka
.. .
. . . Robbinsdale
Helstrom, Gary K.
Hetland, Duane Gordon . .
. . Radcliffe, la.
Rushford
Highum, Gayle Elaine . . .
Hirdman, Paul Thomas . . . . . . . Story City, l a
Zumbrota
Hoeft, Ardis Freda .
.
Minneapolis
Hoffman, Sheldon R.
. . . . Mound
Hofteig, John Haldor .
Hokansoq Dale H. . . . . . . . . Minneapolis
Hosman, Robert Arthur
Oak Lawn, Ill.
.. . .
St Paul
Hoveland, Dawn Diane
. . . . . . Montgomery
Huber, Ronald R.
. . . . . Emf Chain
Hugoson, Eugene Leighton
.
Albert Lea
Huseby, Rebecca Ann
Jacobson, Carol Beske
. . . . . . . . .. Atwater
. . . Hawick
Jacobson, Karen Lee . .
. . St. Paul
Jensen, Cheryl Marie . .
. . Minneapolis
Johnson, Bonita Phyllis
, Rockford, 111.
Johnson, Dale I. . .
Johnsoq Kaylene Ruth
New Richmond, Wis
Johnson, Lance S
. .
,
. St. Paul
Johnson, Peter N. . . Tananmiue, Malagmy Rep.
.
Minnetonka
Jorgensen, Michael Theodore
. . .. Glencoe
Kivi, Eileen Emch . . .
. . . . . . . . Minneapolis
Klune, John Gradie
.
.
St. Paul
Knutson, David Walter
. Wabasso
Lamprecht, Gloria Dianne . . . .
Lanes, Mary Lou . .. . . . ... . .. . . Monteuideo
.. . . .
Lamberion
Lang, Donald George
Larsen, Frederic Clinton
Culbertson, Mont
. . . . . Virginia
Larson, Karen A.
. . . . . Climar
Larson, Linda Rae . .
. . Minneapolis
Lechnyr, Patricia Ann . .
.
Wells, Mich
Lee, Robert Lloyd . . . . .
,
.. ..
. Edina
Leschensky, James E
. . . . Coon Rapids
Lewis, Janice Joan . . .
..
Minneapolis
Lewis. John Carl
,
.
Coon Rapids
Lewis, Richard John
. . .. Wrmerly, la.
Liebers, Myrna Gail . .
..
Minneapolis
Lier, Peter C
Lillquist, George E , Jr
Spring Lake Park
, Lake Crsytal
Lindekugel, Sandra Pleis
.
South St. Paul
Lindell, Jamcs Gerald, J r
. . . . . . . . Hayfield
Lohn, Gary Howard
. . . Dell Rapids, S Dak.
Loken, Ruth Mae
Lyons, Kenneth Russell
Columbia Heights
Cmla>Madsen, Janet Marie .
Magnuson, Stanley Richard
.
~lfin?a~.opcli.r
Mattson, Carol Jayne
.
. . Lakeuille
. . . Madison, Wis
McKnight, Malilyn S.
. ..
. . . . . Osseo
Menzel, Lawrence H.
Zimmerman
Meyer, Marlys Bertha . . . .
...
Minneapolis
Michaelsen, Jennifer Else
. ..
.
Eden, S Dak
Miller, Dennis D
. . Viroqua, Wis
Moe, Eleanor Solveig . . . .
. Minneapolis
Moore, Susan Diane Christianson
. .. . . . . Willmm
Mork. Carol J.
. Owaionna
Munderovski, Roy Vitauts
. .
Robbinsdale
Munson, Diane Shirley
. . . . . . . St. Paul
Nelsen, Kay Eileen
.
Bmron, Wis.
Nelson, Linda Louise
. . . . Spicer
Nelson, Paulette
. . . . . . . Minneapolis
Nelson, Philip John
.
Spooner, Wis
Nelson, Susan Ann .
. . . . . Stanley, Wis
Nerdrum, Cam1 Joan
.
. Hopkins
Niles, Richard Allen
Nordin, Marion Eileen Rudser
dolden Valley
,
. Cokdo
Nyquist. Joel Victor
. . . . . . . Columbia Heights
Ocel, Roger
Olseq Myron Lee . .
. .
Oconio, Wis
..
.
. Roseuille
Omundson, L Jean
. . Spring Valley
Overholt, Suzanne . . . . .
Orbolt Anthony C . .
. . . Kansas City, Mo.
Pedersoq Thomas Calvin
.
Stmbuck
Persson, Maxine Marie
Minneapolis
Petersen, Cheryl Christine . . . . . . . Robbinsdale
. . . ...
Jackson
Peterson, Daniel Lmn
Peterson, Donovan David . . . . Minneapolis
. Minneapolis
Peterson, Gerald B. . . . . .
.
Minneapolis
Peterson, Kenneth R . . .
Peterson, Ronald Steven Vincent . . . Minneapolis
Pittman, William V , Jr
. .. . . . Anoka
.
. . Minneapolis
Pudas, Grant Peter
Minneapolis
Rakow, Donn Edward . . .
Ramnarine, David James Cameron
Skeldon,
Guyana
.
, ,
Hoffman
Refsal, Harley J
Reiff, James E
..
.
St. Paul
. .
. Minneapolis
Reque, Frank Merwin
. .. .
.
Robbinsdale
Rice, Linda Jane
Roe. Janice Elaine
Fmno.> N. Dak.
Ruona. Marlys Denise
. . Minneapolis
. . . . T r y
Rupp, Patricia Emma
. . LaCrosse, Wzs.
Ruud, Charlotte Ann
-
. . . . . . . Milan
Sackreiter. Dennis Arthur
.
Minneapolis
Sahl, Thomas James . .
Salo, Susan .
.
,
.
..
Milaca
. Minneapolis
Sandbo, Mark R
Sather, Sylvia Carolyn
..
Minneapolis
Schlachtenhaufen, Salome Ann
Des Moines, la.
.
Bird Island
Scholla, Muriel Berg
. .
Forest Lake
Schroeder, Marian Ethel
Later Prairie
Schultz, Michael Louis
Schwartz, John Norman
. Lester Prairie
Selstad, John Leslie
. Minneapolis
Senner, Priscilla Ruth
. . . Narhug N. Hamp.
Setterholm, Richard Dale
.
Brooklyn Center
. Minneapolis
Sjerslee. Sallie Stephenson
. . . . Hector
Sjogren, David August . . . .
Minneapolis
Skottegaard, Robert Charles .
.
. . Minneapolis
Slavik, Robert Alan . .
Sletten, Jerilyn Kay
Bmron, Wis
Seattle, Warh.
Smith, Paul D . . .
. Minneapolis
Snyder, Thomas Stanley .
. Minneapolis
Sorenson, John Arthur
. .
.
Minneapolis
Sparks, Carol1
.
Minneapolis
Stensvaag, Ruth Ingrid
Glencoe
Stradtmann, Phyllis Ann .
. . Rockford, ill.
Strommen, Mary Ellen .
Stromsmoe, Gail Marie
Thief Riuer Falls
Sulzbach, Ann E . . .
Minneapolis
. . Minneapolis
Suomela, Adele Joan Hermes
,
Minneapolis
Swanson, Karen Dahlin
.
Minneapolis
Swenson, Joan A Alden
..
. Minneapolis
Sylvester. David Ernest
Teige, M Philip
Tesdell, Darlene Joyce
Thiesfeld, Susan Paulette
Thompson, Robert Nathen
Tibbits, Lorene Monson
Tinseth, Phyllis Dianna
Titrud, Mark
.
True, David Jon
.
Uigaard, Stuart Brady
Wateruille, Maine
. Slater, la.
.
,
Glencoe
Lake Lillian
.
. Canby
.
. Willmar
. . . . Center City
Columbia Heights
Star Prairie, Wis
Vaagenes, Bonnie Bicri
.
. .
.
Walen, Barbara E.
Wall, Geraldine Neff
Warner, Ronald Dean
Wesley, Lynn Carol
.
Westermo, Mary Ellen
White, Clyde Edward
...
Wilfrid, Luther Jon
Wilson, Carolyn Jean
Woida, Karen Leslie Horton
Wold, Philip Arlen
Wood, Virginia Joanne
.
Wyckoff, Madeleine Jeanne
.
St Paul
.
..
Minneapolis
Minneapolis
Grandview, Wash.
.. .
. St. Paul
. Minneapolis
.
Minneapolis
.
Minneapolis
. . . Hayfield
St. Paul
Siom City, la.
New Brighton
Columbia Heights
. . . Richfield
Youngquist, Michael William
Yue, Samuel Ka-Sheng . . . . . Hong Kong
..
. Wood Lake
Yuzer, Barbara Ann . .
SUMMARY Graduates -- 1870-1965 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
OF Graduates -- 1966 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GRADUATES Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ENROLLMENT
SUMMARY
3496
247
3743
AUGSBURG COLLEGE. 1966-67
First Term
Men Women Total
Class
98
Senior .....
Junior .... 158
Sophomore
218
Freshman . 242
Special . . . . 31
Yurse (D. H.)
Nurse (F H.)
Nurse (M H.)
Nurse ($. H.)
Total . . . . . 747
.
.
112
149
204
255
26
35
210
307
422
497
57
35
44
44
44
44
79
948
79
1695
Second Term
Men Women Total
95
98
193
156
150
306
211
232
28
722
-199
254
25
34
410
486
53
34
$0
40
41
75
916
41
75
1638
Thii Term
Men Women Total
91
154
205
254
28
92
150
198
259
24
34
732
35
41
75
908
183
304
403
513
52
34
35
41
75
1640
TOTAL ACADFMIC YEAR
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior ...................................
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman ................................
special ...................................
Nurse (D H.) .............................
Nurse (F. H.) .............................
.
.. . .
Nurse (M. H.) . . . . . . . . . . . . . . . . . . . . ..
Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total ....................................
.
Men
Women
105
162
222
256
35
114
157
207
262
31
35
44
44
780
79
973
Total
219
319
429
518
66
35
44
44
79
1753
TOTAL STUDENT ENROLLMENT. 1966-1967
Men Students ......................................... 780
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .973
Total .................................................. 1753
INDEX
Academic Administration . . .
Accounts. Payment of . . . . .
Accreditation . . . . . . . . . . . . .
Administration . . . . . . . . 41,
Admission . . . . . . . . . . . . . .
Advanced Placement . . . . . . .
Advanced Standing . . . . . . . .
Affiliation . . . . . . . . . . . 2,
Aims and Obiectives . . . . . .
American Studies . . . . 50,
Archives, The . . . . . . . . . . . .
Art, Department of . . . . 51,
Athletics . . . . . . . . . . . . . .
Attendance, Class . . . . . . . . .
Awards . . . . . . . . . . . . . . . . . .
41
13
2
128
22
23
23
102
7
108
9
108
32
46
34
Biology. Department of . . 54.
Board. Cost of . . . . . . . . . . . .
Board of Regents . . . . . . . . .
Buildings . . . . . . . . . . . . . . . . .
Business Administration . 57,
Business Education . . . . . 59,
109
12
126
8
110
111
Calendar . . . . . . . . . . . . . . . 4, 5
Campus Life . . . . . . . . . . . . . 24
Cancellation . . . . . . . . . . . . . . 45
Chapel Service. The . . . . . . . . 24
Chemistry . . . . . . . . . . . . 60. 111
Classical Languages . . . . . . . . 62
Classification of Students . . 45
Clubs . . . . . . . . . . . . . . . . . . . 30
Coaching Endorsement . . . . . 72
Co-curricular Program . . . . . . 29
9
College Center . . . . . . . . . . . .
Committees of the Faculty . . 130
Comprehensive Examinations 47
Computer Science . . . . . . . . . 77
43
Conditions . . . . . . . . . . . . . . .
Convocation . . . . . . . . . . . . . . 26
Corrective Therapy . . . . . . . . 97
Costs . . . . . . . . . . . . . . . . . . . . 12
Counseling . . . . . . . . . . . . . . .
36
Courses of Study . . . . . . . . 48
Credits . . . . . . . . . . . . . . . . . . 48
Curriculums . . . . . . . . . . . . . . 108
American Studies . . . . . . . . 108
Art . . . . . . . . . . . . . . . . . . . 108
Biology . . . . . . . . . . . . . . . . 109
Business Administration . . 110
Business Education . . . . . . . 111
Chemistry . . . . . . . . . . . . . . 111
Dentistry . . . . . . . . . . . . . . 111
Economics . . . . . . . . . . . . . . 112
Elementary Education ... 112
Engineering . . . . . . . . . . . . 114
English . . . . . . . . . . . . . . . . 114
French . . . . . . . . . . . . . . . . 115
General Liberal Ark . . . . . 108
German . . . . . . . . . . . . . . . 115
Greek . . . . . . . . . . . . . . . . . 115
Health and Physical Ed. . . 115
High School Teaching . . . . 113
History . . . . . . . . . . . . . . . . 116
Mathematics . . . . . . . . . . . . 117
Medical Technology . . . . . . 118
Medicine . . . . . . . . . . . . . . . 118
Ministry . . . . . . . . . . . . . . . 123
Music . . . . . . . . . . . . . . . . . 119
Natural Science . . . . . . . . . 120
Philosophy . . . . . . . . . . . . . 120
Physics . . . . . . . . . . . . . . . . 120
Political Science . . . . . . . . . 121
Pre-Law . . . . . . . . . . . . . . . 117
psychology . . . . . . . . . . . . 121
Religion . . . . . . . . . . . . . . . 122
Scandinavian . . . . . . . . . . . 122
Secretarial Work . . . . . . . 122
Seminary . . . . . . . . . . . . . . 123
Social Science . . . . . . . . . 123
Sociology . . . . . . . . . . . . . . 124
Spanish . . . . . . . . . . . . . . . . 115
Speech . . . . . . . . . . . . . . . . 124
Degree . . . . . . . . . . . . . . . . . . 41
Dentistry. Pre-Dental Courses 111
Discipline . . . . . . . . . . . . . . . . 24
Distinction. Degree with . . . . . 43
Divisional Organization . . . . 48
Dramatics . . . . . . . . . . . 30. 100
Economics . . . . . . . . . . . . . . . .
Education. Department of . . .
Education. Elementary . . 65.
Education. Secondary . . 66.
Electives . . . . . . . . . . . . . . . . .
Eligibility Requirements . . . . .
Employment . . . . . . . . . . . . . .
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . .
English. Department of . 68.
Enrollment . . . . . . . . . . . . . . .
Entrance Requirements . . . . .
Examinations . . . . . . . . . . . . .
Expenses . . . . . . . . . . . . . . . . .
112
58
112
113
42
34
20
114
114
146
22
47
12
Faculty. The . . . . . . . . . . . . . . 132
Fees . . . . . . . . . . . . . . . . . . . . 12
Financial Assistance . . . . . . .
14
Financial Information . . . . . . .
12
Fine Arts . . . . . . . . . . . . . 52, 85
Food Service . . . . . . . . . . . . . .
38
French . . . . . . . . . . . . . . . 78, 115
General Education
Requirements . . . . . . . . . . .
General Information . . . . . . .
Geography . . . . . . . . . . . . . .
German . . . . . . . . . . . . . 79.
Grade Values . . . . . . . . . . . .
Graduates . . . . . . . . . . . . . . .
Graduates (1870-1 966).
Summary of . . . . . . . . . . . .
Graduation Requirements . . .
Greek . . . . . . . . . . . . . . . 62.
Health and Physical Ed. . 72.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History . . . . . . . . . . . . . . . 34,
Honors . . . . . . . . . . . 34. 43.
Hospital Affiliation . . . . . . . . .
Housing . . . . . . . . . . . . . . . . .
Humanities. Division of the . .
41
7
68
115
43
133
146
41
115
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 48
North-South Student Exchange
Program . . . . . . . . . . . . . . . 104
Norwegian . . . . . . . . . . . . . . . 80
Numbering of Courses . . . . . . 48
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 102
115
37
Objectives and Aims . . . . . . 7
Orientation . . . . . . . . . . . . . . . 38
113
7
116
103
102
38
48
Incompletes . . . . . . . . . . . . . 43
Intercollegiate Athlmetics. Purpose
and Philosophy of . . . . . . . 32
Journalism . . . . . . . . . . . . . . . 69
Junior Year Abroad . . . . . . . . 103
Laboratories. Natural Science 10
Latin . . . . . . . . . . . . . . . . . . . . . . 64
Liberal Arts Curriculum . . . . . 108
Library . . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 67
Loan Funds . . . . . . . . . . . . . 14
Location . . . . . . . . . . . . . . 2. 3
Majors . . . . . . . . . . . . . . . . . .
Mathematics . . . . . . . . . . 76.
Uedical Technology . . . 103.
Medicine. Pre-Medic Courses
Membership in Educational
2
Associations . . . . . . . . . . . .
Metropolitan Opportunities . 27
Ministry. Preparation fomr the 123
Minors . . . . . . . . . . . . . . . . . . . 42
Modern Languages.
Department of . . . . . . . . . . 77
Music. Department of . . 83. 119
Music Fees . . . . . . . . . . . . . . . 13
Musical Organizations . . . 31. 86
42
117
118
118
Pass/No Credit Grading
System . . . . . . . . . . . . . . . . 105
Payment of Accounts . . . . . . . 13
Personnel Services. Student . . 35
Philosophy. Department of 87. 120
Physical Education . . . . . 32. 72
Physical Plant . . . . . . . . . . . .
8
Physics. Department of . . 90. 120
Placement Service for
Graduates . . . . . . . . . . . . . 39
8
Plant. The Physical . . . . . . . .
Political Science . . . . . . 92. 121
Pre-Law . . . . . . . . . . . . . . . . . 117
Pre-Seminary Curriculum . . . 123
President's Board of Advisors 129
Probation . . . . . . . . . . . . . . . . 45
Psychology.
Department of . . . . . . 94. 121
Publications . . . . . . . . . . . . . . 29
Records . . . . . . . . . . . . . . . . . . 37
Recreation . . . . . . . . . . . . . 24. 32
Refunds . . . . . . . . . . . . . . . . . . 13
Regents. Board of . . . . . . . . 126
Registration . . . . . . . . . . . . . . 44
Registration. Change of . . . . . 45
Religion and Philosophy.
Division of . . . . . . . . . . . . .
50
Religion, Department of . 95, 122
Religious Activities . . . . . . . . . 24
Repeating Courses . . . . . . . . . 43
Requirements, Graduation . . . 41
Room Costs . . . . . . . . . . . . 12
Scandinavian Studies . . . 80,
Scholarships . . . . . . . . . . . . . .
Secretarial Courses . . . . 59,
Seminary . . . . . . . . . . . . . . . .
Social and Recreational
Activities . . . . . . . . . . . . . . .
Social Sciences, Division of the
Social Sciences . . . . . . . . . . .
Sociology, Department of 97,
SPAN . . . . . . . . . . . . . . . . . . .
Spanish . . . . . . . . . . . . . . 82,
Special Programs of Study . .
122
14
122
123
26
50
123
124
103
115
102
Speech, Department of . 100, 124
Student Activities,
Coordination of . . . . . . . . . 39
Student Government . . . . . . . 27
Student Personnel Services . . 35
Studio Building . . . . . . . . . . .
9
Summer School . . . . . . . . . . . 106
Suspension of Students . . . 24, 45
Symbols . . . . . . . . . . . . . . . . . 48
Teacher's Certificate . . 64, 113
Transfer and Advanced
Standing . . . . . . . . . . . . 23
Tuition and Fees . . . . . .
12
University Courses . . . . . . . . .
Upper Division Requirements .
47
41
1
Show less
AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of... Show more
AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of Colleges and Secondary Schools,
the National Council for the Accreditation of Teacher
Education (secondary), the American Chemical Society, and
the American Association of University Women.
Memberships: Augsburg College holds membership also in the
American Council on Education, the Association of American
Colleges, the National Lutheran Educational Conference, tlie
Association of Minnesota Colleges, thc Minnesota Private
College Council and the Association of Protestant Colleges and
Universities.
Courses of Study: Augsburg College offers a Liberal Arts
education with courses leading to a Bachelor of Arts degree
offered in 26 major fields of study. Sluclents are prepared for
teaching, business administration, social warlc, medical
technology, secretarial work, parish work, and missions.
Students may prepare for Eurtl~er study in the fields of
engineering, theology, dentistry, medicine, nursing, and law,
and for graduate study in various fields,
Lacation: Augsburg College is located along Interstate
Highway NO.94, just 20 hloclcs from the downtown loop area
of Minneapolis. Students have easy access to libraries,
museums and art collections. They also have the opportunity
to attend lectures, musical programs and other cultural
activities in the Minneapolis-St. Paul area.
Setting: The eleven-acre Augsburg campus is located in the
heart of Minneapolis and is adjacent to the University of
Minnesota West Bank campus and two of the city's largest
hospitals. In this urban setting, Augsburg students prepare for
careers in our increasingly urban society. A friendly
atmosphere prevails on the Augsburg campus. Students
participate in all phases of campus community life under the
direction of a capable, well-prepared faculty.
Development: A comprehensive development program is in
operation which will, over the years, add additional land and
buildings to the Augsburg College campus.
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1964-65
. . . . . Freshman Days
Sept. 14, 15 (Mon., Tues.) ....... Registration
Sept. 16 (Wed.) ................ Classes begin
Sept. 9-15 (Wed.-Tues.)
........ Late registration fee
1 ..................Homecoming
OCTOBER
T W T F S
1
2
3
4
5
6
7 8
9 1 0
11 12 13 14 15 16 17
1 8 19 m 21 22 23 24
25 26 27 28 23 30 31
S
M
S
M
Sept. 16 (Wed.)
Oct. 29-Nov.
Nov. 12 (Thurs.)
... End first half
Thanksgiving recess
Dec. 19 (Sat., 12:20 p.m.)
................... Christmas
Jan. 4 (Mon., 7:45 a.m.)
Jan. 18-26 (Mon.-Tues.)
recess begins
..... Classes resume
. . Final examinations
.........
Jan. 26 (Tues.)
F
S
F
4
11
18
25
S
5
12
19
26
F
S
of Semester
Nov. 25 (12:20 p.m.)-30 (7:45 a.m.)
.......................
NOVEMBER
T W T
DECEMBER
T W T
1
2
3
6
7
8
9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30 31
~
S
M
S
M
JANUARY
T W T
1
7
First Semester ends
S
M
FEBRUARY
T W T
F
S
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
M
T
MAY
W T
F
S
Spring Semester 1965
.................. Registration
Feb. 2 (Tues.)
Feb. 3 (Wed., 7 :45 a.m.)
Feb. 3 (Wed.)
....... Classes begin
.......... Late
Mar. 30 (Tues.)
...
registration fee
End first half of Semester
April 1 4 (Wed., 9:00 p.m.)
....................... Easter recess begins
April 20 (Tues., 7 :45 a.m.). Easter recess ends
May 19 (Wed.)
May 20-28 (Thurs.-Fri.)
May 30 (Sun.)
May 30 (Sun.)
1
.................. Reading Day
. . Final examinations
........ Baccalaureate service
............... Commencement
S
M
T
JUNE
W T
F
S
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1 965-66
S
. . . . . Freshman
Sept. 8-14 (Wed.-Tues.)
OCTOBER
T W T
M
F
S
Sept. 13, 14 (Mon., Tues.)
S
NOVEMBER
T W T
M
F
. . . . . . . . . . . . . . . . Classes
Sept. 15 (Wed.)
. . . . . . . . . Late
Oct. 28-31
Homecoming
End first half of Semester
Nov. 24 (12:20 p.m.) -29 (7:45 a.m.)
DECEMBER
T W T
M
..
begin
registration fee
......................
Nov. 11 (Thurs.)
S
. . . . . . . Registration
Sept. 15 (Wed.
S
Days
F
S
.......................
Thanksgiving recess
Dec. 18 (Sat., 12:20 p.m.)
S
..................
JANUARY
T W T
M
F
S
Jan. 3 (Mon., 7:45 a.m.)
...... Classes resume
Jan. 17-25 (Man.-Tues.)
. . Final examinations
Jan. 25 (Tues.)
M
FEBRUARY
T W T
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
F
Christmas recess begins
.......... First
Semester ends
S
Spring Semester 1966
................... Registration
Feb. 2 (Wed., 7:45 a.m.) . . . . . . Classes begin
Feb. 2 (Wed.) . . . . . . . . . Late registration fee
April 1 (Fri.) . . . . . End first half of Semester
Feb. 1 (Tues.)
April 6 (Wed., 9:00 p.m.) Easter recess begins
S
M
MAY
T W T
April 12 (Tues., 7:45 a.m.) Easter recess ends
F
S
May 25 (Wed.)
................. Reading
Day
May 26-June 3 (Thurs.-Fri.)
S
M
T
JUNE
W T
F
S
........................ Final examinations
June 5 (Sun.) .......... Baccalaureate service
June 5 (Sun.)
............... Commencement
historical sketch
Augsburg was begun as a seminary in
1869, at Marshall, Wisconsin. It was the
first theological school founded by
Norwegian Lutherans in America. Through
an arrangement with a private institution
known as Marshall Academy, the
Seminary was at first housed in the
academy building. Students who needed
further preparation in academic subjects
were to obtain this in the academy. In the
autumn of 1872 Augsburg Seminary was
removed to Minneapolis, Minnesota, where
a building had been erected for its use. In
the same year the school was incor~orated
under theVlawsof Minnesota. Its Gm was
to train ministers for the Lutheran
congregations which were being organized
in growing numbers in the pioneer
settlements that were spreading rapidly
over the Northwest.
The College was established when it
became evident that in order to get
students who were adequately prepared for
theological study a college department was
needed. In 1874 a curriculum was planned
which provided for one year of preparatory
studies and four years of college work
along two lines, a classical course to
prepare students for theology, and a
scientific course to prepare for other
professions. The first college students were
enrolled in 1874 and the first class was
graduated in 1879.
In 1900 a high school course covering
three years was established which in 1910
was expanded t o a standard four-year
course. This was discontinued in 1933. In
the years 1916-1919 the college course was
thoroughly revised. As a result of this
and of subsequent growth, the earlier
classical course was greatly modified and
supplemented by social and scientific
studies and a more general emphasis upon
the study of the humanities. In recent years
there has been continuous study and
modification of the curriculum including
G E NERAL
INFORMATIOR
the introduction of a number of new majors to meet the
developing needs of the students. The divisional organization
was adopted in 1945. At the present time 26 majors are
offered.
Coeducation was introduced in the College in 1922.
In February, 1963, with the merger of the Lutheran Free
Church into The American Lutheran Church, Augsburg College
became affiliated with the latter church body. At the close
of its ninety-third academic year, in the spring of 1963,
Augsburg Theological Seminary merged with Luther
Theological Seminary, St. Paul, one of the seminaries of the
merged church.
Seven presidents have served Augsburg during the course
of its history:
Augiisl Weenaas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1869-1876
Georg Sverdrup - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1876-1907
1907-1911
Sven O f t e d a l - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1911-1937
George Sverdrup . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
H. N. Hendrickson (Acting) - - - - - - - - - - - - - - - - - - - - 1937-1938
Bernhard Christensen - - - - - - - - - - - - - - - - - - - - - - - - - 1938-1 962
Leif S. Harbo - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1962-1963
Oscar A. Anderson - - - - - - - - - - - - - - - - - - - - - - - - - 1963-Present
aims and objectives
IJ Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The faculty and the Board of
Regents of the college affirm the following as their understanding of the aims, philosophy, objectives and character
of this institution.
Ultimate Aims
To contribute t o the true good of human life and society.
To contribute to the building of free and living congregations in the community of the Christian Church.
Basic Philosophy
The Christian message concerning the redemptive act d
God in Christ constitutes the greatest potential for good in
human life and society; but this potential is realized only
insofar as it is actualized in the minds and hearts of individuals.
The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking t o
relate all learning to the truth of the Christian faith, the
Christian college performs its greatest service both to the
Church and to society.
Where there is an atmosphere of free and honest inquiry, truth
has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion,
but by inviting teachers and students to join in a common
search for truth and in a common attempt to see all truth
in relation to ultimate Truth.
Primary Objectives
To attract to the college students of high ability and genuine
religious concern who can reap the maximum benefit from a
program of Christian higher education.
To provide a campus setting that is conducive to the spiritual,
mental, moral and physical well-being of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and skills necessary for sound
academic work.
To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment
of their own lives and, through them, for the enrichment of
their homes and communities.
To lead its students to a deeper understanding and experience
of the Christian Gospel in its relation to every area of life
and learning.
To aid its students in discovering and clarifying their peculiar
aptitudes and interests, and to provide training and counsel
that will assist them in preparing for a life work appropriate
thereto.
F
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
student to look upon his life as a Christian vocation, and an
opportunity for service to God and man.
Distinctive Character
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran immigrants from Norway who
sought to play a creative role in American life and society,
and seeks to preserve the enduring values of this heritage in
the life of the college community today.
the alumni association
The Augsburg Alumni Association has as its goal to enable
graduates and former students to maintain effective contact
and cooperation with one another and with their Alma Mater.
The annual meeting is held a t Commencement time each year.
Local Augsburg clubs are promoted. The affairs of the Association are under the leadership of the Board of Directors.
The Alumni Office is located in the Art Building on Riverside
Avenue.
the physical plant
Instructional facilities and student housing at Augsburg
are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of
classrooms and offices.
Science Hall, erected in 1948-49, includes the general administration offices; well-equipped laboratories for chemistry,
physics, biology and home economics; the bookstore; a
medium-sized auditorium; and several classrooms and faculty
offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960.
The George Sverdrup Library, named in honor of Augsburg's
fourth president, was erected and dedicated in 1955. Adjacent
to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms,
a visual-education center, the Augsburg Archives, classrooms,
and a number of faculty offices. There is stack space for approximately 100,000 volumes.
Si Melby Hall, the new auditorium-gymnasium, was completed
in 1961. This building, named in honor of Professor J. S. Melby,
dean of men from 1920 to 1942, basketball coach and head of
the Christianity department, provides excellent facilities for
the health and physical education program, intercollegiate
athletics, chapel services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic
and other speech activities.
The Art Building was acquired in 1963 and remodeled to
provide excellent space for the art program. It has one large
classroom and studio and laboratory facilities for drawing,
painting, and sculpture in the rooms on the ground and first
floor. The second floor of the building houses the Development
Offices.
Sverdrup-Oftedal Memoriol Hall
Gerda Mortensen Hall
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a dormitory affording living quarters for about 130 men. On the ground
floor of this building is the college cafeteria and dining hall.
Gerda Mortensen Hall, erected in 1955, provides housing for
about 175 women students, as well as apartments for the
resident head and her assistant. The dormitory incorporates
the former Sivertsen Hall, remodeled as a wing of the larger
dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, Iota, Lambda,
Omicron, Zeta, and Theta are small dormitory houses, each
accommodating from 8 to 20 women students.
The President's Home, an attractive colonial residence, is
located on the West River Road.
A large number of dwellings have also been acquired in recent
years in the expanded campus area, and are in use for faculty,
staff, men students, and married student housing.
the archives
The Augsburg Archives seeks to gather and make available
for use documents, books, and other articles of historical value.
The George Sverdrup Library provides adequate, fire-prod
quarters for the archives. Here are found a large collection of
periodicals, manuscripts, letters, and pictures, affording
extensive resources for scholarly research.
library facilities
The beautiful and spacious George Sverdrup Library
provides a central study-workshop for both faculty and
students. It contains about 50,000 volumes, exclusive of
pamphlets, and is adding approximately 5000 new volumes
each year. Students and faculty working in either of the two
large reading rooms find the atmosphere conducive to quiet
study and research materials close at hand. All books are
kept on open shelves. Reference service, provided by an able
and well-trained staff, is available to students.
Special collections have been developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science
Libraries, and in the Audio-Visual Center. Additional
conveniences include conference rooms for larger groups or
small classes. A typing corner is provided in the first floor
reading room.
The library subscribes to about 410 of the best periodicals
dealing with a large variety of subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active role in promoting general reading,
presenting regular book displays, and sponsoring monthly
book discussions for faculty, staff, and students.
In the Twin City area are other libraries which make their
holdings available to Augsburg students, notably, the St. Paul
and Minneapolis publi,c libraries, the latter of which issues
library cards to out-of-town students for each school year.
natural science laboratories
The laboratories of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office
space for Biology are located on the second floor; three larger
laboratories and two special research laboratories for
Chemistry and two laboratories for Physics are located on the
third and fourth floors. A chemistry library is located near
the research facilities. Storerooms and faculty offices are also
located here.
P.' I
A considerable part of the income on
which Augsburg operates is derived from
endowment and from gifts. Therefore, the
fees charged the student do not constitute
the whole cost of his education, for he
enjoys the benefits of the gifts of those
who believe in and support the work of
the school.
guaranteed tuition plan
In order to assist students and parents
in planning ahead for tuition payments,
which are the major item of college
expense, Augsburg College offers a
Guaranteed Tuition Plan that fixes the
tuition cost for four years of college.
Freshmen enrolling in the fall of 1964,
who sign up for the plan, will have
their tuition cost guaranteed for eight
consecutive semesters a t a total cost of
$3,825 (average cost is $956.25 per year)
as follows:
The larger charges in the first two years
build up a reserve available for the last
two years. If the student on this plan
voluntarily withdraws, he loses his reserve.
If he is asked to withdraw, his reserve
will be refunded.
Those who do not elect t o sign up for the
Guaranteed Tuition Plan will be enrolled
in the fall of 1964 a t a tuition charge of
$450 per semester and at whatever level
the fee is set in subsequent years.
FINANCIAL
general expenses per semester *
Regular
Tuition Plan
Tuition (includes Student Activity
$450.00
Fee of $1 1.00)
7.50
Student Union Fee
1.00
Lo'cker (Optional)
Guaranteed
Tuition Plan
$500.00
7.50
1.00
TOTAL GENERAL EXPENSES
PER SEMESTER
$458.50
$508.50
Books are estimated a t $25.00 to $40.00 per semester
Students registered for more than the maximum number of
credits (17) are charged a t the rate of $20.00 for each additional credit per semester.
Special students will pay a t the rate of $38.00 per credit up
t o 11 credits. Those who register for 12 or more credits pay
the regular tuition charge.
room and board expenses
per semester"
WOMEN
Min.
Max.
$125.00 $130.00
150.00
125.00
1.OO
1.00
MEN
Min.
Max.
$120.00
$120.00
175.00
225.00
1.00
1.OO
Room
Board *
Key Deposit
(refundable)
Breakage Deposit
-0-015.00
15.00
(refundable)
TOTAL ROOM & BOARD
PER SEMESTER $251.00 $281.00 $311.00 $361.00
*Women students in residence are required to buy and use
a minimum of $125.00 meal book coupoils per semester, men
students $175.00.
music fees per semester "
Private lessons - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - $40.00
8.00
Piano studio rental (one hour per day)
20.00
Organ rental (one hour per day) .- - - - - - - - - - - Voice studio rental (one hour per day) - . - - - . . 8.00
*
Subject t o change
special fees"
-
Application fee -,
,- -,
- -,
,
,
,
,
,,
,,
,
,
- - - - ,, - - - - - $10.00
Late registration fee per day (after classes begin) - - 1.00
Change of registration after the beginning of the second
week of classes ,,,,,,,,,,,- ,-,
-,
- - - -- - - -- - - - 2.00
Placement fee ,-,
,
,
,
,
,
,
,
,
,
,
,
,
,
- - - - - - - - - - - - - - - - - - - 5.00
Graduation fee -,--,-,,,,-,,,,,,,,~-,10.00
------,Final examinations taken a t another hour than the one
,
,,
- -,
,-- - -,
,
-- - -- - - - - - - - - - - - 5.00
scheduled ,,,,-,
Examination making up an incomplete or a condition - 5.00
Transcript of credits (after first one which is free) - 1.00
Student teaching
20.00
. .
Choir tour (minimum) - - - - - - - - - - - - - - - - - - - - - - - - - - - 10.00
Band tour (minimum) , - , - , - - - - - , , - - - -10.00
------Camprehensive examination, per credit, for students enrolled ,- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5.00
Comprehensive examination, per credit, for students
10.00
not currently enrolled ,,,,,,,,,,,,,,-,,,,,,,-,
-
------,,,,,-,+,+,+-4-h----~-4---
estimated expenses per semester "*
MEN
WOMEN
Min.
Max.
OFF-CAMPUS STUDENTS
$458.50
General expenses
$508.50
Special, music, books 25.00
100.00
$608.50
TOTAL
$483.50
Min.
Max.
$458.50
25.00
$483.50
$508.50
100.00
$608.50
RESIDENT STUDENTS
$458.50
General expenses
Room & Board
251.00
Special, music, books 25.00
TOTAL
$734.50
$458.50
311.00
25.00
$794.50
$508.50
361.00
100.00
$969.50
$508.50
281.00
100.00
$889.50
* * These estimates do not include transportation, clothing, or
personal expenses.
refunds
Tuition, fees, and room charges for a student cancelling his
registration before the middle of any semester will be charged
a t the rate of 2 per cent per day, except for application and
special fees, which are not refundable. There is no fee refund
after the middle of the semester. If a student is required to
enter the Armed Forces, a full refund is made of tuition.
V u b j e c t to change
payment of accounts
Student accounts are due in full a t the time of registration in
September and February. Parents may deposit money in
advance a t the College, or the student may make the payment
when he registers. Checks must be made out to Augsburg College and forwarded directly to the Treasurer's office. For
cash payments a receipt must be obtained from the Treasurer's
office at the time of payment.
Recognizing that payment of fees in full a t registration poses
a financial problem in some cases, the College has instituted
the following payment plans:
DATE PAYMENT DUE
n
OFF-CAMPUS
RESIDENT
STUDENTS
STUDENTS
Guaranteed
Guaranteed
Tuition
Regular Tuition
Regular
Tuition
Plan
Tuition
Plan
or before registration $300.00 $325.00 $525.00 $550.00
125.00 135.00
95.00
Due October 15th
85.00
95.00
125.00 135.00
Due November 15th
85.00
135.00
125.00
95.00
Due December 15th
85.00
125.00 135.00
95.00
Due January 15th
85.00
125.00 135.00
95.00
Due February 15th
85.00
125.00 135.00
95.00
Due March 15th
85.00
135.00
125.00
95.00
Due April 15th
85.00
Due May 15th
Balance Balance Balance Balance
In addition, other arrangements may be made with the Treasurer's office. A carrying charge of $2.00 a month is added for
the payment-plan service. Unless prior arrangement is made,
an additional $1.00 is added for each month that payment is
late.
financia 1 assistance
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg.
Students must complete an application form and meet certain
requirements to qualify for financial aids. The college gives
assistance t o students in securing work both on and off the
campus.
loan funds
18
Several loan funds have been established to assist students
in working out their financial problems. Loans may be
arranged a t a reasonable rate of interest for various periods
of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance
t o students preparing for theological study.
The Charles and Nora Crouch Student Loan Fund, established
in 1954, extends assistance t o members of all classes.
The Senior Loan Fund, established by the class of 1955, is
available t o selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan
Fund is available to students who are preparing for the
ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
by the Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the ministry.
National Defense Student Loans, established by the National
Defense Education Act of 1958, are available t o students
capable of maintaining good standing in their chosen course of
study. Special consideration is given to those students who
express a desire to teach in elementary or secondary schools
and t o those whose academic background indicates a superior
capacity for preparation in science, mathematics, engineering
or modern foreign languages.
United Student Aid Funds is a program of endorsing loans
made by local banks to college students requiring financial
assistance. A grant to the College by the Gamble and Skogmo
Foundations provided the funds t o establish the initial
reserves required.
Arrangements for the loans are made through a conference
with the Dean of Students, chairman of a faculty committee
on student loans. In addition to arranging loans, the committee
counsels students on financial matters with the objective in
mind of helping the student work out a satisfactory plan for
his finances.
scholarships and prizes
Fifty Freshman Scholarships of varying amounts are available to outstanding high school graduates. Some of these
scholarships are renewable provided the student's scholastic
record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding high school graduates. Students who rank in the
upper five per cent of their high school class, perform well on
scholastic aptitude tests, and can show good character references are eligible for consideration. These scholarships are
renewable if the student maintains a 2.25 scholastic average.
Departmental Scholarships of variable amounts are awarded
each year to students who are highly recommended by the
chairman of their major department. These scholarships are
renewable if the student maintains a scholastic average of 1.75
or better.
Upper-class Scholarships of $300 are awarded each year to
selected students with an honor point ratio of 2.4 or better
who apply to the Student Personnel Committee.
Augsburg awards Foreign Student Scholarships each year
to deserving students from other countries. These scholarships
may be awarded in amounts up to the equivalent of full
tuition.
The American Indian Scholarshir, was established in 1955 by
Spring Lake Park Lutheran Church, Minneapolis. It is a
scholarship of $200 to be applied on tuition at Augsburg
College. It is to be awarded to an American Indian student
selected on the basis of scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in
1953 in memory of Henry P. Opseth, former head of the
Music Department and director of the Augsburg College Choir.
It is awarded annually to a sophomore or junior student of
outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from
1950 until the time of her death in 1953, was established in
1955 by her parents, Mr. and Mrs. Iver Solberg and her
brother, Dorvall. I t is awarded to an Augsburg student who
has music as a major or minor and who shows outstanding
promise or. achicwement in the art of singing.
20
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947 to honor the
memory of George Sverdrup, President of Augsburg from 1911
to 1937. It is awarded annually to an Augsburg graduate of
outstanding character and ability who plans to prepare further
for the vocation of teaching. The amount of the Fellowship is
five hundred dollars.
The Keith E. Hoffman Memorial SchoIarship was established
in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis
in n ~ e ~ n o rof
y their son who gave his life in the conquest of
Okinawa. Tlie scholarship is awarded annually to a student
selected an the basis of academic achievement, personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarships of $300 each are provided by the Lutheran Brotl?erl~oodLife Insurance Society
and awarded each fall to outstanding Lutheran college seniors.
The students arc selected by the college in the spring of the
junior year on the basis of religious leadership and scholastic
standing.
The Augsburg College Women's Club Scholarship awards,
totaling $400, are granted each year to two or more students
of outstanding character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established
by members of the Paulson family in memory of Professor
Adolph Paulson who taught Social Science at Augsburg from
1930 to 1935, is awarded annually to a college student for
the best essay written on an assigned subject in the field of
Christian Sociology. The amount of the prize is $50.
The Iver and Marie Iversen Scholarship was established in
1957 through a grant from Mr. Iver Iversen of Brooklyn, New
York. It is awarded annually to a student in the College.
The award, in the amount of $250, is made on the basis of
need, scholarship, and interest in Christian service.
The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory
of Reverend Olaf Rogne, business administrator of the college
from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service.
The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the department of chemistry to honor the
memory of Carl Fosse, professor of chemistry at Augsburg
from 1921 to 1942. The annual award is made to a student
whose academic record indicates promise of achievement in
the field of chemistry.
The Manlvald Aldre Memorial Chemistry Scholarship was
established in 1960 by friends and the department of chemistry
to honor the memory of Manivald Aldre, assistant professor
of chemistry at Augsburg from 1949 ta 1958,The annual award
is made to a student whose academic record indicates promise
of achievement in the field of chemistry.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor
of biochemistry a t the University of Minnesota. The annual
award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship
was established in 1963. This annual award is made to a
student whose academic background indicates promising
achievement in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship
was established by friends and the department of chemistry
in 1960 to honor the memory of Walter Gordon Schnell, a
student of -hemistry at Augsburg until the time of his death
in January 960. The annual award is made to a student whose
academic background indicates promise of achievement in
the field of chemistry.
f
The Dr. Frederick C. and Laura E. Mortensen Chemistry
Scholarship was established in 1961 by the chemistry staff.
The award is made annually to a chemistry student whose
record indicates promise in the field of chemistry.
The Magnus A. Kleven Family Scholarship was established in
1956 by members of the family to honor their parents. The
scholarship is awarded annually to a student on the basis of
academic achievement, personal character and promise of
achievement in the field of physical education.
The Professor P. A. Sveeggen Memorial Scholarship was
established in 1959 by friends to honor the memory of P. A.
Sveeggen, professor of English a t Augsburg from 1915 to
1952. The award of variable amount is made annually to an
outstanding student in the field of English.
Alumni Achievement Scholarships are awarded to outstanding
students in the Freshman, Sophomore, and Junior classes for
use the following academic year. The scholarship fund, which
is equivalent to three half-tuition scholarships, is awarded on
the basis of previous academic performance. No award will
be in excess of financial need.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of
the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or
senior students.
The Carl W. Landahl Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a
member of the Augsburg Music Faculty from 1952 until his
death in 1961. It is awarded annually to a student on the basis
of achievement in the field of music.
The Onesimus Scholarship, established in 1962 by Mr. and
Mrs. James Helleckson, is awarded annually in the amount
of $300 to an Augsburg student or graduate who is preparing
for service in the Christian ministry.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund
was established in 1960 by gifts from the Burntvedt family
and through a church-wide offering, to honor the memory of
Dr. T. 0. Burntvedt who was President of the Lutheran Free
Church from 1930 to 1958. One or more scholarships are
awarded annually to a student or students in the senior class
who are preparing for the ministry.
The Celia Fredrickson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an
Augsburg student from the Sharon Lutheran congregation a t
Lamberton, Minnesota.
The Quanbeck Scholarship Fund was established in 1963 by
a bequest of John G. Quanbeck. The income from this fund
is awarded annually to freshman students who, without
assistance, would be unable to pursue higher education.
The Edward Yokie Memorial Scholarship was established in
1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of
Edward Yokie. A scholarship will be awarded annually to an
able and deserving junior or senior student recommended by
the Scholarship Committee.
The Greater Augsburg Alumni Association Scholarship of $500
is awarded annually to an outstanding alumnus of Augsburg
in order to encourage and assist promising students in the
carrying out of projects of graduate study.
The Harry S. Genung Memorial Scholarship was established
in 1963 by De Ette Cenfield Genung in honor of her husband.
A scholarship is awarded annually to a deserving student from
another country in order to prepare that student to make a
contribution in his or her homeland, thereby improving the
relationship of that country and the United States.
The De Ette Cenfield Genung Memorial Scholarship was
established in 1963 by Harry S. Genung in honor of his wife.
Two scholarships are awarded annually to deserving and
promising students in the field of English or the language arts.
The Green-Genung Memorial Scholarship was established in
1963 by Harry S. Genung and De Ette Cenfield Genung, his
wife, in memory of Jeanette Cenfield Green, sister of Mrs.
Genung, and Arthur E. Genung, father of Mr. Genung. Both the
persons memorialized in this scholarship had a special concern
about the social and personal consequences of the use of alcoholic beverages and narcotics, and Mrs. Green was especially
active in the p.omotion of alcohol education and legislation.
The proceeds of this endowment fund will be used for the
scholarship to be awarded annually to one or more qualified
students specializing in Sociology and Social Work with
special interest in the problems of modern society that are
reflected in alcoholism, drug addiction, delinquency, and other
personal and social problems, and who plan to direct their
efforts toward the prevention and solution of such problems.
Social Service Scholarship Program is sponsored by the
Division of Charities of the American Lutheran Church. Two
scholarships of $300 or three scholarships of $200 will be
awarded each year to students a t Augsburg College. The
recipients must be juniors or seniors of the Lutheran faith
who are enrolled in social work courses and plan to continue
training in a graduate school of social work. In addition to
scholastic achievement, a student's interests, aptitude, and
skills in working with people are considered in making this
award.
grants-in-aid
Grants-in-aid are available to students in good standing who
are in special need of financial assistance. In awarding these
grants, the Student Personnel Committee gives primary consideration to demonstrated financial need which is determined
by examining a statement of the resources and anticipated
expenses of both the student and his family.
employment service
An employment service, located in the Personnel Office,
assists students in obtaining part-time remunerative work.
Many students find it possible to pay part of their college
expenses with money earned in this way. The types of work
available are of various kinds, including recreational leadership,
restaurant work, domestic service, sales work, and secretarial
and clerical work. The college is concerned that employment
not interfere with a student's academic work. Therefore, it is
desirable that Freshmen have sufficient funds to pay their entire
expenses for at least one semester. Part-time employment may
then be secured in accordance with the need of the student
and his ability to handle extra work.
Students are employed by the college in several areas. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided
each spring by the Employment Service. Application for parttime or summer employment may be made in the Personnel
Office.
application procedure
Applications for admission to Augsburg
College should be made to the Director of
Admissions. Students may apply for
admission as soon as they have completed
their junior year in high school, and preferably before June 1 preceding the fall in
which the student seeks admission. No
applications are accepted after September
1. Early applicants gain an advantage both
in registration and housing. Notification
of admission is normally sent to a student
as soon as the application is complete.
Instructions for applying for admission:
(1) Obtain an application form by writing
or visiting:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
(2) Complete and return the application
form with a $10 application fee (nonrefundable) and a photograph.
(3) Request your high school to send us
a copy of your high school record and
test results. Transfer students will
request the previous college or
colleges to send an official transcript
of grades together with results of
standardized .tests taken.
(4) After acceptance, all new students are
required to make a $50 non-refundable
tuition deposit. This deposit may be
made any time before July 1; for those
admitted thereafter, it is due within
two weeks after notification of
acceptance.
(5) An interview on campus is encouraged but not required.
admission requirements
The quality of a student's work in high
school, type of course program, scores on
college aptitude tests, and recommendations are important factors in considering
an application. Augsburg College seeks
ADMISSION
TO THE
students who rank high in the high school graduating class, a t
least in the upper half, and score average or above on college
aptitude tests.
It is recommended that a student have a t least 12 academic
subjects in his college preparatory curriculum, which should
include four units of English, and at least two units each
of a foreign language, social studies, mathematics, and science.
A unit is defined as a course covering one academic year and
equivalent to at least 120 hours of classwork.
For entrance to the Freshman Class, either the tests of the
American College Testing Program (ACT) or the Scholastic
Aptitude Test (SAT) of the College Entrance Examination
Board is required.
A recent physical examination is also required. Students will
be provided with blanks to be filled out and returned to the
Student Personnel Offi,ce by August 15. The health report must
be received before the student will be permitted t o register.
transfer
Students are accepted by transfer from other colleges and
universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted
for liberal arts courses satisfactorily completed a t accredited
institutions. For graduation the total honor point ratio is
computed on the basis of work transferred together with that
taken a t Augsburg. A maximum of 64 semester credits is
allowed on transfer from a junior college.
advanced placement
Advanced placement is granted to students who qualify,
on the basis of work taken in high school or elsewhere, to
enroll in courses beyond the beginning course. Placement may
be determined by tests, or by the level and length of the course
previously completed.
advanced standing
Advanced standing, that is, college credit, is granted to
high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5
on the Advanced Placement Examinations.
'
I.
The influences which mould life and
character on a college campus are of many
kinds. While the exercises of classroom,
laboratory, and library form the organizing
basis of college activity, they need to be
supplemented by other than academic
forces. These intangible but very real supplementary influences have much to do
with creating the spirit of an institution.
At Augsburg definite emphasis is placed
upon the maintenance of a wholesome
spirit of Christian community living.
Students are urged to give conscious
attention to this personal and spiritual side
of their development and thus contribute
toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct
t - g the instituthe policies of A t ~ g . ~ h ~ lthat
tion may conslnntly I:e permeated by ail
atmosphere in which the qiresl for Truth
as it is in Christ is prayeiqfully rostercd
in each life.
All students are required to complete fourteen credit hours in courses offered in
Religion. 'l'liei~e are 1iurnerous voluntary
religious activities in which students are
encouraged to participate. Faith and Life
Week is helrl ~ w i c e each ycar. It is
assumed that every Augsburg student will
find a church home in Minneapolis and
attend its services regularly.
It is expected of each student that his life,
conduct, and influence, both on and off
campus, shall be worthy of a member of
a Christian College. Those who do not feel
drawn to this quality of life and to the
fellowship in which it is nourished should
not seek to be enrolled at Augsburg. A
truly Christian spirit and environment
must be the product of the united effort
and prayer of faculty, students, and
administration.
The Chapel Service
The heart of Augsburg's program of Christian education is the daily Chapel Service,
CAMPUS LIFE
where the faculty and students gather for united worship,
prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
recreation standards and discipline
Introduction
At Augsburg all the work of the college rests on certain
Biblical affirmations about human nature and man's relation
to God. The college regards the Christian life as the truly significant life. This life implies an intimate relation to the person
of Christ. In the content of this primary relationship, the
Christian also lives in a relationship to people, to events, to
things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to
be despised.
The Christian liberal arts college takes seriously these relationships and therefore seeks to educate the whole man. It
follows that one of its important responsibilities is to establish
recreational programs and policies that contribute to this end.
It should be clear, however, that in an age which is much
concerned with the pursuit of pleasure, a college like Augsburg
should never subordinate its academic program to leisuretime activities. On the contrary, the recreational program must
be in the context of, and be congruent with, the major intellectual quests of the college; and both must have as their goal
to help the individual to live an effectual Christian life in the
world.
The Program
In settirig up a recreational and social program, Augsburg is
conscious of its position as a coeducational Christian college
of liberal arts. The program takes into account the relationship between sexes and seeks to provide normal and healthy
opportunities for the expression of the mutual attraction of
the sexes. Augsburg offers a varied and selective recreational
and social program which gives preference to those activities
which are emancipatory rather than restrictive, those which
enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a variety of activities designed to meet
these requirements. The social program includes a number of
organized all-school events combined with many lessstructured activities designed for specified smaller groups. In
attempting to meet the needs and interests of all Augsburg
students, we make use of all existing facilities on campus and
many of those which are available in the Twin City area.
In seeking to develop a constructive recreational program,
some limitations have been placed upon certain other activities.
The college is opposed to all forms of gambling. It forbids the
possession or consumption of alcoholic beverages in dormitories, in any college-approved place of residence, or a t any
college-sponsored event. Any student found under the influence of liquor is subject to disciplinary action. Social, or
ballroom dancing, is not a part of the recreational program of
the college. Students are encouraged to be discriminating in
all types of recreation in which they engage, that their time
may be well spent, and strong moral and ethical values may
be developed. Such common activities as television viewing
and movie-going, for example, can easily become time-wasting
and even detrimental to the development of moral and ethical
values.
Without attempting to dictate to the individual conscience,
the college regards it as its right to ask its students to adapt
themselves to the social program approved by the college and
to follow it as members of the college community. Although
the college lays down specific rules regarding most matters
only with respect to activities centering on the campus, it
reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action
shall not be taken capriciously, but only after the available
campus resources of counseling and judicial processes have
been utilized. Thus, disciplinary problems are first dealt with
through counseling. Those not solved in this way are channeled to a faculty-student Judicial Council through the Office
of the Dean of Students. In all such cases, careful investigation
and the privilege of a hearing precede any disciplinary action.
religious program
The Religious Life Commission, composed of students and
faculty, endeavors to promote a religious program that will
stimulate growth of Christian life in the Augsburg community.
Chairman of this council is the student Commissioner of
Religious Activities. Areas for which this committee carries
primary responsibility are the Mid-Week services, Faith and
Life Weeks, prayer meetings, and informal group meetings and
discussions.
This Commission also serves as a coordinating agency for all
voluntary Christian organizations on campus. The principal
organization is the Student Christian Association. The SCA
seeks to serve as a stimulus and outlet for Christian faith
and life. Students participate in regional and national Lutheran Student Association of America Conferences, and conduct a
schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship,
worship, and service. A highlight of the year is the Mission
Festival, a conference devoted to the study of missionary activity and recruitment of workers.
convocation
Regular convocations are held each Thursday throughout
the year. These programs acquaint the campus community
with outstanding personalities in various fields. A wide range
of interests is covered, including the scientific, political, social,
religious, and artistic.
social and recreational activities
Students at Augsburg are given many opportunities for
social training and recreation. The Student Council through the
Commissioner of Social Activities, assisted by a Programming
Commission, sponsors a wide variety of activities each month
and an all-school activity which all students may attend. Most
of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women
Students and a number of other organizations sponsor teas,
dinners, and social affairs on and off campus.
Music and the Fine Arts
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational
and cultural advantages which the Northwest has to offer.
Excellent art collections are to be found in the Minneapolis
Institute of Arts and the Walker Art Center. The Twin City
libraries are extensive in their services. The Historical Museum
in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and
other concerts afford rich opportunity for the enjoyment of
music.
Many students and faculty attend Minneapolis Symphony
Orchestra concerts by virtue of a special college season ticket
arrangement. Season tickets are available also for other University concerts and for drama productions a t the University
and Tyrone Guthrie Theaters.
A monthly bulletin, Augsburg Plus, listing programs, concerts,
a r t displays and exhibitions is compiled and issued from the
Student Personnel Office.
student government
The Student Society consists of all full-time and part-time
students enrolled a t Augsburg College.
The central concern of student government is focused on education to the end that individuals may develop their full
capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the
democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president,
resides in the executive branch. The Executive Council consists
of six commissioners-each responsible to the president for
one of the major areas of student life. Eight boards also assist
him in his work.
The Student Council, presided over by the vice-president, is
the twenty member legislative branch of the government.
Each of the college classes has its own officers and participates
in student government through its representatives on the council.
The Judicial Council is a student-faculty judiciary, whose
rulings are subject to appeal only to the President of the
College.
The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers
legislation adopted by one group or the other which affects
the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration.
The Student Society is a member of the National Student Association, the largest representative national union of students
in the United States. Through this organization the students.
receive programming aids for use on the campus, and add
their voice to the voice of all American students before the
national government and other organizations in matters of
student concern.
The Student Goyernment directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political
Action Week, Homecoming, Student Lecture Series, Academic
Freedom Week, College Union Study, and Development Council. Counseling of Freshmen by upper-class students is conducted through a College Brother-College Sister Program as a
part of Freshman Orientation.
Associated Women Students, composed of all the women
students, provides opportunity for the women to develop
meaningful self-government. It aims to create a sense of
harmony and fellowship, to promote and maintain high
standards of honor and integrity in personal conduct, and it
encourages participation in all college activities. It is affiliated
with the Intercollegiate Associated Women Students, a
national organization.
Publications
The college newspaper, The Augsburg Echo, is published by
a student staff. The Echo serves as a voice of the student body
as well as a medium of information. The Echo provides an
opportunity for experience in the many phases of journalistic
work.
Augsburg's yearbook, the Augsburgian, provides a pictorial
record of the activities of the year. Work on the annual
provides opportunity for creative expression in artistic design
as well as in photography.
The Publication Commission is comprised of the editors;
business managers, and advisers of the Augsburgian and the
Echo. The chief responsibility of the Commission is to select
editors and business managers for the campus publications.
The "A" Book is a student handbook which is compiled by a
student editor in conjunction with the Office of Student
Personnel Services.
The Directory of students, staff, and faculty is published under
the direction of the Registrar.
co-curricular program
The enthusiasm and energy of students motivate them to
pursue their interests beyond the classroom. For most effective
participation, students with similar interests have united to
form clubs. Several of these are extensions of courses beyond
the classroom. Others are devoted to interests not offered in
the curriculum. New clubs are formed as the occasion demands.
The Art Club is an informal organization to satisfy the
students' creative urge in the field of art and to promote an
interest in art.
The Biology Seminar furnishes opportunity for informal study
in the biological sciences.
The Business Club draws membership from the business and
secretarial classes. The development of professional interests
is the major objective.
The Augsburg Chemical Society is open to both majors and
minors in chemistry. The meetings consist of seminars on
current topics in this specific area.
The Augsburg Forum affords opportunity for joint studentfaculty discussions of vital, controversial issues.
The Cosmopolitan Club brings together foreign and American
students who have a mutual interest in the culture, language,
and people of the various countries.
The Augsburg Society for Dramatic Arts provides for its
members an opportunity to learn from participation in stage
presentations and from field trips, as well as from reading
and seeing plays produced. Membership is open to all students.
Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is
open only to qualified upper-classmen.
The Electronics Club is open to anyone interested in the field
of radio and electronics. Members operate an amateur radio
station on the campus.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in
professional education associations and strives to acquaint
future teachers with the importance of teaching as a profession.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Home Economics Club, open to all students in the Home
Economics Department, aims to promote professional attitudes
toward all aspects of home and community life.
The Psychology Club promotes interest in various fields of
psychology.
The Augsburg Republican Club and Democrat Club aim to
stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national
politics, and in other human-relations activities.
The Ski Club is a recreation group promoting interest and
developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish
culture to students in an informal way.
The Sociology Forum is an organization of students preparing
for professional work in the field of Social Service.
The Ushers' Club is a a service organization providing
ushers for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative
expression in various forms of writing. The members share
their literary efforts in an informal atmosphere, and benefit
from mutual criticism. They publish "The Arkai," a collection
of the best creative writing each year.
The "A" Club is limited to men who have won a major A at
Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond
of fellowship, and to keep the athletics of Augsburg on the
highest possible plane."
The Women's Athletic Association at Augsburg is a member
of the Minnesota Athletic Association of College Women.
Membership in this organization is gained by participation in
individual and group recreational activities with awards given
on a point basis.
Forensics
Augsburg College participates in intercollegiate debating, both
in Minnesota and in the neighboring states. Students may also
participate in local and intercollegiate oratorical contests.
The Genung Endowment
The Genung Endowment was established in 1963 by Harry S.
Genung and De Ette Cenfield' Genung to perpetuate their
interest, concern, and activity in the improvement of international relations. The income from the fund is made available
each year to assist a student group a t Augsburg Col.lege to
carry out a project for the improvement of international
relations on a student to student level.
musical organzzatzons
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes
on tour each year to various parts of the United States and
occasionally to Canada. A tour of Europe is planned for June,
1965.
The Augsburg College Concert Band makes an annual tour
and presents public concerts in Minneapolis. There are also a
Collegiate Band and Instrumental Ensembles.
The Augsburg Cbllege Cantorians, a women's chorus, participates in school programs and concerts and makes short tours
annually.
The Male Chorus sings a t various churches in the Twin City
area and makes short tours in the vicinity.
The Augsburg College Orchestra, organized in 1963, performs
frequently on campus. The orchestra gives programs of
standard repertoire for orchestra alone as well as with soloists
and choral groups. The string ensemble class provides
opportunity for students interested in improving fundamental
string technique.
physical education and recreation
Under the direction of the Department of Physical
Education, a wide range of recreational activities is arranged
for general student participation. Every student is urged to
participate in some activity for his own recreation and
relaxation.
An intramural program provides competition in a variety of
team sports as well as individual performance activities.
Climaxing the intramural program is the Extramural Meet, a
tournament for the winners of intramural schedules in various
colleges.
Intercollegiate Athletics
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams
in football, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
Purpose and Philosophy of Intercollegiate Athletics
It is the purpose of Augsburg College to provide an
intercollegiate athletic program which is in harmony with its
Christian philosophy. This philosophy is to be reflected in the
conduct and outlook of both the players and the spectators.
The educational program of the college recognizes that
recreation and play are a fundamental part of human life, and
that this phase of life needs to be cultivated if physical, mental,
and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the
fact that competitive play can contribute to the development
of student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The
student participating in athletics should acquire and exhibit,
both in and out of athletics, such basic qualities of character
as self-discipline, honesty, sense of fair play, and cooperation.
(2) The participant should develop the knowledge, interests,
and skills which will be of special use to him in such vocations
as teaching and coaching or recreational leadership, or in his
own recreational activities. Far from being set apart from his
educational goal or in any way competing with it, the student's
participation in intercollegiate athletics must either contribute
directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and
exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high-grade
performance on the part of both opponents and fellow-students,
and respect for individual personality. (4) The intercollegiate
athletic program should contribute to the development
of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and
general recreational program.
eligibility requirements
In order to participate in certain extracurricular and
cocurricular activities, students must meet established
eligibility requirements.
Eligibility for participation in intercollegiate athletics is
governed by the rules of the Minnesota Intercollegiate Athletic
Conference.
A student on academic probation is not eligible to be a candidate for any elected or appointed campus office including
Student Council, Commissions, class and organization offices,
nor is he eligible for cheerleading or student publication participation. This list is not inclusive and other activities may
be designated. The Chairman of the Election Board is responsible for checking the eligibility of all candidates for Student
Society and class offices with the Assistant Registrar. Organizations should submit names of candidates for office to the
Coordinator of Student Activities for approval.
A student on academic probation may not participate in the
Augsburg Choir or the Augsburg Band or in a major role in
a dramatic production without special permission from the
Committee on Admissions and Student Standing.
honors and awards
On the 1927 Class Cup for Scholarship Trophy is engraved
the name of each student who has achieved the highest scholastic standing in his college graduating class. He must have
attended Augsburg for a t least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to English majors who have attained a high scholastic
average and have presented a paper on a literary topic before
a public audience.
The purposes of the Timia Society, the Augsburg honor society,
are to recognize academic achievement and to promote
scholarship. Juniors and Seniors who have earned a 2.5 honor
point ratio accumulative are eligible for membership, while
Freshmen and Sophomores with a 2.25 honor point ratio may
be admitted as pledges. Applications for membership are made
a t the Registrar's Office a t the beginning of the semester in
which the student is eligible.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association
of College Honor Societies. A high level of scholarship in the
social sciences is required for election to membership.
The Augsburg Guild of Honor is an organization to recognize
and honor those members of the senior graduating class who
have shown themselves to be individuals excelling to an outstanding degree in scholarship, leadership, and participation
in extra-curricular activities.
The Dean's List includes students who have achieved an honor
point ratio of 2.5 or better in the previous semester of work
at Augsburg College.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged
to be the most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college
as a prize to arouse interest in oratory. The name of the winner of the annual contest is engraved upon the cup, which is
to remain in the possession of the college.
student personnel services
Institutional services to students are organized and
administered in accordance with plans and policies established
by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation,
Student Records, The Student Health Service, Housing and
Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students.
Admissions
Pre-college counseling, educational and vocational, is available
from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes as the counselors travel throughout the Upper Midwest.
Prospective students are encouraged to visit the campus if a t
all possible. Other information concerning admission and
entrance requirements can be found in another section of the
catalog.
Counseling
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning
experiences offered a t Augsburg College. Matters such as
uncertainty over vocational choice or educational planning,
religious uncertainty, health, financial problems, personal and
social adjustment and personal deficiencies can interfere with
the learning process and are dealt with in counseling sessions.
It is hoped that through counseling, students will develop more
realistic conceptions of themselves and the surrounding world,
and keener awareness of resources available to them as they
meet the problems of daily life.
At Augsburg the counseling process is carried on a t several
levels. All faculty members participate in the counseling
program, and each new student is assigned to a faculty
counselor who works with him until he chooses a major field
of study. At that time, the major adviser becomes his
counselor. In addition, there are faculty members who have
specialized training in counseling and techniques for dealing
with problems of adjustment. The Dean of Students and the
Dean of Women are special counselors to the men and women,
respectively. The counseling program is coordinated by the
Office of the Dean of Students in accordance with the plans
and policies established by the Student Personnel Committee.
Students who have personal problems are encouraged to seek
help through counseling conferences. If a serious problem
develops which demands professional skill and more time than
the professor has to spend in counseling, the student is
referred to the Office of the Dean of Students or Dean of
Women. A further referral may be made to the College
Chaplain, in the case of spiritual problems, or to the College
Physician, in the case of underlying emotional problems. The
College Physician works with the Personnel Deans in the
latter case.
Testing
All new students are given a battery of tests during Freshman
Days. College aptitude scores, English, and reading ability
scores are used by counselors to help students plan their
initial programs. Personal adjustment scores and the vocational
interest test profile help the students learn to know more about
themselves, in order to make the best choice of subjects and
occupational goals. The Sequential Tests of Educational Progress (STEP) are given to all sophomores. Seniors take the
graduate record examinations.
Freshman Orientation
Freshmen and other new students participate in Freshman
Days before the beginning of classes each semester. The
students take tests, attend classes, inspect the college
facilities, and become acquainted with their fellow students,
with the faculty, and especially with their own faculty
counselors. The faculty counselors and students have several
conferences during which they plan the student's program
of study.
A special course in improvement of reading is offered for
interested students. Freshmen who expect difficulty with the
increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this
course.
Records
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission data, academic achievement, student participation and
achievement in non-academic activities, test scores, reports
of counseling and other information.
The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
The Student Health Service
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located
in Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the
report of a physical examination given by his family physician.
Corrective treatment is prescribed where needed.
Students, faculty, and staff have chest X-rays taken annually
through the cooperation of the Hennepin County Tuberculosis
Association Mobile Unit.
Housing and Food Service
In its residence program, the college aims to develop in the
students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes
that students' happiness, comfort, and emotional adjustment
in the residence halls are direct influences on their general
efficiency in the classroom.
In an effort to provide these opportunities for development
while maintaining optimal living conditions, active student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the
Director of Residences for Women, the Head Residents, and
Personnel Deans.
Upper-class students serve as counselors in the residences and
attempt to help residents with problems of personal adjustment. The Head Residents and Personnel Deans serve as
resource people for these counselors and handle cases referred
to them.
All women students and freshman men students not living a t
home are required to live in college-operated housing. Students
desiring to reside in the city with relatives must first secure
approval for such an arrangement from the Student Personnel
Office. All students living in the residences and most students
in off-campus housing take their meals in the college dining
room. The college also provides two houses for women with a
cooperative house plan.
Residence halls are open to students a day before regular
schedules become effective, and they close a day after the
term closes. Students who wish to stay in residence during
vacations must apply for the privilege. Rooms are furnished
except for bed linen, towels, blankets, and bedspreads. Laundry
facilities are available in each residence. Bed linens and towels
may be rented with laundering service a t a reasonable cost.
This service is required of all women students in Gerda
Mortensen Hall. An optional linen service is available to other
students.
Students engage a room at the beginning of the fall semester
for the entire school year. Room reservations with deposit
of $25 are required of all single students. This deposit is
applied to the first semester's room rent. Rooms for new
students are assigned in the late summer according to the date
of application. Present students must make room application
prior to May 15 and submit the room deposit by July 15. After
May 15, reservations for present students are assigned on the
same basis as for new students. Students who find it necessary
to cancel their room reservation will receive full refund of the
deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15
breakage fee a t the beginning of each school year. At the end
of the year the fee is refunded if the condition of the room and
the furniture is satisfactory.
Graduate Placement
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business,
governmental, welfare, and educational institutions and
organizations at the local as well as the state and national
levels. Jntervicws are arranged both on and off the campus. A
registration fee and a small placement fee are charged.
Student Employment
An employment service, located in the Student Personnel
Office, assists students in obtaining part-time remunerative
work during the school year, Christmas vacation, and summer.
Coordination of Student Activities
The Coordinator of Student Activities assists student officers
to maintain effective functioning of student activities, and
keeps on file the club constitutions, rosters, and schedules of
meetings. Faculty advisers to student organizations are
approved by the Coordinator.
The program of student activities is a primary responsibility
of the Executive Council and the Student Council which is the
legislative body of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared for the Echo by the
Student Personnel Office. The college Master Calendar is kept
by the Coordinator of Student Activities assisted by the chairman of the Commission on Student Organizations.
I
4
registration
Students who have been accepted for
admission should register on the days
designated in the Calendar for this
purpose. Those who register late are
charged a late registration fee of $1 per
day after classes begin. The last date on
which a student may register for or enter
a course is two weeks after the beginning
of classes.
Registration means that the student
accepts all the rules and regulations
established by the school.
No credit will be given a student for any
subject for which-he has not registered.
The college reserves the right to cancel
any course for which there is not sufficient
registration.
The normal registration is 16 credit hours.
A credit hour is defined as one recitation
period a week throughout a semester. The
privilege of registering for more than 18
credit hours is granted to students who
have gained an average record of B, or
two honor points per credit, in their previous college studies. Exceptions to this
rule may be made under certain conditions
determined by the Committee on Admissions and Student Standing. No student is
permitted to carry work for more than 20
credits per semester. Students working
part-time are urged to arrange the amount
of their registration accordingly.
change of registration
and cancellation
In case a student desires to make any
changes in his registration, he obtains a
form from the Registrar's Office on which
he makes application. Approval of the
teachers concerned, the student's adviser,
and the Registrar must be obtained before
a change is permitted. A fee of $1.00 is
charged for each change of registration
ACADEMIC
ADMINISTRATIOP
after the first week of classes. No course may be added after
the first two weeks of classes.
A course which is cancelled during the first six weeks of
classes is followed by W. After the first six weeks and before
the last four weeks of the semester a course which is cancelled
is given a grade of WP if the student is passing and WF if he
is failing the course. No course may be cancelled during the
last four weeks of the semester.
A student who finds it necessary to leave school before the
end of a semester must cancel his registration at the Registrar's
Office in order to remain in good standing.
university courses
By arrangement with the University of Minnesota, students
may register for courses at the University. But such registrations will not be allowed unless the student has a C average
in his courses at Augsburg. Also, the combined number of
credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg
College and counted towards graduation.
classification
In order to be classified in one of the regular college classes,
a student must be carrying a minimum of twelve hours of
work in which college credit is given. Classification is based
on the attainment of the following number of credit hours
together with an equal number of honor points: Sophomore, 24;
Junior, 58; Senior, 92. Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as
special students.
pro bation and elimination
The Committee on Admissions and Student Standing at the
end of each semester, considers the status of students who
have done unsatisfactory work. Freshmen who obtain honor
point ratios of .5 or below, Sophomores .6 or below, Juniors
and Seniors .8 or below, as well as students with 6 or more
credits of F, at the end of a semester, are placed on probation.
They are removed from probation when they obtain better than
C average for a semester. A student is not allowed to remain
in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic
record.
F
class attendance
Regular class attendance is required of all students in Lower
Division Courses. Attendance in Upper Division Courses is
voluntary for Juniors and Seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of
attendance is kept and periodic reports on absences are
submitted to the Registrar.
Students who find it necessary to be absent because of illness
or for other reasons should present to their teachers a written
report of the reason for absence. A student will receive a grade
of F if the number of absences for which he has not presented
acceptable excuses is excessive as defined by the instructor of
that class.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of
participants, with information as to exact periods absent, are
issued by the Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving
in class late must assume responsibility for reporting their
presence to the teacher.
examinations
Tests are given periodically throughout the semester. In the
course of each semester, reports of the grades attained are
made to the Registrar who forwards them to the counselors
and students. Final reports are sent at the close of each
semester to the parents and students.
Written examinations are regularly scheduled at the close of
each semester. No student or class may arrange to take a final
examination in any course before the examination week.
Absence from a final examination without a sufficient reason
will result in a grade of failure in the course concerned. A
student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an
excuse, may arrange to take such an examination during some
period after the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the
College to take a final examination a t another hour than that
scheduled, he is charged a fee of $5 for such an examination.
Before the student takes the examination, he must obtain a
statement from the Registrar's office and bring it to the teacher
concerned.
comprehensive examinations
Comprehensive examinations may be permitted in courses
in which the Committee on Admissions and Student Standing
believes the student has adequate preparation or background.
Students who wish to take a comprehensive examination must
apply in writing to this committee. When permission is
granted, the necessary approval forms may be secured at the
office of the Registrar. A fee of $5.00 ($10.00 for students not
currently enrolled) is charged for each credit hour and must be
paid in advance. Examination questions and the answers will
be filed in the Registrar's office.
grade values
A
- - - - - - - - - Superior, 3 honor points per credit
B - - - - - - - - - - - - - - - - - - - Very good, 2 honor points per credit
Satisfactory, 1 honor point per credit
C
D
Passable, no honor points per credit
F
Failure, minus 1 honor point per credit
..
E
Condition
I ------ --- -- --- --- --- - - - - - - - - - - - - - - Incomplete
-
-
-
-
_
,
-
L
-
-
-
L
L
-
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
L
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
2
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
u
-
-
-
-
-
-
-
-
-
-
-
2
L
L
-
-
-
-
-
-
-
-
-
conditions and incompletes
A condition or an incomplete received a t the end of the
semester must be removed within the first six weeks of classes
of the following semester, or within a year if the student has
not re-enrolled. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes
a failure and the incomplete may be changed to a passing grade
only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may
not be higher than D. A fee of $5.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
graduation requirements
In order to qualify for the Bachelor of Arts degree, certain
requirements must be met with regard to credits, courses, and
grades. A student who plans to graduate from Augsburg is
urged to study the requirements as outlined in this section of
the catalog and in the department in which he plans to major.
It js the responsibility of the student to see that he includes
the required subjects at the right time in his program of
studies. The faculty advisers, the deans, and the registrar will
gladly assist him in planning his program.
general education requirements
For a general college education and as a basis for study
in professional fields, students are required to complete credits
as indicated in the following fields:
..
Religion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 credits
At least 8 credits in lower' division courses and 4 in upper
division. A maximum of 3 credits from courses 51, 52, 54 may
apply. For transfer students, the requirement is an average of
2 credits per semester of attendance.
Freshman English - ---,,-,-,--- 6 credits from Eng. 11-12
-,
--,
,,- - - - - - - - - 3 credits
Literature or Philosophy - - - - Beginning Speech ,---- - - - - - - - - - -- -,
,--,
,2credits
--Fine Arts -- ,-,
,
,-,
_-,-- - -- ,--:-- ,,-,,,,-,
-- 2 credits
Art 1, 83, 84; H.Ec. 3, 64; Mu. 4, 7; or Sp. 29
Foreign Language - - - - - ,----,
,--, ,- - - - - - - - 0-14 credits
0 - If four years of one language have been successfully
completed in high school.
6 - If student has sufficient background in the language
to enroll in the intermediate course.
14 - If student has only one year or less of a foreign
language in high school.
Students with two years of a foreign language in high school
should normally be prepared to enroll in the intermediate
course in college; if not, they may enroll in the beginning
course, but will receive credit only for the second semester
of it.
Social Sciences .._ . -.- .... _ .. - _ - - - .- - - - - - _ _ - .- - - - - - 6 credits
Hist. 1, 2; 21,22; Soc. 1 , 2 ; or Econ. 15, Soc. 2
Natural Sciences - - - _ - - - - - _ - - _ - - - - - - - - - - - - - - - - - 9 credits
At least 3 credits must be in the biological sciences, and 3 in
the physical sciences
Physical Education - - - - - - - - - - - - - - - 1 credit from P.E. 3 and 4
All students are required to take an English test a t the end
of the sophomore year and must demonstrate a proficiency
in writing in order to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion
of the general education requirements in four years, exemption
or modification of these requirements may be sought through
petition.
Major and Minor
All students are required to complete a major for graduation.
The major subject is determined by the student's aims as well
as by his particular interests and aptitudes as shown in the
quality of work he does in lower division courses.
Application for major must be made to the Head of the
Department offering the major. Majors are offered in the
following areas:
Business Education
Religion
Art
Home Econo'mics
Philosophy
History
Medical Technology
Greek and Latin
Sociology
Biology
English
Social S'cience
Physics
German
Psychology
Chemistry
French
Elementary Education
Natural Science
Spanish
Business Administration
Mathematics
Speech
Economics
Physical Education
Music
1
Except with special majors such as music, business education,
home economics, and combined natural science, students in
the teacher education curriculums should complete a minor
as well as a major.
For major and minor requirements as to hours of credit see
departmental statements.
Electives
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge
and culture, as well as among the correlatives of the major.
A maximum of 40 credits in one department is permitted to
count toward graduation. Juniors and Seniors should, as a rJle,
choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or above. At least
36 credits in the Upper Division Courses must be completed
for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation
period a week throughout one semester.
I
1
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with
a grade of A.
Residence Requirement
To receive the A.B. degree, the candidate must spend at least
the concluding year for such a degree in residence.
degree with distinction
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point ratio
Summa Cum Laude ,-,
,
-,
- - -,
- - ,-,
--,
- - - - ,- - - 2.8-3.0
Magna Cum Laude ,,- - - - - - - - - - - - - - - - - - - - - - - - - 2.5-2.79
Cum Laude ,,,,,,-,
,
- -,
-,
- - -,
,
- - - - - - - - - - - - - - - 2.1-2.49+
To be eligible for these honors, the student must have completed a t least two years of work at Augsburg, and his record
a t Augsburg, as well as his total record must meet the requirements as given above.
+
I
courses onered
Descriptions of the courses offered in
1964-66 are given on the following pages.
Unforeseen circumstances may necessitate
making changes. Courses with inadequate
registration may be cancelled. Students
should consult the schedule of classes to
determine definitely the current course
offerings.
numbering of courses
IJ Odd numbers are used for first semester
courses and even numbers for second semester courses. The Roman numerals I,
I1 after the descriptive title also indicate
the semester in which the course is to be
offered.
Numbers 1 through 49 indicate lower division courses which are primarily for
freshmen and sophomores. Numbers 50
through 99 are upper division courses
intended for juniors and seniors.
Two course numbers joined by a hyphen
(1-2) indicate that the course is a continuation course and both semesters of it must
be completed before credit is given. Course
numbers separated by a comma (1, 2)
indicate that it is a year course, but
students may receive credit for one
semester without completing the other.
symbols
t Continuation course. To receive credit for
this course a student must complete both
semesters.
# Course may be taken with consent of
the instructor irrespective of prerequisites.
credits
0 Credits shown are in terms of semester
credits. For continuation courses, the total
COURSES
OF STUDY
credits for the year are given. A two-credit course generally
meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting
per week are more than the credits given. A semester is
approximately 18 weeks in length. The normal load for a
student is 16 credit hours per semester.
divisional organization
The college courses are organized into four divisions in
order to make interdepartmental coordination more convenient
and cooperative aims more easily achieved. A chairman is
appointed for each division.
Major and minor requirements are indicated in the departmental statements.
Division of Religion and Philosophy
Religion
Philosophy
Division of the Humanities
Greek, Latin
English, Speech
German, Scandinavian, French, Spanish
Music, Art
Division of the Social Sciences
History, Political Science, Geography
sociology
Psychology
Education, Library Science
Business Administration, Economics
Business Education
Home Economics
Division of Natural Sciences and Mathematics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
division of
RELIGION A N D PHILOSOPHY
Mr. P. A. Quanbeck, Chairman
Through the study of religion and philosophy, the individual is appraised of those realities which are central to the
problem of human existence. The student is encouraged to
seek to understand himself and his relation to the world within
the framework of the Christian Faith. The goal is the
development of an informed and integrated Christian person
who is equipped to participate responsibly in the life of the
Church and of society.
DEPARTMENT OF RELIGION
Quanbeck, Mr. Sonnack, Mr. Helland, Mr. Halverson,
Mr. Benson, Mr. Mandsager, Mr. W. Johnson, Mr. Strommen.
Mr. P. A.
The courses in religion are designed to give the student a working
knowledge of the Bible and an acquaintance with the life of the Church
through the study of its history, its beliefs, and its mission.
The graduation requirement includes 14 credits in religion. Of these
credits 8 must be in the lower division, and at least 4 must be upper
division. Not more than 3 credits earned in any of the courses numbered
51, 52 and 54 may be applied to this requirement. Freshmen are required
to take courses 1 and 2, and sophomores a r e required to take courses
3 and 4, Courses 1, 2, 3, and 4 are prerequisites for all upper division
courses. Requirements for transfer students will be determined a t the
time of admission.
A religion major is recommended as prcgn~.niion for cwecrs in parish
education, parish work, youth work, m d paris11 administration. Majors
must consult with the chairman of the department wgardlng their
course of study.
Major, 28 credits, Minor, 22 credits. Six upper division credits in Greek
may apply toward the major in religion.
See under Curriculums for a suggested course of study.
2, 2 crs,
1, 2, Basic Bible. Fr. I, It.
A brief Inhoduct,ion to Ille Rilllc iollc)wed by a study of the Old Testament, inclucling the history of Israel and spccial ~tlentionto one .or two
Old 'l'cslanlent books. 'l'hc second semester is devoted to the study of
the Ncw Tcstan~ent with special nllcntion to two or three I m k s includi~lgRomnns. read in^ nssignrrle~~ts
incllrd~1Re entile New Testament.
Special sectron Fora st.ucIenls selected for the honors pmgram.
2 crs.
3. Church History. I.
A survey of the institutional development of the Christian Church, with
the purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
4. Christian Doctrine. II.
2 crs.
TIlc fundarnenla1 doct~jnesof the Christim Faith and the historical developo~en(of some of these doctrines. The si.gnillcance of the ecumenical
creeds and the Lutheran confessional writings.
UPPER DIVISION COURSES
51. Principles of Christian Education. I.
3 crs.
Seeks to develop a fundamental understanding of Christian education,
its history, objectives, curriculum, and administration, especially as
applied to Sunday School and Vacation Bible School teaching.
52. Parish Work. II.
2 crs.
Seeks to familiarize the student with the work of parish organization
and visitation. Class lectures are supplemented by actual field work.
54. Youth Work in the Church. II.
2 crs.
A study of principles, methods, and materials in youth work for the
purpose of developing effective Christian leadership in this sphere.
61. History of Religions. I.
3 crs.
A survey of some of the major religions of the world. The origin and
development of these religions and their influences today. Includes readings in the sacred writings of the religions studied.
62. The Mission of the Church. II.
3 crs.
A study of some of the ways in which the church has sought and seeks
to be the church and proclaim the Gospel in the world.
66. Hymns and Music of the Church. II.
See course 66 under the Department of Music.
3 crs.
3 crs.
71. The Early Christian Fathers. I.
The development of certain Cundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early c l ~ u r c h .
3 crs.
72. Protestantism in America. 11.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture.
3 crs.
81. The Gospels. I.
The nature of the Gospels. The life and \vork of Jesus. Particular attention to His teaching concerning the Kingdom of God.
3 crs.
82. Life and Epistles of Paul. II.
A survey of the life and work of P a u l , with a study of some of the
leading ideas that emerge from his writings.
3 crs.
83. The Message of the Old Testament. I.
The various types of Old Testament literature. The distinctive ideas of
H e b r e ~ vthought with emphasis on the message of the prophets.
91. Introduction to Contemporary Theological Thought. I.
3 crs.
A study of some representative trends in Christian theological thought
today, a s seen from the perspective of the enduring theological task of
the Christian Church.
92. Christian Ethics. 11.
3 crs.
The basic principles of ethics from a Christian point of view. Their
application to selected personal and social moral problems.
3 crs.
94. The Christian View of Man. 11.
The Christian doctrine of m a n and salvation. I t s uniqueness and relevance to certain other contemporary views of the nature and destiny
of man.
DEPARTMENT OF PHILOSOPHY
Mr. Halversol~,Mr. Jolil~so~i
The courses in philosophy seek to assist the student to become conversant with the great men and intellectual movements in the history of
Western civilization, to cultivate a n understanding of the principles of
sound reasoning, and to develop a mature understanding of the foundations of our knowledge in such areas as science, religion, and morals.
Major, 27 credits. Minor, 18 credits. Courses 21, 23, 51, 52, 53 are required for the major and the minor.
See under Curriculums for a suggested course of study.
3 crs.
21. Introduction to Philosophy. (Offered both semesters.)
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
3 crs.
23. Logic. (Offered both semesters.)
A study of the formal rules of sound reasoning. Topics discussed include: the nature and functions of language; fallacies in reasoning;
definition; principles of deductive reasoning; induction; a brief i n t r e
duction to the notation of modern symbolic logic.
UPPER DIVISION COURSES
3 crs.
51. History of Philosophy: Ancient and Early Medieval. I.
An historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas.
3 crs.
A survey course in which the development of Western philosophical
52. History of Philosophy: Late Medieval and Early Modern. 11.
thought is traced from the breakdown of the Medieval synthesis to the
systems of Kant and Hegel.
53. History of Philosophy: Recent and Contemporary. 1.
3 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. (Offered 1965-66)
3 crs.
54. Seminar in the History of Philosophy. Prereq. #. II.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. (Offered 1965-66.)
73. Philosophy of Science. Prereq. #. 1.
3 crs.
A study of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions, and p r e
cedures. (Offered 1965-66.)
85. Philosophy of Religion. Prereq. #. 1.
3 crs.
An inquiry into the nature of religious faith and experience, with special
attention to the problem of the nature of religious language. (Offered
1964-65.)
86. Ethics. Prereq. #. 11.
3 crs.
An inquiry into the nature of moral experience, and an analysis of
the language of moral discourse. (Offered 196465.)
91, 92. Independent Study. Prereq.
#. I,
II.
1-3,
1-3 crs.
For philosophy majors. Individual study and research on some philosophi-
60
cal topic of interest to the student, worked out in consultation with the
head of the department.
division of
THE HUMANITIES
Mr. Thorson, Chairman
It is the purpose of the Division of the Humanities to
transmit to the students a knowledge of and interest in the
cultural heritage of mankind, and t o assist the student in
finding his place within this culture. The Division seeks to
stimulate the student's desire t o acquaint himself with the
cultural treasures as these are found in language, literature,
and the fine arts, and to seek an expression of these upon the
basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK AND LATIN
Mr. Colacci
The courses in this department aim to give the students a direct insight
into our Biblical and classical heritage. New Testament Greek is a tool
by which a student may gain a more complete understanding of the
Scriptures. A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
,Oombined Major in Greek and Latin: 20 credits in New Testament
Greek and'l4 credits in Latin.
See under Curriculums for a suggested course of study.
N e w Testament Greek
~ h o r 20
: credits
8 crs.
1-2.j Elements of New Testament Greek. I, II.
'l'kOr&tic&la d ,practical study of the grammar of the Greek language
of the New Testarrreqt, Roadingsr and parsing of the Greek text from
the &ape1 of Bt John and the huer d St, James. The manuscript
& ~ b I f & I 0 n0f the Greek b x t of the New Testament with the description of the main uncial manuscripts and ancient versions.
UPPER DIVISION COURSES
51. 52. Advanced New Testament Greek. Prereq. 2, 1. II.
3, 3 crs.
Selections from the Synoptic Gospels and Acts. Special emphasis is
given to parsing and syntax of the Greek text.
53, 54. Greek Exegesis. Prereq. 52. 1, 11.
3, 3 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegetical approach to the Greek text.
Latin
1-2.$ Beginning Latin. Fr. I, II.
Grammar and exercises in translation.
8 crs.
3, 3 crs.
3, 4. Intermediate Latin. Prereq. 2. So. I, II.
Continuation of grammar and syntax. Selections from Caesar's Gallic
War, St. Augustine's Confessions, and Medieval Latin writers.
DEPARTMENT OF ENGLISH
Mr. Thorson, Miss Pederson, Mr. Dahlen, Miss Lillehei, Mrs. Livingston,
Mr. Nicholl, Mrs. Trautwein, Mr. Bergstrom, Mrs. Cherne,
Mrs. Christensen, Mr. Lesher.
The Department of Engltsh a i m Eo train students in the proper use
of EwUsh in opal and written oxpn$$.qion; to increase proficiency in
reading and fn anatyzlng; Ukefary texts; ta acquaint the students with the
&@nnings of Wes@rn literature md i t s development, chiefly in England
and fn America; and to Ustill a deeper uttderstanding of the fundamental
truths and realities of life revealed in great literature.
The department prepares specifically for the teaching of English in
secondary and elementary schools and for graduate study.
All students, except those exempted from English 12, must complete
Freshman English (courses 11 and 12) for graduation. Students of
superior rating are placed in special sections of course 11; those superior students who achieve a high level of proficiency at the end of
course 11 are exempted from course 12 and placed in course 40 the
second semester. Satisfactory completion 'of course 11 is a prerequisite
for course 12. Credit for course 11 without course 12 is given only to
students in the affiliated nursing program and those superior students
exempted from 12 who complete course 40.
.
Courses 35, 40, 41, or 42 meet the literature requirement for graduation.
.All studenh must hmonstrate a proflclencgr in writing a t the upper
di&lon level & q ~ w for
y the A.3. &g&e. This requirement may be
met by &&$wemen(on the s o p h o h m fighh test, a satisfactory junior
&me test, or completion of course %,50,1or
55,
Major : 27 credits above cowso 12, including 40, 41, 42, 61, 62, and 91.
Additional courges peogrnwerded for those planning on graduate study:
50 or 55; 73 or 7s: 82; 84; 8 ; 88; 93; plus work in German, French,
Latin, philosophy, and hlsbry.
T e a m major for the sewbdary 6;ehool: 33 wedits above course 12,
in~ludlnga5,40, Q, 42, 55, &1, 62, 84, 91: and %, 73, or 74. Strongly recommaded, in additIrm, are 9 cmlfts from th? fdbwing: journalism, speech,
elemeneducation 63 ; lzbrrtrl scimae 99, 60, 88.
Teaching major for the elementary school: 27 credits above course 12,
including 25, 40, 41, 42, 91; 50 or 55; 35, 73, or 74; and 61, 62, or 84, Recommended, in addition, are library science 58 and speech 16.
All majors must complete the intermediate year of Latin, German,
French, Spanish, or Norwegian. Foreign languages most generally required for graduate study in English are Latin, German, and French.
Minor: 18 credits above course 12, including 40, 41, 42, 91.
Teaching minor, elementary or secondary: 21 credits above course 12,
including those listed for the minor, plus 50 or 55.
See under Curriculums for a suggested course of study.
1. Improvement of Reading. (Offered both semesters.)
Designed to improve reading speed and comprehension.
1 cr.
9. Communication. I.
2 crs.
A course including reading of literary selections and practice in the
skills of writing, speaking, and listening. For student nurses.
6 crs.
11-12. Freshman English. (Course 11 offered both semesters.)
The study of language, composition, and literature. Superior students
are placed in advanced sections of course 11.
3 crs.
14. Journalism. Prereq. 11. II.
An introduction to news, feature, and editorial writing. Some attention
given to editing and the mechanics of newspaper production.
25. Expository Writing. Prereq. 12. 1.
3 crs.
Practice in the writing of exposition and argumentation. Reading and
analysis of models.
3 crs.
35. Literary Classics. Prereq. 12. (Offered both semesters.)
Reading, analysis, and discussion of some of the world's classics from
the renaissance to the modern age.
40. The Classical Tradition. Prereq. 12. (Offered both semesters.) 3 crs.
A study of the foundations of literature in the productions of the Greeks
and Romans. The influence of the classical tradition in subsequent ages.
4 crs.
41. Medieval and Renaissance Literature. Prereq. 12. 1.
The development of Western literature, chiefly British, from the ninth
century 'to the age of Shakespeare.
42. American Literary Developments. Prereq. 12. 11.
4 crs.
The growth of American literature from colonial times to the present.
Its themes, techniques, and place in intellectual movements.
50. American English. Prereq. 12. (Offered both semesters.)
3 crs.
A study of the structure of Modern English. Grammar and problems
of usage.
3 crs.
52. Creative Writing. Prereq. 12. 11.
Writing of description and narration. Study of techniques in the composition of fiction, poetry, and drama. Individual and group projects.
(Offered 1964-65.)
3 crs.
55. Introduction to Modern English. Prereq. 12. 1.
The study of Modern English grammar, vocabulary, and sounds viewed
in historical perspective. Acquaintance with some of the recent studies
of language. Designed to give prospective teachers of English an understanding of structural linguistics.
4 crs.
61. British Literature, 1616-1800. Prereq. 40. 1.
The principal authors from Donne through Blake. Discussion of literary
works in relation to historical backgrounds.
4 crs.
62. British Literature since 1800. Prereq. 40. 11.
The major writers in England in the nineteenth and early twentieth
centuries.
3 crs.
71. American Literature, 1820-1912. Prereq. 42. 1.
The development of romanticism and realism in nineteenth-century
American writers. (Offered 1964-65.)
3 crs.
73. Modern American Literature. Prereq. 42. 1.
Major American writers and movements since 1912. (Offered 1965-66.)
3 crs.
74. Modern Literature. Prereq. 40. 11.
The important literary movements of the present century in Europe and
in America.
3 crs.
82. The British Novel. Prereq. 40. 11.
The development of the novel in England. A study of the major novelists
and their works. (Offered 1965-66.)
3 crs.
84. Shakespeare. Prereq. 41. 11.
A study of selected plays, with attention given to Shakespeare's development, to dramatic technique, and to the Elizabethan Age.
3 crs.
86. Three Major British Poets. Prereq. 61. 11.
A study of the major poems and selected prose works of Milton and
two other British poets. (Offered 196S66.)
3 crs.
88. Chaucer. Prereq. 41. 11.
Chaucer's poetry in relation to the thought and culture of the Middle
Ages. Emphasis on the Canterbury Tales. (Offered 1964-65.)
2 crs.
91. English Seminar. Prereq. Sr. and English major or minor. 1.
Methods and problems of bibliography and research. Selected topics in
American and British literature. A review of movements and terminology.
93, 94. Independent Study. Prereq. Jr. or Sr. major with a
grade-point average of 2.0 or better. I, 11.
1, 1 cr.
DEPARTMENT OF SPEECH
Mr. Anderson, Miss Cole, Mrs. Olson
This department aims to foster in students those speech skills which
contribute to meaningful self-expression and effective leadership. It seeks
to develop platform skills, intelligent speech compositions, and critical
listening habits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the
student to teach speech in the secondary schools and to take graduate
work in speech, theater, or speech pathology.
All students are required to earn two credits in speech for graduation.
Speech 11 is designed to meet this requirement, but other courses may
be substituted where permission is granted on the basis of previous
training or experience.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may use 16 to fulfil the speech requirement.
Major: 24 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, 66, and 76. In addition, a course in logic is required of all
majors.
Minor: 17 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, and 66. In addition, course 76 is strongly recommended.
See under Curriculums for a suggested course of study.
11. Beginning Speech. So. (Offered both semesters.)
2 crs.
Basic problems of effective speaking and critical listening. Three hours
a week.
12. Forms of Public Address. Prereq. 11, Fr., So. II.
2 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. Three hours per week.
16. Story Telling and Creative Dramatics. So. II.
3 crs.
Selection of stories for various age groups. Techniques, observation, and
practice in story telling and creative dramatics. Recommended for parish workers and elementary school teachers.
21-22.t
Intercollegiate Debate. I, II. Open to all students.
2 crs.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debate tournaments.
29. Introduction to Dramatic Arts. Open to all students. I.
3 crs.
An introduction to the history of the theater and to the theories of drama
and dramatic production.
31. Interpretative Reading. So. I.
3 crs.
Basic principles of oral interpretation of literature. Practice in reading
various kinds of prose, poetry and drama.
3 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations.
32. Acting. So. II.
UPPER DIVISION COURSES
3 crs.
51. Argumentation. Jr., Sr., I.
Applications of logic in public speaking, discussion, and debate. Participation in intercollegiate debates. It is recommended that students
take logic prior to registering for this course.
52. Advanced Public Speaking. Prereq. 11. Jr., Sr., II.
3 crs.
An introduction to classics in rhetoric; analysis of great speeches; practical work in speech writing. (Offered 196566.1
56. Group Leadership and Discussion. Jr., Sr., II.
3 crs.
Theories of group leadership; principles and types of discussion; practice in discussion techniques. (Offered 1964-65.)
63, 64. Stagecraft. Jr., Sr. I, II.
3, 3 crs.
First semester devoted to lighting and design; second semester to scene
construction and painting. Students planning to take only one course
should register for 64.
66. Stage Direction. Prereq. 32. Jr., Sr. II.
3 crs.
Theory and practice of stage direction with laboratory exercises in
planning productions and conducting rehearsals.
76. Speech Pathology. Jr., Sr. II.
3 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
91, 92. Independent Study. Sr. 1, II.
1, 1 cr.
Selected topics in drama or rhetorical theory; individual projects with
emphasis on the use of primary sources and methodology of research.
DEPARTMENT OF MODERN LANGUAGES
Mr. Olson, Mr. Landa, Mrs. Kingsley, Mr. Hatchek, Miss Aaskov,
Mr. Hansen, Mr. Cannon, Mrs. Johnson, Mr. Moreno, Mr. Balz,
Mrs. Nashan
This department aims to impart to the student the knowledge of a
modern language as a factor in stimulating a sympathetic interest in
the people for whom it is the main channel of expression. I t also aims
to aid the student in developing an understanding of the idiom of a
particular language and a mastery of the rules of grammar and pronunciation. It furthermore seeks to develop an interest in the history,
literature and life of the people whose language he is learning, and to
transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for
those who plan to teach, study theology, or become candidates for
higher academic degrees.
See under Curriculums for a suggested course of study.
German
Major: 24 credits above German 2.
Minor: 16 credits above German 2.
1-2.t Beginning German. I, II.
8 crs.
Pronunciation, grammar, reading, elementary composition and conversation. Audiooral exercises in laboratory required.
3, 3 crs.
3, 4. Intermediate German. Prereq. 2 or equivalent. I, II.
Emphasizes pronunciation and comprehension. Grammar review, composition, and conversation. Required for teachers and minors. Students
who have credit for German 5, 6 will not receive credit for this course.
5, 6. Intermediate German. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Emphasizes reading and interpretation of texts in German. For students
who plan to enroll in a theological seminary or graduate school. Students
who have credit for German 3, 4 will not receive credit for this course.
UPPER DIVISION COURSES
3, 3 crs.
51, 52. German Literature. Prereq. 4 or 6. 1, II.
Selected works of standard German authors. A survey of German literature and culture.
61, 62. Composition and Conversation. Prereq. 4. 1, II.
2, 2 crs.
More advanced work in writing and speaking German. Required for
teachers and minors.
71. The German Drama of the 19th Century. Prereq. 52 or #. 1.
3 crs.
A survey of the field and reading of representative works. (Offered
1965-66.)
72. The German Short Story (Novelle). Prereq. 52 or #. II.
3 crs.
A survey of the genre and reading of works in the field. (Offered 196566.)
74. The German Novel of the 19th and 20th Centuries.
Prereq. 52 or #. II.
3 crs.
Discussion and reading of representative works. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Selected topics in German literature. Paper to be written in German.
Scandinavian Language a n d Literature
Minor, 24 credits.
1-2.t Beginning Norwegian. Fr. I, II.
8 crs.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4. Intermediate Norwegian. So. I, II.
3, 3 crs.
Further study of grammar. Reading of standard authors. Brief survey
of Norwegian literature. Composition.
11. Scandinavian History. I.
3 crs.
A brief survey of the history of the Scandinavian peoples, with history
of Norway as the core. (Offered 196566.)
16. Modern Scandinavia. II.
3 crs.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1965-66.)
UPPER DIVISION COURSES
55. The Modern Scandinavian Novel. Jr., Sr. I.
2 crs.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma
Lagerl~f,and others. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
56. The Modern Scandinavian Drama. Jr., Sr. II.
2 crs.
The course includes dramas by Bj~rnson,Ibsen, and Strindberg. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Reading of selected authors. Paper to be written in Norwegian.
French
Major: 24 credits above French 2.
Minor: 16 credits above French 2.
1-2.t Beginning French. I, II.
8 crs.
Pronunciation, conversation and elementary grammar. Oral, written,
and reading practice. Laboratory work an integral part of the course.
3, 4. Intermediate French. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Further study of grammar involving aural-oral and written practice.
Composition. Reading of representative works. Laboratory emphasis on
the native voice.
UPPER DIVISION COURSES
51, 52. Survey of French Literature. Prereq. 4. 1, 11.
3, 3 crs.
Study of French authors and literary movements. Lecture, reading, and
reporting on literary works in the French language.
61. French Conversation and Composition. Prereq. 4. 1.
4 crs.
Conversation and composition toward facility in the language. Vocabulary enrichment, organization, and correctness of expression.
72. Modern French Literature: The Novel. Prereq. 4. 11.
3 crs.
Representative works of important French novelists of the modern
period. Oral and written reports in French. (Offered 196465.)
74. Modern French Literature: The Drama. Prereq. 4. 11.
3 crs.
Representative works of important French dramatists of the modern
period. Oral and written reports in French. (Offered 196566.)
90. Seminar in Literature. Prereq. 51, 52, and 61. 11.
2 crs.
Selected topics in French Literature for the advanced student. Discussion and reports in French. (Offered on demand.)
Spanish
Major: 24 credits above Spanish 2.
Minor: 16 credits above Spanish 2.
1-2.t Beginning Spanish. I, II.
8 crs.
Aims to develop the ability to speak, write, understand, and read simple
Spanish. Laboratory work an essential part of the course.
3, 4. Intermediate Spanish. I, II.
3, 3 crs.
Further study of grammar; oral work; reading of short stories, novels,
and plays. Further laboratory work.
UPPER DIVISION COURSES
51, 52. Survey of Spanish Literature. Prereq. 4. 1, II.
3, 3 crs.
A study of Spanish literature from the Poema del Cid to modern times.
Lectures in Spanish. Reading of representative works. Written and oral
reports. Laboratory work.
61. Spanish Conversation and Composition. Prereq. 4. 1.
4 crs.
Aims to facilitate free expression in Spanish through conversation and
composition. Laboratory work provides opportunity for hearing native
voices.
72. Hispanic American Writers. Prereq. 4. 11.
3 crs.
Representative works of Hispanic American writers. Oral and written
reports in Spanish. (Offered 1964-65.)
74. Modern Spanish Writers. Prereq. 4. 11.
3 crs.
Selected readings of modern Spanish writers. Oral and written reports
in Spanish. (Offered 1965-66.)
90. Seminar in Literature. Prereq. 51, 5 2 and 61. 11.
2 crs.
Selected topics in Spanish literature. Discussion and reports in Spanish.
For the advanced student. (Offered on demand.)
DEPARTMENT OF MUSIC
Mr. Sateren, Mr. Savold, Mr. Thut, Mr. Johnson, Mrs. Thut, Mr. Gibson,
Mr. Lane, Mr. Haugen, Mr. Karlen, Mr. Davenport, Mr. Gabrielsen
The Department of Music offers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, or
who are primarily interested in performance, as well as preparation
for those who expect to pursue specialized study in the field of music.
General instruction is afforded other students who also wish to broaden
their cultural background with an understanding of and appreciation for
the music of the masters. Emphasis is laid upon the rich musical heritage
of the Christian Church.
Major: 40 credits, Excepting 4 and 66, courses 1 through 69, and 10
credits in applied music, of which 6 must be in private lessons in voice
or on an instrument, and 4 as a member of a musical organization. At
least 3 credits in private instruction must be earned in the junior and
senior years.
One public performance in their area of specialization is required of
juniors and seniors. This requirement may be fulfilled by satisfactory
participation in the monthly Performance Workshops. Formal public
recitals are encouraged and, upon recommendation of the department,
may be given in fulfillment of the requirement.
Sophomores, juniors and seniors a r e required to attend the monthly
Performance Workshops. Freshmen a r e encouraged to attend. The
workshops are student recitals which provide opportunity for public
performance and acquaint the students with a repertory of musical
excellence.
All majors and minors are required to pass a piano proficiency examination, preferably by the end of the sophomore year. It includes: (a) major
and harmonic minor scales with triads and inversions, played two
octaves, ascending and descending, hands together, at moderate speed;
(b) a Bach two-part invention o r a classical sonatina; (c) a romantic
or modern piece showing expression; and (d) sight reading pieces of
hymn-tune grade.
Minor: 26 credits. Excepting 4 and 56, courses 1through 58, and 6 credits
in applied music, 4 of which must be in private lessons in vocal or
instrumental music, and 2 in an organization.
A maximum of 10 credits in applied music may count toward the
Bachelor of Arts degree.
See under Curriculums for a suggested course of study.
4, 4 crs.
1, 2. Theory. I. Fr., So. I, II.
A basic course in the materials of music: the principles of notation,
major and minor scales, intervals, triads and rhythms, and their
application in written exercises, including the harmonization of figured
bass and given melodies; aural skills, sight reading, dictation, and partsinging.
2 crs.
4. Introduction to Music. (Offered both semesters.)
A course for non-majors. To promote understanding and enjoyment
of music. Fulfills the fine arts requirement.
2, 2 crs.
7, 8. History and Literature of Music. I, II.
An historical survey of western music from its beginnings to 1900. S u p
plemented by musical scores and recorded performances.
UPPER DIVISION COURSES
4, 4 crs.
55, 56. Theory II. Prereq. 2. 1, II.
Continuation of 1, 2, with advanced work in harmonization; modulation,
advanced chord formations, the use of suspensions, retardations, and
ornaments of music. Course 55 includes work in strict counterpoint in
one, two, three, and four-part writing in all the species. Course 56
gives special study to the form and structure of music.
57, 58. Conducting. Prereq. 2, or 2 cr. in piano, organ, or
2, 2 crs.
equivalent. Jr. I, II.
Techniques of conducting choral and instrumental music; organization
and administration of choral and instrumental ensembles in school,
church, and community. Students in music education should take the
course in junior year.
2, 2 crs.
61, 62. Instrumental Technique.* Prereq. 2. Jr., Sr. I, II.
Class instruction in string, reed, brass, and percussion instruments,
preparing the prospective public school music teacher and director
for work in band and orchestra.
2 crs.
63. Choral Technique.* Prereq. 2. Jr., Sr. I.
Class instruction in the fundamentals of voice culture as related to
choral ensemble. For public school music teachers and directors of
vocal music.
3 crs.
66. Hymns and Music of the Church. II.
Development of the music of the Christian Church, with special attention
to the Protestant heritage. Designed for the general student, organists,
choir directors, and pre-theological students. Fulfills the requirements
of a course in religion.
2 crs.
69. Twentieth Century Music. Prereq. 8, 56. Jr., Sr. I.
A survey of western music with emphasis on contemporary trends.
*Students taking Instrumental Technique are not required to take
Choral Technique. Those taking Choral Technique must take one semester of Instrumental Technique.
Applied Music
Vocal and insburnenial Instruction is available to all sludents. Beginners must complek two semesters of private lessons In order to receive
credit. Qtl~el~s
wceive one crcdit for a minimurn of sixteen thirtyminute lcssons per semedcr. Occasional lessons alVe aavnilable without
credit. For slatc~mentof ices see under Finnncinl Information.
1, 1 cr.
Piano. I, II.
Technique as needed, repertory, performance, accompanying. Music
majors and minors must pass the proficiency examination. Only those
credits earned after this kxamination has been passed apply toward
the major or minor.
1, 1 cr.
Organ. Prereq. Basic piano technique and #. I, II.
Technique as needed, repertory, performance, hymn playing, accompanying.
1, 1 cr.
Voice. I, II.
Includes correct habits of pronunciation and articulation, breath control,
flexibility, ear training in some cases, and interpretation of song classics,
both sacred and secular.
2 crs.
Ch0ir.t I, II.
Concert Band.
t
2 crs.
I, II.
Wood-wind Instruments, Brass Instruments.
1, 1 cr.
Women's Chorus (Cantorians)t, Male Chorus, Collegiate Band, Orchestra, Brass Ensemble, String Ensemble, Woodwind Ensemble.
1/2 credit per semester
These organizations exist not only for the benefit of the music student
but for any student who wishes to participate in groups affording opportunity for musical expression.
Performance Workshop. I, II.
0 cr.
DEPARTMENT OF ART
Mr. Thompson, Mr. Molder
Thc Department of Art endeavo~sto fustlier the student's technical nnd
conceptual unrlersTenrling or art, Bcsides exp~rIence In the disciplines
of dmwing, print rnnlting, painting, and sculplure, ernpltasis is ~ l v e n
to the function of art In hjstory and religion. Recnusc 01 Ihe placr nrt
hns in contcmpornry lib, s t u d ~ n t s are enenuraged to consider the
areas of i~aching,grrrdiralc study, comrnsrrial. clesigning, and avocational art.
In addition to the courses offered for credit, students have the opportunity to study and discuss with August Molder, artist in residence,
problems of art related to painting and the making of stained glass
windows.
The department reserves the right to keep for three years examples of
student a r t work for exhibition purposes.
Major: 32 credits, including 1, 7, 18, 21, 65, 66, 67, 83, 84
Minor: 16 credits, including 1, 18, 21 and 83 or 84
See under Curriculums for a suggested course of study.
1. Basic Design. Fr. (Offered both semesters.)
3 crs.
Theory and application of basic art principles in drawing, painting,
sculpture, and design.
3. Art in Daily Living. I.
See course 3 under Department of Home Economics.
3 crs.
7. Drawing I. Fr. I.
2 crs.
Freehand drawing in pencil, charcoal, pastel, ink, and mixed media.
18. Oil Painting I. Prereq. 1.
3 crs.
Investigation of the technical and expressive possibilities of oil paint.
Still life, landscape and portrait painting. (Offered semester 11, 1964-65;
both semesters, 1965-66.)
21. Sculpture I. Prereq. 1. 1.
3 crs.
Design in three-dimensional form. Modeling of portraits, human figures,
and animal forms. Ceramic design and plaster casting.
32. Water Color Painting. Prereq. 1 or 7. 11.
2 crs.
Use of transparent and opaque water color techniques, with emphasis
on landscape painting. (Offered 1964-65.)
UPPER DIVISION COURSES
64. History and Appreciation of Art. II.
See course 64 under Department of Home Economics.
3 crs.
3, 3 crs.
65, 66. Composition. Prereq. 1 and 7. 1, II.
A study of the elements of form and composition. Two and threedimensional studies executed on a small scale. Semester I: Form and
Space. Semester 11 : Vision. (Offered 196566.)
3, 3 crs.
67, 68. Print Making. Prereq. 1. I, II.
Principles and methods of color printing and composition. Semester I :
Woodcut and the silk screen process. Semester 11: Intaglio methods
on copper.
3 crs.
76. Oil Painting II. Prereq. 1, 7, 21.
Advanced oil painting. (Offered semester I, 1964-65; semester 11, 196566.)
78. Sculpture II. Prereq. 1, 7, 21.
Advanced sculpture.
3 crs.
83, 84. Art History and Appreciation. Jr., Sr. I, II.
3, 3 crs.
Survey of architecture, sculpture, and painting in Western civilization.
Semester I : Prehistoric to Renaissance. Semester II: Renaissance to
Modern.
90. Independent Study. (Offered both semesters.)
1-2 crs.
Supervised study in fields of special interest. Problems selected from
studio disciplines and art history. Open to seniors with a major in art.
division of
SOCIAL SCIENCES
Mr. Dl~rislock, Cl~airrnnl~
It is the general purpose olf the work in this division to
improve the student's understanding of human relationships
and his appreciation of their importance and value, especially
in their Christian interpretation. The work proceeding under
the guidance of the faculty in this division is therefore intended to develop a higher grade of citizenship and to improve
the individual's adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
Mr. Chrislock, Mr. Kleven, Mr. Gisselqnist, Mrs. Jensen, Mr. Gustafson,
Mr. Laue
The work of this department is designed to give the student a n understanding and appreciation of the events, functions, motivations, and
operations of the phenomena in the fields of History and Political Science.
I t affords preparation for graduate study and for teaching in secondary
schools.
History
Major, 30 credits; minor, 21 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22.
F o r non-majors, prerequisites may be waived on consent of the instructor.
See under Curriculums for a suggested course of study.
1, 2. Western Civilization. Fr. I, II.
3, 3 crs.
A rapid survey of Western history from ancient times and up to the
present. An effort is made to place the study of Western Civilization in
a world setting.
3, 3 cn.
21, 22. United States History. So. I, II.
A survey of the life of the American people and the development of
their ideas and institutions. Special section for students selected for the
honors program.
UPPER DIVISION COURSES
3 crs.
52. England to 1832. Prereq. 1, 2. Jr., Sr. II.
Emphasis placed on the constitutional development of England. (Offered
1964-65.)
3 crs.
53. History of Canada. Jr., Sr. I.
The development of Canada from early explorations to the present, with
emphasis on Canadian-United States relations. (Offered 1965-66.)
3 crs.
55. Contemporary United States. Prereq. 21, 22. Jr., Sr. I.
The United States from about 1900 to the present. Seminar offered in
connection with this course may be taken for one additional credit on
approval of instructor.
56. American Diplomatic History. Prereq. 6 cr. in History or
3 cn..
Pol. Sci. or #. Jr., Sr. II.
The history of American foreign policy. The period from 1898 to the
present is emphasized. Seminar offered in connection with this course
may be taken for one additional credit on approval of instructor. (Offered 196566.)
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
See course 57 under Political Science.
58. Politics and Problems of the Middle East. Jr., Sr. II.
See course 58 under Political Science.
3 crs.
3 crs.
61. Ancient History. Prereq. 1, 2. Jr., Sr. I.
A cultural and political history of ancient civilizations and their contribution to modern cultures. (Offered 1964-65.)
3 crs.
63. Medieval Europe, 300-1200. Prereq. 1, 2. Jr., Sr. I.
From the decline of Rome, through the political, economic, and cultural
revival of 12th century Europe. (Offered 1965-66.)
3 crs.
64. Medieval Europe, 1200-1500. Prereq. 1, 2. Jr., Sr. II.
Medieval culture at its height in the 13th century, the rise of western
monarchies, decline of the medieval papacy and empire, late Middle
Ages and the Italian Renaissance. (Offered 196566.)
65. Early Modern Europe, 1500-1648. Jr., Sr. I.
3 crs.
Emphasizes the religious crises of the Reformation and the religious
wars. (Offered 1964-65.)
66. Early Modern Europe, 1648-1789. Jr., Sr. II.
3 crs.
A study of divine-right absolutism of Louis XIV and its influence in
Europe, contrasting political pattern of England, scientific developments
and their effects on areas of thought, 18th century background of the
French Revolution. (Offered 1964-65.)
67. Commonwealth Countries of South Asia and the South Pacific.
3 crs.
Jr,, Sr. I.
A political and economic study of the transition from colonial to commonwealth status of India, Pakistan, Ceylon, Australia, and New Zealand
in the nineteenth and twentieth centuries. (Offered 196566.)
3 crs.
A survey of the internal developments in China and Japan, their relations with each other and with the West. (Offered 1965-66.)
68. China and Japan, 1850 to Present. Jr., Sr. II.
71. French Revolution and Early Nineteenth Century Europe.
Prereq. 12 credits in History. Jr., Sr. I.
3 crs.
Political, economic, social and cultural development in Europe from
1789 to 1850. The French Revolution, Napoleon, the Restoration, the
Revolution of 1848.
72. Late Nineteenth Century Europe. Prereq. 12 credits in History.
3 crs.
Jr., Sr. 11.
Political, economic, social, and cultural development in Europe from
1848 to 1914. The national unification of Germany and Italy, the rise
of imperialism, and the background of World War I.
3 crs.
75. History of Political Theory. Jr., Sr. I.
See course 75 under Political Science.
3 crs.
A survey of recent developments in the world, extending from the outbreak of World War I to the present. Seminar offered in connection with
this course may be taken for one additional credit on approval of instructor.
82. Twentieth Century Europe. Prereq. 12 credits in History. Sr. 11.
3 crs.
99. Seminar in Northwest History. Prereq. #. Jr., Sr. I.
A study of various areas of the history of Minnesota and the Northwest.
A research paper is required. (Offered 1964-65.)
Political Science
Minor: 15 credits.
6 crs.
American Government. I, II.
A study of the Constitution; civil right; federal, state, and local governments; citizenship; and popular control of government.
41-42:F
U P P E R DIVISION COURSES
56. American Diplomatic History. II.
3 crs.
See course 56 under History.
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
The emergence of the new national states in this a r e a ; their political
and economic problems. (Offered 1964-65.)
3 crs.
A survey of the contemporary political and economic problems in the
Middle East. (Offered 1964-65.)
58. Politics and Problems of the Middle East. Jr., Sr. II.
75. History of Political Theory. Jr., Sr. I.
3 crs.
A survey of the high points in the development of political theory from
the Greeks to the present. (Offered 1965-66.)
82. Public Finance. Prereq. 41-42 or Economics 15 for Political
Science minors. Jr., Sr. II.
See course 82 under Economics.
3 crs.
Geography
14. Human Geography. Fr., So. II.
A study of geographical factors affecting mankind.
3 crs.
Combined Major in Social Sciences for Teaching: 24 credits in History
(including History 21 and 22) and Geography; Sociology 1, 2; Economics
15, 16; Political Science 41-42.
See under Curriculums for a suggested course of study.
Minor in Social Science: 6 credits each in History and Sociology; Political Science 41-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
Mr. Torstenson, Mr. Nevasltar, Mrs. Belgnm, Mr. Nordlie
The objectives of this department are to help students attain a better
understanding of society and its social problems, as well as to prepare
students for social service, for graduate training in social work, and
for graduate study in Sociology. Beyond understanding of society and its
problems and beyond academic competence, the department aims to
explore the relevance of Christianity to effective social service.
Major, 27 credits including Sociology 1, 2. Required in addition a r e
History 1, 2, o r 21, 22; Psychology 5.
Minor, 15 credits including Sociology 1, 2. Required in addition a r e
History 1,2, o r 21, 22.
See under Curriculums for a suggested course of study.
1. Introduction to Sociology. Fr., So. I.
3 crs.
An introduction to the field of Sociology, examining its methods, techniques, and general concepts a s they apply to an analysis of American
society.
2. Social Problems. Fr., So. II.
3 crs.
The dynamic processes a t the root of contemporary problems. Problems
of personal, family and communily disorganization a r e selected for
special study.
8. Sociology. II.
2 or 3 crs.
An introduction to the field of sociology. Designed especially for student nurses.
16. Modern Scandinavia. II.
See course 16 under Scandinavian Language and Literature.
3 crs.
21. Rural Sociology. So. I.
3 crs.
The culture and social organization of American rural life in historical
perspective; a n examination of social processes and problems of changing rural communities and institutions.
3 crs.
22. Urban Sociology. So. II.
The culture and social organization of the city in historical perspective;
including an examination of processes and problems related to the
development of the modern metropolis.
42. Marriage and Family Relationships. (Offered both semesters.)
See course 42 under Department of Home Economics.
3 crs.
UPPER DIVISION COURSES
3 crs.
53. Introduction to Statistics. Jr. I.
Scientific methods of dealing with the collection, organization, comparison and interpretation of socio-psychological data. Constructing of graphs
and tables, finding measures of central tendencies, variability and correlation.
54. Social Research. Jr. II. Prereq. 53 or
#.
3 crs.
Methods of investigation in sociology and psychology; an examination of
problems and procedures of social research; an analysis of research
designs and techniques.
57. Fields of Social Work. Jr., Sr., I.
2 crs.
An introduction to the historical development, basic concepts, legislative
policies, organizational structure, and institutional functions of social
welfare, including a survey of contemporary public welfare and social
security.
2 crs.
58. Introduction to Methods of Social Work. Jr., Sr. II.
Principles and procedures of case work and group work. Designed especially for students who anticipate entering the field of social work.
(Offered 1965-66.)
59-60.? Field Experience in Social Work Agencies. Jr., Sr., I, 11. 2 crs.
Provides laboratory experience in the metropolitan community for students preparing for social work. To be integrated with Sociology 57 and
58 or 66.
63. Criminology. Prereq. I. Jr., Sr. I.
3 crs.
A study of thi nature of delinquency and crime in contemporary society.
An examination of causal factors, methods of apprehension, treatment
and prevention of delinquency and crime.
66. Public Welfare. Jr., Sr. 11.
3 crs.
A study of the development of public welfare in the context of historical
changes in American society, and an examination of major concomitant
social issues. (Offered 1964-65.)
3 crs.
75. Social Psychology. Prereq. 1, Psy. 5. Jr., Sr. I.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. Selected forms of collective
behavior such a s crowd, rumor, and audiences.
76. Race and Minority Group Relations. Jr., Sr. II.
3 crs.
The cultural, structural and psychological dimensions of minority group
relations; major attention is focused on prejudice, racism and civil
rights in the American setting.
3 crs.
78. Labor-Management Relations. Jr., Sr. II.
An analysis of the socio-economic roles of labor and management in a
dynamic society. (Offered 1965-66.)
81. Modern Sociological Theory. Sr. I.
3 crs.
An examination of the nature and major types of contemporary soci*
logical theories in the context of their historical settings in the nineteenth
and twentieth centuries.
DEPARTMENT OF PSYCHOLOGY
Mrs. Hinrichs, Mr. Armacost, Mrs. Anderegg
The objectives of this department are: (1) to acquaint the student with
the principles and methods in the scientific study of behavior and (2) to
enable the student to better understand the processes which influence
behavior. Emphasis is on the study of man, so that the student may
develop an understanding of himself and his fellow man.
Major: 24 credits, including 5, 61, 62, 64, 81 and 86. In addition, Sociology
53 or Economics 54 is required. Students planning to enter graduate
school in psychology should also plan to take Biology 1, 2, or 13-14;
Chemistry, 5, 6 , or Physics 5, 6 ; and Philosophy 23 or 73.
Minor: 15 credits, including 5, 62,
See under Curriculufls for a suggested course of study.
5. General Psychology. So. or
#. (Offered
both semesters.)
3 crs.
A study of the basic processes underlying behavior. The general princi-
ples and methods of psychology are examined as they apply to the many
areas of specialization in psychology. Seminar offered in connection with
this course may be taken for one additional credit by students selected
for the honors program. I t includes advanced readings and discussion on
general psychology topics.
2 crs.
7. General Psychology. I.
A study of the basic processes underlying behavior. The general principles and methods of psychology are examined. For student nurses.
UPPER DIVISION COURSES
53. Human Growth and Development. Prereq. 5. Jr., Sr. or
See course 53 under Education.
#. 1.
3 crs.
60. Psychological Measurement. Prereq. 5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
A systematic survey of problems of data collection and analysis. Special
attention given to measurement of achievement, aptitudes, interests,
attitudes.
61. Psychology of Personality: Normal. Prereq. 5. Jr., Sr. I.
3 crs.
A study of the dynamics of human adjustment with emphasis on behavior that customarily falls within the normal range. Includes an
introduction to major theories of personality.
62. Psychology of Personality: Abnormal. Prereq. 61 or
Jr., Sr. 11.
#.
3 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness.
64. Experimental Psychology. Prereq.
5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
An introduction to design, execution, and analysis of experiments in
psychology. One two-hour lecture and one three-hour laboratory period
per week.
71. Educational Psychology. Prereq. 5. Jr. I.
See course 71 under Education.
3 crs.
75. Social Psychology. Prereq. 5 and Soc. 1. Jr., Sr. I.
3 crs.
See course 75 under Sociology.
81. History of Psychology. Prereq. 9 hours in Psy. or #. Jr., Sr. 1.
3 crs.
A survey of ideas and events of importance in the development of current points of view in psychology.
1-2 crs.
84. Topics in Psychology. Prereq. #. Jr., Sr. I, II.
Independent study for students desiring to carry out individual research
projects. Four credit maximum.
85. Counseling Psychology. Prereq. 61. Sr. I.
3 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship.
86. Seminar in Psychology. Prereq. 15 hours in Psy. or #. Sr. 11.
A study of psychological problems in the contemporary world.
2 crs.
DEPARTMENT OF EDUCATION
Mr. Jollnson, Miss Mattson, Mr. Fardig, Mrs. Anderegg, Mrs. Hanson
The Education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in this area. The work
in this department will qualify the graduate for teaching on the elementary o r the junior and senior high school level, as well a s for further
study in the field of education.
Elementary Education
Students planning for elementary school teaching a r e required to follow the prescribed course of study. See under Curriculum for Elementary
Education.
Formal admission to the program takes place in the sophomore year.
During this year the student has regular conferences with the Director
for orientation and counseling purposes, and is tested in the subject
matler of the fields which a r e taught in elementary schools. Students
with deficiencies m a y be required to take additional work. Each student
wishing to complete the program must make written application on the
form provided and must be recommended by the Director and approved
by the Committee on Teacher Education.
All students admitted to the Elementary Education program must satisfactorily complete Ed. 57, 58 (Group Activity), usually to be taken in
connection with Ed. 51 and 56. Students in elementary education a r e
required to take 3 semester hours in general psychology to be completed
a s a prerequisite for Ed. 51.
Major: 31 credits, including all courses listed under Curriculum for
Elementary Education.
See under Curriculums for a suggested course of study.
51. Orientation to Elementary Education. Prereq. Admission to
Dept. of Education. Jr. I.
4 crs.
A study of the qualifications of teachers, the teaching profession, survey
of American schools, philosophies, policies and practices. Includes observation of teaching situations.
53. Human Growth and Development. Prereq. Psy. 5, Jr. I.
3 crs.
A study of the growth and development of the human organism from
conception through adolescence. Emphasis on process of learning, factors influencing learning.
54. Methods and Materials: Art, Health, Physical Education, Music.
2 crs.
Prereq. 51, 53. Jr. II.
Principles, methods and techniques for health and physical education
in elementary grades. Philosophy, methods and materials for teaching
a r t and music in the elementary school.
56. Methods and Materials: Mathematics, Science. Prereq. 51, 53.
Jr. II.
2 crs.
Principles, aims, methods, techniques of arithmetic and science in the
elementary school. Use of instructional materials.
0 cr.
57, 58. Group Activity. I, II.
This is not given as a separate course, but offered in connection, with
elementary education 51 and 56. Includes such activities as teaching,
supervising recreation, and advising clubs. The cooperation of the
agencies involved is necessary, with reports from the supervisor and
the student.
61. Methods and Materials: Language Arts. Prereq. 51, 53. Sr. 1.
2 crs.
Aims, methods and techniques of the language arts other than reading;
language, spelling and handwriting.
2 crs.
62. Methods and Materials: Social Studies. Prereq. 51, 53. Sr. 11.
Objectives, principles, methods and techniques in the social studies.
Development of units.
63. Teaching of Reading. Prereq. 51, 53. Sr. I.
3 crs.
Deals with the problems of teaching reading to elementary school children. The methods and materials are studied in the context of learning
theory.
65. Children's Literature. Prereq. 51, 53 or #. Sr. I.
3 crs.
This is a study of literature suitable for children of elementary school
age. It requires extensive reading and evaluation of books.
66. Seminar in Teaching. Prereq. Concurrent registration in 68.
Sr. II.
2 crs.
Deals with the practical problems of teaching a s they arise in the student teaching experience.
68. Directed Teaching in the Elementary School. Open to seniors
in elementary education. II.
8 crs.
Students spend eight weeks assisting the regular teacher and doing
actual teaching in cooperating schools. Supervision is carried out by
the classroom cooperating teacher and the college staff.
Secondary Education
Admission to the secondary education curriculum requires a n application to be approved by the Committee on Teacher Education. Application
must be made during the second semester of the sophomore year if the
student is lo complete the program in the regular time of two years.
Approval is granted on the basis of a satisfactory health report, favorable
personality characteristics, and a minimum in scholastic achievement
of 1.5 honor point ratio in the major, and 1:O ratio in the minor, and
a 1.0 ratio for the over-all average. Except in special fields the applicant
should be preparing for competency in a t least two subjects that a r e
taught on the high school level, that is, he should complete a major and
a minor or two majors.
All students admitted to the secondary education curriculum must register for Group Activity, usually to be taken in connection with Ed. 7l
and 72. They are also required to have a course in health and three
semester hours in general psychology, the latter to be completed before
taking Ed. 71. For a proposed course of study see Curriculum for High
School Teaching.
See under Curriculums for a suggested course of study.
3 crs.
7 1 . Educational Psychology. Prereq. Psy. 5, Jr. I.
A study of human development, learning, and adjustment in order to
better understand human behavior, especially the behavior of adolescents in a school context.
72. Teaching in Secondary Schools. Prereq. 7 1 . Jr. II.
3 crs.
This course has three parts: a study of the purposes and programs of
secondary schools; developing personal competency in planning instructional activities; and developing the ability to evaluate the outcome of
instruction.
Activity. I, II.
0 cr.
This is not given as a separate course, but offered in connection with
Education 71, 72. Includes such activities as teaching, supervising recreation, and advising clubs. The cooperation of the agencies involved is
necessary, with reports from the supervisor and the student.
73,74.Group
76. Principles of Guidance. Prereq. 71. (Offered both semesters.) Sr. 2 crs.
A study of the guidance function of the classroom teacher, tools and
techniques used in studying students, and methods appropriate for student guidance, including counseling.
78. School
and Society. (Offered both semesters.) Sr.
2 crs.
A course designed to develop skill in perceiving and defining current
problems in education and the relation of the American school system to
modern society. Included a r e a study of educational philosophy and the
development of American education.
79-95. Special
Methods
Courses 79 through 95 include the study of the materials, organization,
and teaching procedures of the field for which they a r e given; applications of the principles of teaching a r e made in the specific field. Each
student is required to take one course related to the major field to
prepare for student teaching. Prerequisites a r e a major o r minor in
the field and Education 72.
79. Teaching of Natural Sciences in the Secondary School. Sr. 1.
2 crs.
81. Teaching of Business in the Secondary School. Sr. I.
2 crs.
83. Teaching of Mathematics in the Secondary School. Sr. I.
2 crs.
85. Teaching of Social Studies in the Secondary School. Sr. 1.
2 crs.
87. Teaching of Health Education and Physical Education in the
Secondary School. Sr. I.
2 crs.
88. Teaching of Music in the Elementary School. Jr. II.
2 crs.
89. Teaching of Music in the Secondary School. Sr. I.
2 crs.
91. Teaching of Home Economics in the Secondary School. Sr. 1.
2 crs.
92. Evaluation and Adult Education in Home Economics. Sr. 11.
2 crs.
93. Teaching of English in the Secondary School. Sr. I.
2 crs.
94. Teaching of Modern Languages in the Secondary School. Sr. 1.
2 crs.
95. Teaching of Speech in the Secondary School. Sr. I.
2 crs.
97. Student Teaching in the Secondary School. Prereq. 72.
(Offered both semesters.)
6 crs.
Student teaching is offered both semesters of the senior year. Two alternative experiences are possible: an eight-week, full-time teaching
assignment; or one-half day of each school day for one semester. In
addition, the student attends seminar meetings.
1-2 crs.
99. Topics in Education. Sr. (Offered both semesters.)
Independent study offering students an opportunity to explore areas of
specialization in education. Each sttrdenl. does research and presents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conductucl largely on a seminar
basis. Open to seniors with the approval of the department.
Library Science
Mrs. Parker
The following courses prepare the student to meet the state requirements for a minor in Library Science. Preparation for selecting books
and other library materials, efficient and effective management of
library materials as well as the intelligent use of library resources from
the standpoint both of the school librarian and the classroom teacher is
given. While the minor in Library Science is planned to prepare the
graduate in the area of school librarianship, it is also a valuable minor
for any student planning a teaching career, since it introduces him to
many avenues of curriculum enrichment. The courses provide a foundation for the student who wishes to do advanced work in the field of
Library Science.
Minor, 16 credits. Recommended elective, Education 65.
45-46.t Basic Functions of the School Library. So., Jr. I, II.
4 crs.
To orient the student to the role of the library in the school and community. A study of library facilities, standards, book selection policies
and buying guides. The second portion of the course concentrates on
the organization of library materials, including cataloging and circulation proceflnres.
UPPER DIVISION COURSES
58. Elementary Materials. Jr., Sr. II.
3 crs.
The chacteristics and purposes of an elementary school library. The
student is directed through extensive study of book lists, book talks,
story-telling and a wise exposure to individual titles to a better understanding of the role books and related library materials play in the development of the church. (Offered 1964-65)
59-60. Secondary Materials. Jr., Sr. I. II.
6 crs.
The characteristics and purposes of a secondary school library. Study
of the adolescent and the guidance role of the librarian. The selection and
use of reference materials is stressed, as well as a wide exposure to
other books in various subject areas. (Offered 1965-66)
63. Library Materials in the Classroom. Jr., Sr. I.
3 crs.
To define and study the role of the library as an instructional materials
center in modern educational setting. Involves extensive study of curriculum needs and curriculum enrichment through teacher-librarian
cooperation in selection and use of books and audio-visual materials.
Library instruction units are included. (Offered 1964-65)
DEPARTMENT OF BUSINESS ADMINISTRATION,
ECONOMICS, AND BUSINESS EDUCATION
Mr. Hemmingson, Miss Lund, Mr. Budge
The objective of this department is to help students gain a liberal arts
background a s well as some specialized knowledge in business and
economic affairs. The business administration major concentrates on
accounting and provides basic preparation for careers in the accounting
field. The economics major concentrates on fundamental analytical and
policy matters and serves as a basis for advanced study in economics.
Either of these majors can also provide the background needed for
generay ~dminiskativecarcers in busfneas, government, or various public
nnd privn1.e instJtutions. In particulnr, either major cauld Ile the bnsis
for gt-aduate study in such fields as hospital or public ndrninistr~tion.
The business education major and minor prepare students for teaching
in secondary schools.
Business Administration
Major: 36 credits, including courses BA 1, 2, 53, 71, 72, 74, 76; Econ. 15,
16, 54, 57, 58.
Minor: 18 credits, including courses BA 1,2; Econ, 15, 16; and six credits
in upper division business administration courses.
Majors will be required to demonstrate by means of a test a minimum
ability in mathematics at the time of application for the major which
will be ordinarily at the end of the sophomore year.
See under Curriculums for a suggested course of study.
3, 3 crs.
1, 2. Principles of Accounting. Fr. I, II.
An Intrcduction to the principles of accounting and their application to
the single prnpdetrship, partnership, and corporation; preparation of
financial ~tatcmcnts;and procedure in recording and classifying business transactions. Meets three hours per week.
UPPER DIVISION OOURSES
3 crs.
53. Business Law. Jr., Sr. I.
Legal rules relating to contracts, agency, negotiable instruments, p r o p
erty and business organizations.
3 crs.
An analysis of accounting theory pertaining to financial statements, net
income concepts, capital stock and surplus accounts, cash, receivables
and inventories.
71. Intermediate Accounting. I. Prereq. 2. Jr., Sr. I.
3 crs.
72. Intermediate Accounting. II. Prereq. 71. Jr., Sr. II.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, with additional emphasis on financial statements and various measures of income and
operations.
74. Cost Accounting. Prereq. 2. Jr., Sr. II.
3 crs.
Essential features of accounting for manufacturing concerns with particular reference to the securing of unit costs of manufactured products;
job order and process costs.
76. Auditing. Jr., Sr. II.
3 crs.
A review of internal and external auditing procedures. Emphasis on
internal checks and controls for accounting systems.
Economics
Major: 30 credits, including courses BA 1, 2 ; Econ. 15, 16, 54, 57, 58,
and nine credits from 78, 80, 82, 85. Math. 42 required.
See under Curriculums for a suggested course of study.
15, 16. Principles of Economics. So. I, II.
3, 3 crs.
The foundations of economic analysis; production, employment and
prices; and public policy. The objective is to promote interest in econoniic problems and the ability to use economic analysis in reaching
judgments about economic policy problems. Course 15 designed for
students taking only one semester of economics.
UPPER DIVISION COURSES
54. Introduction to Statistics. Jr. II.
3 crs.
A course in scientific methods of dealing with the collection, organization, comparison and interpretation of numerical data. Considerable emphasis on statistical inference.
57. Intermediate Macro-economics. Prereq. 15, 16. Jr. I.
3 crs.
An analysis of the determinants of national income, employment and
price levels with particular reference to aggregate consumption and
investment. (Formerly Econ. 62.)
58. Intermediate Micro-economics, Prereq. 15, 16. Jr. II.
3 crs.
An analysis of the behavior of business firms under competitive and
monopolistic conditions, with particular reference to the firms' decisions
in regard to production and prices. (Formerly Econ. 61.)
78. Labor-Management Relations. Jr., Sr. 11.
See course 78 under Department of Sociology.
3 crs.
80. Money and Banking. Prereq. 15, 16. Jr., Sr. II.
3 crs.
The influence of money and banking on economic activity and of monetary and fiscal policies which might be adopted to yield a stable general
price level with high levels of output and employment.
82. Public Finance. Prereq. 15, 16. Jr., Sr. II.
3 crs.
Governmental taxation, spending and borrowing, and the impact of
governmental finance on economic activity.
85. Economic Development. Prereq. 15 or #. Jr., Sr. I.
3 crs.
An examination and analysis of the developmental problems and pros~ e c t sof the underdevelo~ednations includine: consideration of wlicies
i o promote growth. ~ i s t o r i cpatterns of gro\;th and communist~versus
non-communist approaches will be examined. Intended as an interdisciplinary social science course.
Business Education
These courses are planned to prepare students for stenographic and
secretarial positions in business offices, to assist in the preparation for
the teaching of business education in high schools, for parish secretarial work, and to provide an opportunity for the development of
business skills for personal use.
Business education major: 37 credits, including 1, 3, 4, 8, 53, 56, 58;
BA 1, 2, 53; and Econ. 15, 16.
Minor: 27 credits, including 1, 3, 4, 8, 53, 56, 58; and BA 1, 2; or Econ.
15, 16.
Seven credits less will be required on the major or minor, if the student
can demonstrate satisfactory achievement in courses 1, 3 and 4.
See under Curriculums for a suggested course of study.
1 cr.
1. Elementary Typewriting. (Offered both semesters.)
A course for the development of the fundamental skills of typewriting.
Three hours per week.
3, 3 crs.
3, 4. Elementary Shorthand. Prereq. 1. I, II.
Fundamentals of Gregg Shorthand. Dictation and transcription. Four
hours per week.
3 crs.
8. Office Machines. Prereq. 1. (Offered both semesters.)
The operation of the calculator, adding machine, mimeograph, mime*
scope, spirit duplicator, and the transcription machine. Three hours
per week.
UPPER DIVISION COURSES
4 crs.
53. Advanced Shorthand. Prereq. 4 or equivalent. I.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who can take dictation a t a minimum of 80 words per minute.
Five hours per week.
3 crs.
56. Advanced Typewriting. Prereq. 1 or equivalent. II.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of legal
documents. Four hours per week.
3 crs.
58. Secretarial Practice. Prereq. 4. 11.
Dictation, busincss Iettcrwriting, filing, telephoning, use of business and
legal iorrns, personality tlev@lopmcnl,writing applicntlon lellers, and
r n a l r i n ~application for a job. Mimeographing also taught for those who
incIudc IRis as n part of ille parish worker's course. Four hours pcr week.
60. Business Seminar. II.
2 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
DEPARTMENT OF HOME ECONOMICS
Miss Segolson, Mrs. Peterson, Miss Sonsteng, Mrs. Tester
Home Economics is concerned wRh ihe individud, the hmily, the home,
and with the conditions of the society and Iheir impact on the individual,
the family, and the home. It ~ e e k sto unify ltnotvledge from mmy fields
in the solving of individual and home I l k pprot~l~ms.Study in home
economics includes lenrning to use one's resources to attain values set
up as most worthwhile in life and acquiring some techniques and skills
needed in immediate personal and home living. Courses are open to all
students and recommended for general education.
Graduates in Home Economics Education are qualified to teach in federally aided home economics departments.
Non-teaching major: 36 credits; courses are 3, 5, 6, 8, 39, 40, 42, 46,
58, 66, 67, 71, 73, 74. Also required are: Chemistry 5, or 5, 6, or 5, 32;
Physics 3 ; Economics 15; Sociology 1 ; Biology 1-2 or 4 or 13-14, and 54;
Psychology 5, and 3 additional credits in Social Science.
Non-teaching minor: 21 credits, including 3, 5, 8, 39, 40, 42, 46 and one
upper division course.
Teaching major: 38 credits above H. Ec. 3 ; courses listed for nonteaching major plus 33 and 75. Also required of students preparing to
teach Home Economics are Education 91 and 92.
Each student who plans for a vocation in this field should consult members of the staff about details of the program when she begins her
college work.
See under Curriculums for a suggested course of study.
3 crs.
3. Art in Daily Living. I.
A study of art as it is met in the activities of everyday living. Open to
all students.
5. Clothing Selection, Care and Repair. I.
2 crs.
Line and design in dress, wardrobe planning, clothing costs and budgets, quality in ready-made garments, textile fabrics, problems related
to storing and caring for clothing. Two class hours per week.
6 . Clothing Construction. II.
2 crs.
Laboratory experience in making three simple garments from fabrics of
different fiber content. One lecture and two double laboratory periods per
week.
8. Elements of Nutrition. 11.
3 crs.
A study of the nutrients necessary for maintenance of gmd health
throughout all of life from prenatal needs through old age. Translating
these nutrients into foods for everyday meals. Analyzing diets of class
members. Three single class periods per week.
33. Color and Design. I.
3 crs.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft
experience. Home Economics 3 prerequisite for Home Economics majors.
Three double laboratory periods per week.
36. ~ r a f f s .II.
2 crs.
Laboratory experience in various crafts which can be done at home or
at camps with simple equipment. Two double laboratory periods per
week. (Offered 196566.)
39, 40. Food Preparation and Management. Prereq. 8 or #. I, 11. 3, 3 crs.
Laboratory experience in food preparation, menu planning, and table
service. Study of time and money management as related to family
meals; food preservation; food costs and purchasing of food. Three
double laboratory periods per week.
42. Marriage and Family Relationships. (Offered both semesters.)
3 crs.
Personal family relationships, preparation for marriage, the Christian
home and its influence in the community, and related subjects.
2 crs.
46.Child Development. Prereq. Psy. 5 or #. II.
The physical, mental and social development of the young child. Observations ,in local nursery schools; a two-week play school is conducted
at the college for ten to twelve children of preschool age. One lecture
period plus one double laboratory period per week.
UPPER DIVISION COURSES
58. Textiles. II.
2 crs.
Study of textile fibers, fabrics, and finishes with special emphasis on selection, use, and care of common household and clothing textiles. Two
double laboratory hours a week.
64. History and Appreciation of Art. II.
3 crs.
A study of the historical development of architecture, decoration, costume, furniture, painting, and sculpture. Three regular hours scheduled
and field trips arranged. (Offered 1964-65.)
66. Home Planning and Furnishing. II.
4 crs.
This course includes a consideration of housing, an analysis of floor
plans, a study of the design of exteriors and interiors, and problems in
selecting, arranging, and conserving home furnishings. Home Economics
3 and 33 prerequisite for Home Economics Education majors. Three
double laboratory periods per week.
67. Family Health. .I.
2 crs.
A study of health problems relating to the family, including: heredity,
pregnancy, growth and development, mental health, aging, public health,
communicable diseases, non-communicable diseases, safety and home
care of the sick. Two single class periods per week.
71. Home Management Problems. I.
2 crs.
Consideration of problems relating to planning, directing, guiding, and
coordinating the resources of the home for happy, satisfying family
living.
73. Home Management Laboratory. I.
3 crs.
Actual experience in the regular activities of homemaking such as meal
preparation and service, entertaining, care of house and equipment.
Emphasis is placed on management of time, money, and energy for
effective family living. Six weeks residence in a home management
house. One individual conference and one group meeting per week.
74. Consumer Education and Income Management. II.
2 crs.
The wise choice of consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will
be considered for the purpose of helping the student receive greater
satisfaction from the use of money income.
75. Advanced Clothing Construction. Prereq. 6. 1.
2 crs.
Laboratory experience in making garments of wool. More advanced
problems in fitting and construction are used than those in Course 6.
Some experience also given in planning and constructing garments for
children. Two three-hour laboratory periods per week.
division of
NATURAL SCIENCES
A N D MATHEMATICS
Mr. Nash, Chairman
It is the purpose of this division to provide training in
methods and techniques of natural science and mathematics; to
interpret Natural Science in the light of the Word of God; to
acquaint the student with the significance of science and
mathematics in a modern, changing world; to emphasize a
sound mind and a strong body; to train for vocations in various
fields; and to equip the student with a scientific background
which will enrich his life and the lives of his fellow men.
DEPARTMENT OF BIOLOGY
Mr. Nash, Mr. Urdahl, Mr. ~Mickelberg,Mr. Frosig, Mrs. Pederson
The aim of this department is to give the student a broader scientific
background through the study of Biology, to further the use of leisure
time, and to prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 25, and a t least 4 Upper
Division courses. Also required are Chemistry 5, 6; o r 15,16.
Minor for high school teaching, 20 credits, including courses 13-14, 25,
and at least two Upper Division courses, preferably 51 and 64.
For a science major and minor for teaching see page 111.
3, 3 crs,
1, 2. General Blology. Fr. I, If.
of the W prlndples of biology to meet the needs of
rt0n-den@ majors.
l a w e s and one double laboratory period
not count toward the major or minor.
Week. Thfs wurse
A S$U&
4 crs.
3. Human Anatomy and Physlololgy, Fr, I.
A pmfissiond c m e in hmatomg and physiology with special
a p h a & on structure. POT&dent nwms, Three lectures and three
~ D W 01
B lakortito pW week. Stuwho have credit for Biol. 4 will
7
not receive credit or Biol. 3.
4 crs.
4, Human Anert~myand Physiology. Fr. II.
.& p*,~sfmal s W e in human anatomy and physiology with emphasis
on bOth structure and function. Three lectures and three hours of
Itiwatoly per w k . Students who have credit for Biol. 3 will not
receive credit for Biol. 4.
8. Mlcroblolagy. H.
3 crs.
p e s&ldy of b d r i a , peasts, molds, viruses and other micro-organisms,
tiidr ebaraeteristia, rOle and control, especially in the fields of sanitation
a medlaine.
especially for student nurses. Two lectures
and three hours of laboratory per week.
8 crs.
13-14.t General Zoology. Fr. I, II.
A survey of the animal khgdom with emphasis on the habitat,
morphology, physiology, adaptatfm, and reproduction of type animals.
Biological prlndphg are e ~ g b a d m d . Two lectures and two double
laboratory periods per week.
4 crs.
25. General Botany. So. I.
A survey of the plant kingdom with special emphasis on the vegetative
and reproductive structures of the various plant groups. Three lectures
and two single laboratory periods per week.
UPPER DIVISION COURSES
4 crs.
51. Genetics. Prereq. 13-14, or 25. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is placed on the practical application of the genetical laws.
Four lectures per week.
4 crs.
56. Ecology. Prersq. 13-14, and 25. So., Jr. II.
A survey of local oadlogieal sommtmitier, and a study of the general
principles of biol&cd a~wiation
succession. Two lectures and
one double labwatoxy pePiod o= fiebl trip per week. (Offered 196566.)
3 crs.
58. General Entomology. Prereq. 13-14. Sr. II.
A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per
week. (Offered 1965-66.)
4 crs.
64. Microbiology. Prereq. Chem. 6 or 16. 11.
The study of bacterk, yeasts, ,molds,*use$ and other micr+organisms;
their characttyi&m, Hle, and oofitrol in the home, medicine, agriculture,
and industry. Two lectures and three lrrbocatory periods per week.
66. Taxonomy o f Flowering F;an.is. Prereq. 25. Sr. II.
3 crs.
Taxonomy of flowering plants. Special emphasis is placed on systematic
principles, systems of classification, rules of nomenclature, etc. Two
lectures and one double laboratory period per week. (Offered 1964-65.)
11.
4 crs.
A comparative study dealing with the taxonomy, morphology, and
evolution of the larger vertebrate phyla. Two lectures and two double
laboratory periods per week.
68. Comparative Anatomy of Vertebrates. Prereq. 13-14.
71. The Cell. Prereq. 13-14, 25; and Chem. 6 or 16. Sr. I.
4 crs.
The ultrastructures of the cell and their physiological processes.
91, 92. Biology Seminar. Jr., Sr. I, II.
Required for the biology major.
DEPARTMENT OF CHEMISTRY
Mr. A p e , Mr. Alton, Mr. Holum, Mr. Jorenby
I t is the purpose of this department to give students a n understanding
and a n appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides a n
opportunity to examine the chemical aspect of the structure, the power,
and beauty of one of the great intellectual accomplishments of manmodern science, and it provides dramatic examples of effective ways
.to handle certain types of problems.
Courses in chemistry a r e offered not only as part of a liberal arts
education, but also to prepare for: (1) high school teaching, (2) the
study of medicine, dentistry, pharmacy, medical technology, nursing,
and allied professions, (3) graduate study, and (4) the chemical
profession.
The chemistry department is certified by the American Chemical
Society for the preparation of chemistry majors.
Students planning chemistry majors for pre-graduate training, high
school teaching, o r pre-medical work a r e urged to consult with the
chemistry staff a t the earliest possible time.
Major: 27 credits. Minor: 16 credits. Also strongly recommended a r e :
Physics 5, 6; Mathematics 41, 42. Course 3 does not count toward the
major o r minor.
F o r those planning to teach chemistry in high school, the major will
include Math. 13, 14; Physics 5, 6 ; Chem. 15, 16 (or 5, 6 ) ; 53, 54; 61;
82, and one of 83, 88, or 91. A teaching minor must include Chem. 15,
16 (or 5, 6) and other courses to complete 16 credits. Chem. 32 and 61
a r e strongly recommended.
Recommended for pre-medical students: 15, 16, 53, 54, 61, 82, and 83;
for pre-dental students: 15, 16 (or 5, 6), 53, 54; for graduate study: 15,
16, and all courses above 50.
Majors participate in informal, weekly seminars during the junior
and senior years in Chem. 93, 94, 95, and 96.
See under Curriculums for a suggested course of study.
3. Elementary Chemistry. Fr. I. Prereq. H. S. Chem. or
#.
3 crs.
Study of inorganic, organic, physiological, and pathological chemistry.
Designed especially to meet the needs of the Schools of Nursing of
Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals. Two
lectures and two hours of laboratory per week.
.
5, 6. Introductory Chemistry and Qualitative Analysis. Fr. I, 11.
4, 4 crs.
Fdr prb-datal, hofie emnomi~e,elementmy education, medical *ohnoloaids, and other students not malorw in chemistry, U w s ,and
thefihs . of chemistry and of non-met& and met& and their
compounds, Qr&aqtc ~hemfstsy is cgnsidered, &%tenlath 6edmicro
pafitaflve an&&
of catbm is the mnin Iaboratory work t+ second
s8lme&r. % w e lectms and four hours of Sabaratory per week.
15, 16. Inorganic and Qualitative Chemistry. Fr. I, II.
4, 4 crs.
For rnajolzt Irr chemistry,, including pr&medlcal students; others by
p x d s s b p Of ItlWucmf. 4.n inteadve course. First semester devoted
funclamentat prhciples and second
fnotgmia chemistry and
qwalil'crdve ana1~5is. Three lenlmes and four b d u s of laboratory per
we&. Pmreg.: hQh qhml dheql-,
elementary algebra, and geometry.
4 crs.
32. Elementary Organic Chemistry. Prereq. 5 or 15. So. II.
Designed for medical technology and home economics students. Aliphatic
and aromatic compounds with frequent reference to bio-chemistry. Three
lectures and three hours of laboratory per week.
UPPER DIVISION COURSES
53, 54. Organic Chemistry. Prereq. 6 o r 16. So. I, II.
4, 4 crs.
The important classes of aliphatic and aromatic compounds. Correlations
based on elementary molecular orbital theory and modern concepts of
reaction mechanisms. Laboratory work is study of technique and the
preparation and study of typical organic compounds. Three lectures,
one recitation, five hours of laboratory per week.
3 crs.
61. Quantitative Analytical Chemistry. Jr. I.
Gravimetric and volumetric analysis. Ionic equilibria with many
problems to solve. Some contact with instrumental analysis. Three
lectures and four hours of laboratory per week.
72. Advanced Organic and Qualitative Chemistry. Prereq. 54, 61;
some reading knowledge of German (or concurrent
registration). Jr. II.
4 crs.
Lectures stress mechanism of organic reaction. Laboratory is qualitative
analysis of organic compounds and mixtures. The ultraviolet and infrared
spectrophotometers are utilized. Two lectures and six hours of laboratory
per week.
82, 83. Physical Chemistry. Prereq. 61 and Math. 42 (or
4, 4 crs.
concurrent registration). Jr. II, Sr. I.
For prospective graduate students and industrial chemists. Atomic
structure, states of matter, gas laws, thermodynamics, thermochemistry,
equilibrium, solutions, phase rule, electrochemistry, kinetics, colloids.
Three lectures and four hours laboratory per week.
3 crs.
86. Advanced Physical Chemistry. Prereq. 83. Sr. II.
Topics introducing statistical thermodynamics, introductory quantum
chemistry, and theories of chemical binding. Three lectures per week.
88. Advanced Analytical Chemistry. Prereq. 61 and 82. Jr., Sr. 11. 3 crs.
A laboratory course designed to acquaint students with some of the
important optical and electrochemical methods of chemical analysis.
Three hours lecture and four hours of laboratory per week.
91. Advanced Inorganic Chemistry. Prereq. 61. 1.
4 crs.
Review of atomic structure. Nuclear chemistry, the periodic table,
hytlridcs, and coordination chemistry. Prepamlions of inorganic
compounds utilizing hot-tube reactions, air Crec .systems, and similar
tecl~niqucs, Three lectures and three hours of laboratoly per week.
93, 94, 95, 96. Chemistry Seminars. Jr., Sr. I, II.
0 cr.
During the junior and senior years all chemistry majors will participate
in these informal weekly seminars to discuss topics of general interest.
97, 98. Chemistry Research. Sr. I, II.
Cr. arr.
During the senior year each chemistry major preparing for graduate
study in chemistry, may participate in independent research in cooperation with a staff member. By staff permission only.
DEPARTMENT OF PHYSICS
Mr. Hanwick, Mr. Baker
Recent developments in the field of physics make it imperative that
excellent training be provided for those who intend to continue their
studies in graduate school or who intend to pursue a career in the
teaching of physics. I t is the aim of this department to assure the
needed training for both of these groups and to provide the non-science
major with sufficient background to make it possible for him to follow,
with some degree of comprehension, the developments in the field of
science as they come to him from the medium of semi-scientific publications.
Major: 27 credits including courses 53, 54.
Minor : 16 credits.
Courses 2 and 3 do not apply toward the major or minor.
See under Curriculums for a suggested course of study.
2. Descriptive Astronomy. Fr. II.
3 crs.
A study of our galaxy with particular emphasis on the origin of our
solar system and the distribution and composition of the planets and
stars. The location of some of the more prominent constellations and
the use of the telescope and spectroscope will be studied. Two lectures
per week. Periodic evening meetings to observe the sky.
3. Principles of Physics. Prereq. elementary algebra. Fr. I.
3 crs.
A lecture, demonstration-laboratory course in the principles of physics
including mechanics, fluids, heat, electricity, magnetism, light and
sound. This course is intended for students in home economics and
elementary education, and others who wish some basic information in
the field of physics. Three lectures, one two-hour laboratory.
5. General Physics. Prereq. Math. 13 or concurrent registration
in Math. 13. Fr., So. I.
4 crs.
A general course in mechanics, sound, and heat. Three lectures, one
quiz, and one two-hour laboratory period per week.
6. General Physics. Prereq. 5. Fr., So. II.
4 crs.
This course is a continuation of Phys. 5. and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory
period per week.
UPPER DIVISION COURSES
52. Introduction to Atomic and Nuclear Physics. Prereq. 6, and Math. 41
or concurrent registration in Math. 41. So., Jr. 11.
3 crs.
The hydrogen atom, optical and X-ray spectra determination of "e"
and "eV/m, radioactivity, disintegration of nuclei, nuclear fission. Three
hours lecture per week.
53. Electricity and Magnetism. Prereq. 6, and Math. 41 or
concurrent registration in Math. 41. So., Jr. I.
3 crs.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits,
electrical instruments. Three hours lecture per week.
54. Electricity and Magnetism. Prereq. 53, and Math. 42 or
concurrent registration in Math. 42. So., Jr. II.
3 crs.
Continuation of Physics 53, including also electronics and field theory.
57. Optics. Prereq. 6, and Math. 42 or concurrent registration
3 crs.
Geometrical and physical optics dealing with topics such as reflection
and refraction by both plane and spherical surfaces, less aberrations,
interference, diffraction, polarized light. (Offered 1964-65.)
3, 3 crs.
61. 62. Mechanics. Prereq. 6 and Math. 41. Jr. I, II.
Tni.rorluctinn to vector algebra and vector analysis, forces, motion of a
parliclc, molion of JI t'igid body, work, kinetic energy, vibrations in one
clilnension, motion in a conservative field.
63, 64. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
65. Nuclear Laboratory. Prereq. 3 or equivalent, or #. 1.
1 cr.
A trvc-tiour lnlmrain~y course d c n l i n ~wilh nlcltintls of detecting and
measuring t'nciialions fron~rad~onctivesubstances. Experirnenis include
l he usp of gcigcr lubes, windowless counicrs, scintilla1 ion counlcr.
Measuri~~a
cclulp~ncnti ~ ~ c l i ~ d
11 cvnricty
s
n l scaling ci~.cuits,electroscopes,
and :i gatIutla ray spcctmmetcr. Open to all studcnls who hnvc had
fit least u course corrcsrlm~dingto 1'1-inciples of Physics.
71. Heat and Thermodynamics. Prereq. 6, and Math. 41 or
3 crs.
concurrent registration in Math. 41. Jr., Sr. I.
A study of temperature, heat, expansion, change of state, ideal gases,
first and second laws of thermodynamics, heat engines. (Offered
196566.)
3 crs.
72. Mathematical Physics. Prereq. 6, and Math. 41. Sr. 11.
Discussion of the equations of mathematical physics with applications
to various fields such as mechanics, thermodynamics, heat flow,
electricity and magnetism, optics. (Offered 196566.)
73,74. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, II.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
DEPARTMENT OF MATHEMATICS
Mr. Soberg, Mr. Haugsby, Mr. Follingstad, Mr. Johnson
The Department of Mathematics aims to develop the student's knowledge
and skill in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical values, and the background
for teaching and for professional and graduate study.
Major: 15 credits above 42. For those preparing to teach in the secondary
schools, courses 60, 71, 72, and 74 are required.
Minor: 6 credits above 42.
See under Curriculums for a suggested course of study.
13, 14. Introduction to Mathematical Analysis. Prereq. higher algebra
and placement test. Fr., So. I, II.
4, 4 crs.
An analysis of algebraic, trigonometric, logarithmic, and exponential
functions. Derivatives and integrals. Introduces set and function theory,
complex numbers, determinants, theory of equations, probability, and
analytical geometry. Students in course 13 whose backgrounds call
for additional work are placed in sections meeting five hours a week.
41, 42. Analytical Geometry and Calculus. Prereq. 14 or
equivalent. So. I, II.
5, 5 crs.
Study of analytical geometry and calculus. Includes some work in solid
analytical geometry. Open to freshmen with four years of high school
mathematics who qualify on the basis of the mathematics placement
test.
UPPER DIVISION COURSES
56. Foundations of Arithmetic. Jr., Sr. II.
2 crs.
A treatment of basic arithmetical concepts and number theory. For
students preparing for elementary school teaching only.
3 crs.
60. Basic Concepts of Mathematics. Prereq. 42. Jr., Sr. II.
A study of the foundations of number theory, algebra, and analysis,
with recent developments in these subjects.
3 crs.
67. Probability and Statistics. Prereq. 42. Jr., Sr. I.
An analytic study of probability, distribution, random sampling estimation
of parameters, central limit theorem, tests of hypotheses, regression,
and other topics in statistics. Calculus and set theory are stressed as
tools for modern mathematical approach.
71, 72. Modern Algebra. Prereq. 41. Jr., Sr. I, II.
3, 3 crs.
An introduction to abstract algebra, with topics including theory of
equations, determinants, matrices, groups, rings, fields, and vectors.
73. Differential Equations. Prereq. 42. Jr., Sr. I.
3 crs.
Ordinary differential equations with applications, series solutions,
systems of differential equations ; solution by special transforms ; numerical methods; and an introduction to partial differential equations.
74. Modern Geometry. Prereq. 42. Jr., Sr. II.
3 crs.
An analytic study of advanced Euclidian, projective and non-Euclidian
geometries. Parabolic, hyperbolic and elliptic geometries are introduced
using an axiomatic and analytic approach.
3, 3 crs.
83, 84. Advanced Calculus. Prereq. 42. Jr., Sr. I, II.
A study of the fundamental notions of Urnits, cwttnulty, differentiation
and integration fm iwc~omof one or mare variables. Differentials
and Jacobima, partial dlffe~enttation,trmsf&wdan of c u m h a t e s and
of multiple Lntogr&, lhe and surface bite@&, valor ana$sis, infinite
series and improper integrals.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
Mr. Ernest Anderson, Mr. Nelson, Mrs.
Mr. Saugestad, Mrs. Schlorf, Mr. Gimse
Peterson, Mr.
Pearson,
The atm of the Depwbent of Heath and Physical Education is to
promote health Elnd physfaal l b m s through a well-rounded physical
educadan pmgrm, to develop eharacm and g m t sportsmanship, to
W e r the worthy use of leisure time, md to pmfde an efPective
&elprogram for pm~pea*e waehers d health and physical
education.
All students are required to take a physical examination as a part of
the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 3 and 4, is required of all
students.
Major: 30 credits, including courses 7, 12, 21, 22, 53 or 54, 71, 72, 73,
76, 78, 81, and 87. Biology 4 also required.
Minor: 19 credits, including courses 7, 12, 21, 22, 72, 73, and 87.
Non-teaching majors and minors are not required to take 87.
See under Curriculums for a suggested course of study.
COACHING ENDORSEMENT :
Coaches entering their first head-coaching assignment in Minnesota
Public Schools as of September 1, 1966, will be required to have a t
least a coaching endorsement in the field of physical education. Sports
included under this requirement are football, basketball, track, hockey,
wrestling, and baseball.
The following courses will meet the coaching endorsement requirement:
Biology 4 ; P.E. 7, 71, 72, 85, and one of 83, 84, or 86.
3, 4. Physical Activities. Fr. I, II.
$4, $6 cr.
Two hours per week. Meets the general education requirement.
7. Health and First Aid. Fr. (Offered both semesters.)
3 crs.
A study of modern concepts and practices of health and healthful living
applied to the individual and the community. Includes also the American
Red Cross First Aid Course.
3 crs.
12. Individual and Dual Sports. Fr. 11.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. Meets six hours per week.
3 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. Meets six hours per week.
21. Team Sports. So. I.
22. Recreational Activities and Rhythms. So. II.
2 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square
dancing. Four hours per week.
UPPER DIVISION COURSES
53, 54. Swimming and Aquatics. Jr. I (Women), I1 (Men).
1, 1 cr.
Theory and practice in teaching swimming. Acquaints students with
life-saving and water safety work. Open only to majors and minors.
Two hours per week.
71. Kinesiology and Adapted Physical Education. Jr. I.
3 crs.
A study of body movements and the mechanics in the effecting of
efficient movements. Analysis of functional and organic abnormalities.
Suggested activities for atypical cases.
72. History and Principles of Physical Education. Jr. 11.
3 crs.
History, principles, and philosophy of physical education.
73. Physical Education Program in the Secondary Schools. Sr. 1.
3 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures.
76. School Health Education. Sr. It.
Principles and curriculum of school health education.
3 crs.
2 crs.
77. Community Recreation. Jr., Sr. I.
Problems of community recreation including programs and program
planning, a survey of activities, and the organization and administration
of recreational work. (Offered 1964-65.)
78. Instructor's Course in First Aid. Sr. II.
1 cr.
Methods and materials in teaching the American Red Cross First
Aid Course. Prereq.: evidence of a currently valid standard First Aid
card.
81. Self-Testing Activities and Evaluation. Sr. I.
3 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Also a survey and evaluation of tests in physical education.
Five hours per week. Men and women meet separately except one hour
per week.
83. Coaching of Football. Sr. I.
1 cr.
84. Coaching of Basketball. Sr. II.
1 cr.
85. Prevention and Care of Injuries. Sr. I.
1 cr.
86. Coaching of Baseball. Sr. 11.
1 cr.
87. Teaching of Health Education and Physical Education in
the Elementary and Secondary Schools. Sr. I.
See under Education 87. Separate sections for men and women.
2 crs.
special programs of study
Affiliation with Schools of Nursing
Student nurses in the Schools of Nursing a t the Lutheran Deaconess,
Swedish. Fairview, and Methodist Hosvitals in Minneavolis receive some
of their' instruction a t Augsburg college. ~ ~ ~ l i c a tfor
i o nadmission to
the Schools of Nursing should be made to the hospitals directly.
Medical Technology
In cooperation with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years of
this work are taken at Augsburg and a final twelve-month program is
completed at one of the two hospitals.
SPAN
Augsburg participates in the SPAN (Student Project for Amity among
Nations) program. This is a joint venture of the University of Minnesota
and several colleges in the state. Qualified students are selected to
spend a summer in informal study abroad. Applications are made in
the spring of the sophomore year.
Junior Year Abroad
An arrangement has been made with the Uinversity of Oslo in Norway
under which students entering their junior year in college may spend
this year at that University. Students may also participate in other
approved programs, such as those of the Institute for European Studies.
Applications must be approved by the Committee on Admissions and
Student Standing. The plan is available only to students with good
scholastic records whose special field of study can be followed satisfactorily at the institutions chosen. Some possible fields are Norwegian
language and literature, history, religion, and philosophy.
Corrective Therapy
A program in Corrective Therapy worked out in cooperation with the
Veterans Administration Hospital is available to students who complete
a major in Physical Education at Augsburg. The program requires 250
hours of clinical observation, practice, and orientation under the
direction of the Chief of Physical Medicine and Rehabilitation Service
at the Veterans Hospital. The work may be done either during the
senior year or after graduation. I t carries no college credit.
Honors Program
For superior students, special sections or seminars are offered in
Basic Bible, Freshman English, General Psychology, and United States
History. Students of high ability are invited to make application for
honors courses, and are selected on the basis of previous academic
achievement and test results.
CURRICULUMS
The following courses of study are outlined as guides for the
student and his adviser in planning a program for a selected
major, or a particular vocational objective.
General Liberal Arts
The course of study given below suggests a sequence which
may be followed to include the required general education
courses. For electives, students should take care to include
all courses required for the major field of study. Requirements
for the major are listed under departmental headings.
I Sem. I1 Sem.
Cr.
Cr.
Basic Bible
2
2
Freshman English .......
3
3
History or Sociology
3
3
Foreign Language . . . . . . .
4
4
Natural Science . . . . . . . . 3 or 4
3 or 4
Physical Activities . . . . . . '/2
I/!
FRESHMAN
.............
....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
Religion . . . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Electives ................
3
10
-
12
SOPHOMORE
I Sem.
Cr.
Religion 3. 4 . . . . . . . . . . .
2
Foreign Language
....
3
Social Scicncc . . . . . . . . . . 3
.
.
.
.
.
.
.
.
Natural Scicncc
Electives ................
9
SENIOR
I1 Sem.
Cr.
2
3
3
9
I Sem. I1 Sem.
Fine Arts . . . . . . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . . .
Cr.
3
Cr.
14
3
14
-
Pre-Seminary Curriculum
Completion of the pre-seminary curriculum is intended t o prepare the student for admission into a theological seminary.
The following program gives the approximate pre-seminary
course. It does not specify a major or a minor. The student
should seek the counsel of the seminary adviser as early as
possible since the major selected by the student may affect the
choice of courses even in the freshman year.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
.............
Basic Bible
Freshman English
Foreign Language
Western Civilization
Physical Activities
Natural Science
Electives
......
......
....
.....
........
................
2
3
2
3
4
3
4
3
'h
3
2
'/2
3
2
I Sem. I1 Sem.
JUNIOR
..
.................
New Testament Greek
Speech
History
Sociology or Economics or
Political Science ......
Electives ................
.................
Cr.
2
Cr.
4
3
3
3
3
3
5
4
4
SOPHOMORE
I Sem.
Cr
2
Religion 3, 4 ............
Fine Arts
Natural Science ........
General Psych. .........
Foreign Language .......
History of Philosophy
.
Electives
.
............... 3
3
Sem.
Cr.
2
3
3
-
. . 35
................
~
SENIOR
I Sem. I1 Sem.
Cr.
Cr .
.................
3
..............
3
.....
3
.
.
3
Electives ................
5
Rcllglon
Philosophy
English T~lturnt~we
Advanced N.T.Greck
3
3
3
3
4
The foreign language requirement includes 14 semester credits
in Greek, and 14 semester credits in Latin, German, Norwegian,
or French.
Parish and Church Workers
The purpose of this course is to train men and women for
effective service in the church, as teachers in vacation, weekday, and Sunday schools, as youth leaders, and as parish
workers. The suggested schedule provides for a major in religion. Students interested in becoming parish workers should
consult with the head of the Department of Religion.
f Sem. I1 Sem.
FRESHMAN
............
........
Basic Bible
Freshman English .......
Natural Science
Foreign Language ......
Sociology 1, 2
Physical Activities
........
.....
Cr.
2
3
3
Cr.
2
3
4
3
4
3
%
3
%
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Prin. of Christian Ed. ..
3
Mission of the Church . . 3
The Gospels . . . . . . . . . . . .
3
Protestantism in America 3
Social Psych, or
Urban Soc.
Y
Creits
2
2
ROCP.Aftlviiirw & Rhythms
Electives
7
7
........... ...................
-
................
SOPHOMORE
Religion 3 , 4 ...........
Speech 11, 12
Foreign Language
General Psych. ......
Natural Science ........
Story Telling
Fine Arts
Electives ................
I Sem.
Cr.
............
.......
2
2
3
3
3
2
3
........... .............. -
SENIOR
I1 Sem.
Cr.
2
3
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
Parish Work . . . . . . . . . . .
Youth Work in the Church
Early Christian Fathers
The Christian View
of Man . . . . . . . . . . . . . . .
Educational Psychology .
Literature and Philosophy
Fields of Social Work
Electives
..
................
-
3
3
3
2
6
2
2
3
3
6
Philosophy Major
I Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English ......
Foreign Language ......
Western Civilization ....
Intro. to Philosophy
Logic . . . . . . . . . . . . . . . . . . .
Physical Activities
...
.....
Cr.
Cr.
2
3
2
3
4
3
4
3
3
-
-
3
%
I/z
I Sem. I1 Sem.
JUNIOR
Cr
Religion ................ 3
History of Phil. 53
3
Philosophy Electives ...
3
Natural Science
Electives
7
.....
.
.........
................
Cr .
3
3
10
I Sem. I1 Sem.
Cr.
Cr.
3,
4
............
2
2
Religion
...... 3
3
Foreign L a l l l f h l ~ g ~
....
Hist. of Phil. 31, 52
3
3
3 or 4
Natural Science ......... 3 or 4
3
Fine Arts ..............
Beginning Speech
2
Electives
2 or 3
2 or 3
SOPHOMORE
...... -
-
...............
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion .................
3
Philosophy Electives ....
3
3
Independent Study ..... 1 to 3
Electives . . . . . . . . . . . . . ...I 0 to 12
10
-
-
Because of the non-vocational character of the Philosophy
major, students with a major in this field are encouraged to
complete a major or a minor in some other field as well.
Greek-Latin Major
1 Sem. I1 Sem.
Cr.
Cr.
Basic Bible .............
2
2
Freshman English .......
3
3
Beginning Latin ........
4
4
Natural Science ....... S or 4
3 or 4
3
3
Western Civilization ...
%
%
Physical Education . , .
FRESHMAN
. .
I Sem. I1 Sem.
Cr.
Cr.
3
3
Advanced N.T. Greek
Ancient History
3
Religion ..............,.
3
Sneech . . . . . . . . . . . . . . . . . 2
Fine Arts ...............
3
Natural Science
Electives
3
JUNIOR
.
........
........ ................
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
2
4
4
4
4
3
3
3
3
Religion 3, 4 . . . . . . . . . . .
Elements of N.T. Greek
Foreign Language ......
Latin 3. 4 . . . . . . . . . . . . . .
Literary Classics . . . . . . . .
The Classical Tradition
.
SENIOR
Greek Exegesis .....,...
History of Philosophy . . ,
Religion ................
Medieval Europe .......
Electives
I Sem,
Cr
3
3
3
3
4
................
Sem.
Cr.
3
3
3
3
4
English Major
1. Graduate Major
I Sem. I1 Sem.
Cr.
Cr ,
3
3
2
4
4
3
%
FRESHMAN
.......
.............
........
.......
Freshman English
Basic Bible
Natural Science
Foreign Language
Western Civilization ...
Physical Activities .....
I Sem. I1 Sem.
JUNIOR
British Literature
English Elective
Religion
Electives
.......
.......
.................
................
Cr.
4
3
3
6
Cr.
4
3
3
6
I Sem.
n..
SOPHOMORE
c.r.
Classical Tradition ......
3
American Lit. Dev. . , .
Med. & Ren. Lit. ......
4
Religion 3, 4
2
Foreign Language
3
Beginning Speech
2
Fine Arts . . . . . . . . . . . . . .
2
Natural Science ......... Electives ................ -
.
..........
......
......
SENIOR
English Seminar
Electives
Sem.
Cr.
4
2
3
-
3
4
I Sem. I1 Sem.
Cr.
Cr.
2
14
16
.........
................
Students planning on graduate study should include in their
electives: American English or Introduction to Modern English; The British Novel, Shakespeare, Chaucer, Three Major
British Poets, Independent Study, and an additional course
in American literature; and German, French, Latin, philosophy,
and history.
2. In preparation for Secondary-school Teaching
FRESHMAN
Freshman English . . . . .
Natural Science ........
Basic Bible ............
Foreign Language ......
Western Civilization . . .
Physical Activities
,
I Sem. I1 Sem.
Cr .
Cr.
3
3
3
3
. . .
2
2
4
3
%
4
3
%
SOPHOMORE
Classical Tradition
American Lit. Dev.
Med. & Ren. Lit. .
Expository Writing
Natural Science ....
Fine Arts .........
Relieion 3. 4 .......
Forsgn ~ a n g u a g e
General Psych. . . . .
Beg. Speech . . . . . . .
...
I Sem. I1 Sem.
Cr
Cr
3
.
3
-
2
.
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
British Literature ......
Intro. to Mod. Eng. . . . . .
English (Mod. Lit.) . . . .
Educ. Psych. . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . . . .
Tchg. in Sec. Sch. .....
Group Activity
Electives ................
.........
4
3
3
3
0
3
4
3
3
3
0
4
-.
-4
3
-
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
2
2
English Seminar . . . . . . .
Prin. of Guid. ..........
School and Soc. ........
Tchg. Eng. in Sec. Sch. .
Stud. Tchg. Sec. School .
Shakespeare .............
Health & First Aid ......
Electives ................
2
2
6
-
-3
3
10
At least nine hours of electives are recommended in speech,
journalism, or library science.
3. In preparation for Elementary-school Teaching
FRESHMAN
Freshman English .....
Foreign ~ a n g G a g e
General Biology
Western Civilization
Basic Bible .............
Physical Activities ......
Intro, to Music ..........
Human Geog. ...........
......
........
...
JUNIOR
....
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
4
3
3
3
3
2
'/a
2
-
2
z
/
'
3
I Sem.
Cr .
4
3
Sem.
Cr.
-
2
Orient to Elem. Ed.
Human Growth & Dev. .
Meth. & Mat. (54) . . . . . .
Meth. & Mat. (56) .....
US History
Religion .................
Amer. Govt.
Literary Classics ........
Brit. Lit. Since la00
Found, of Arith. ......
.............
............
....
-
-
3
3
3
3
SOPHOMORE
Classical Tradition .....
Med. & Ren. Lit. .......
Foreign Language .......
Religion 3, 4
Prin. of Physics,
Astronomy
Basic Design
General Psvch. .........
~ m e r i c a n~ n g l i s h .....
Amer. Lit. Development
I Sem. I1 Sem.
Cr.
-
SENIOR
-
2
I Sem. I1 Sem.
Pr
Cr.
English Seminar ........
Meth. & Mat. (Lang. Arts)
Teaching of Reading . . .
Children's Lit.
Religion .................
Expository Writing . . . . .
Health & First Aid
Meth. & Mat.:
Social Studies .........
Seminar in Teaching ....
Directed Teaching in
Elem. School ........
Beginning Speech . . . . . . .
English 94
Independent Study ...
..........
......
-
3
...........
...........
...........
--.2
2
3
3
3
3
3
-
-
Speech Major for Secondary School Teaching
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
-- .
--
Basic Bible . . . . . . . . . . .
Freshman English .....
Natural Science ........
Foreign Language . . . . .
History or Sociology ....
Physical Activities . . . . . . .
2
2
3
3
3
4
3
3
4
3
%
'12
SOPHOMORE
I Sem.
-~
Cr .
2
Religion 3, 4 ............
Literary Classics . . . . . . .
Foreign Language .......
Logic . . . . . . . . . . . . . . . . . .
Speech 11, 12 . . . . . . . . . . . .
Speech 31, 32 . . . . . . . . . .
General Psychology . . . . .
Electives . . . . . . . . . . . . . . . .
~
3
3
2
3
3
-
Sem.
Cr.
2
I Sem. I1 Sem.
JUNIOR
..........
Argumentation
Speech Pathology . . . . . . .
Educ. Psychology . . . . . . .
Teach. in Sec. Schools
Group Activity . . . . . . . . .
Natural Science
Stagecraft ..............
Dramatic Arts ..........
Electives ................
........
Cr.
3
Cr.
3
3
-
-
3
0
0
-
-
-
-
3
3
3
7
4
f Sem.
SENIOR
Cr.
Religion ................. 3
Student Teaching .......
6
Guidance ............... 2
School and Society ......
2
Methods .................
2
Stage Direction . . . . . .,. . Health & First Aid ..... Electives . . . . . . . . . . . . . . . . -
I1 Sem.
Cr.
3
Recommended electives: English, History, Social Science, Art.
Major in German, French, or Spanish
in Preparation rfi Teaching in a Secondary School
I Sem. I1 Sem.
Cr .
Cr
Basic Bible
2
2
3
3
Freshman Esbllah
3
3
History or Saclology ...
Beginning Foreign
Language ............
4
4
Natural Science ........ 3 or 4
3 or 4
Physical Activities
%
%
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
Intermediate Foreign
Language
3
3
Natural Science .........
3
.....
General Psychology
3
Literary Classics . . . . . . .
3
3
Fine Arts ............... Health & First Aid .....
3
Electives ................ 3
6
JUNIOR
SENIOR
FRESHMAN
.
..............
.....
......
I Sem. I1 Sem.
Cr.
Cr.
3
3
Teach. in Sec. Schools
0
Grtlup Aclivlty ..........
0
Germall :I, U1 or
Fr~nuli51, D l or
Spnnlsh 51, 131 .......... 5 or 7
Bdt~clffanalppychology
.,
-
-
GPrn!nn. 52. 52, 73, or
Fl.encll 52, 72 or
Spn111sll 52. 72
Elcctl\'ee ..... ,
.......
, .. ........ 7 or 9
5 or 0
8
............
..............
1 Sem. I1 Sem.
Cr.
.......
....... 622
..... 23
-
-
3
-
2
6
Student Teachine
school & s o c i e t y .
Prin, of Guidance .......
Teaching of
Foreign Language
Religion .................
German, French, or
Soanish 74 . . . . . . . . . . . . . .
~ i r m a n French,
,
or
Spanish 90 . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . .
Electives ................
Cr.
3
2
Teaching Major in Music
FRESHMAN
I Sem.
P
r
-A.
.............
Basic Bible
2
Freshman English
3
History or Sociology ...
3
Foreign Language
4
Natural Science
3
Physical Activities ......
%
Applied Music .......... l. or 2
......
.......
........
JUNIOR
I1 Sem.
Cr.
2
3
3
4
3
2
'l
1 or 2
I Sem. I1 Sem.
CT
Cr.
3
3
0
................
Religion
Education 71, 72 . . . . . . . .
Education 73. 74 . . . . . . . .
Music Theory 55, 56 . . . . .
Conducting . . . . . . . . . . . . .
Choral or Instrumental
Technique . . . . . . . . . . . . .
Teaching of Grade School
Music . . . . . . . . . . . . . . . . .
Health and First Aid . . .
Applied Nusic ......... 1
4
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
14 oreien Ln!li?un~e
3
3
3
~ e n e y a l I'syct~olbby ....
3
Natural S r j c i ~ c e ..,
Music Theory 1. 2 . . . . .
4
4
Historv & it: of
Music .................
2
2
Applied Music . . . . . . . . . 1 or 2
1 or 2
...........
......
.....
-
SENIOR
I Sem.
Cr.
Education 76 . . . . . . . . . . . .
Education 78
Education 97 . . . . . . . . . . . . Literature or Philosophy
3
Beginning Speech
2
Relieion . . . . . . . . . . . . . . . .
3
~ e a L h i n gof High School
Music . . . . . . . . . . . . . . . . . 2
Twentieth Century Music
2
Applied Music . . . . . . . . . . 1 or 2
4
Electives . . . . . . . . . . . . . . . .
............
-
Sem.
Cr.
2
2
6
.......
2
2
-
or 2
-
-
1 or 2
Major in Art
FRESHMAN
I Sem. I1 Sem.
Drawing I ..............
Basic Design ............
Basic Bible .............
Freshman English .......
Foreign Language .......
Western Civilization
Physical Activities
Elective
....
.....
.................
Cr.
2
2
3
4
3
%
2
Cr.
-
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Oil Painting I ...........
3
Sculpture I ........... , . .
3
Print Making I
3
Relieion 3. 4
2
2
Fore>gn ~ a n g u a g e.......
3
3
Social Science ........... 3
Natural Science ........ 3 or 4
3 or 4
Electives
3
3
.........
............
................
I Sem. I1 Sem.
JUNIOR
Composition . . . . . . . . . . . .
Art History . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Natural Science . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
3
3
2
3
3
3
5
-
3 or 4
2
1 Sem. I1 Sem.
Cr.
Cr .
3
3
SENIOR
Oil Painting I1 . . . . . . . . . .
Sculpture I1 . . . . . . . . . . . . .
Independent Study . . . . . .
Printmaking I1 . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . .
-
-2
12
-
3
3
8
History Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
..............
2
......
3
... 3
.......
4
........
3 or 4
..... %
Basic Bible
Freshman English
Western Civilization
Foreign Language
Natural Science
Physical Activiities
2
3
3
4
3 or d
%
I Sem. I1 Sem.
Cr.
Cr
3
3
JUNIOR
ReUnIon .................
Bcgfa~aingSpeecll
......
.......
................
Fnrliign Lrmgrln~c
HIS~L!I'Y
A m ~ r i c a nQovcrnment . .
Literature or Philosophy
.
-
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4 . . . . . . . . . . . . 2
2
Foreign Language ......
3
3
U.S. History . . . . . . . . . . . .
3
3
Natural Science . . . . . . . .
3
General Psychology . . . . 3
Sociology 1, 2 ...........
3
3
Prin. of Economics . . . . .
3
3
SENIOR
...............
3
I Sem.
Cr.
3
3
History . . . . . . . . . . . . . . . . . .
Literature or Philosophy
Fine Arts
Electives
-
Sem.
Cr.
3
-
................ 11
6
3
3
Combined Social Science Major for Teaching
FRESHMAN
.............
Basic Bible
Freshman English
Western Clvllixalion
Foreign Language
Natural Science
Physical Activities .....
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
4
4
3 or 4
3 or 4
%
%
......
...
......
........
JUNIOR
I Sem.
I1 Sem.
"..
Cr.
Lr,
Religion ................
Educational Psych. .....
Teaching in Secoildnry
Schools . . . . . . . . . . . . . . .
Group Activity .........
History ..................
Health & First Aid . . . . . .
American Government
Speech . . . . . . . . . . . . . . . . . .
Electives in Minor
.
.....
3
0
3
3
2
6
3
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 ............
Foreign Language ......
U.S. History .............
Natural Science ........
General Psychology ...
Sociology 1, 2 ...........
Economics 15, 16 ........
SENIOR
Cr.
2
3
3
Cr.
2
3
3
3
-
3
3
3
3
-
I Sem.
Cr.
Religion .................
3
Student Teaching . . . . . .
6
Guidance . . . . . . . . . . . . . . . .
2
School and Society .....
2
Methods . . . . . . . . . . . . . . . . .
2
Literature or Philosophy Human Geography . . . . . History . . . . . . . . . . . . . . . . . . Fine Arts . . . . . . . . . . . . . . . Electives in Minor . . . . . . -
3
Sem.
Cr
-
.
-
3
3
3
3
5
Major in Sociology in Preparation for Social Work
A rapid expansion of the field of social work during the past
twenty years .has created an acute need for trained social
workers. Positions are available in public agencies on federal,
state, county, and municipal levels; in private agencies sponsored by churches or other community organizations; in group
work, case work, or community organization.
In response to this need, Augsburg College has developed a
curriculum designed to do two things: (a) equip graduates
for immedate employment in social work positions that do
not require post-graduate training, and (b) prepare students
for further study in graduate schools of social work.
Augsburg College is an active member of the Minnesota Conference on Social Work Education and the National Council
on Social Work Education. During recent years graduates of
Augsburg have secured positions in both public and private
welfare, in probation work, child welfare, group work and
case work.
The following courses are recommended for students interested in Social Work. The courses which are italicized should
be taken by all such students.
In consultation with the department head, students may obtain a sociology major without the social-work sequence.
I Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . . . . . .
Freshman English . . . . .
Western Civilization ....
Foreign Language . . . . .
Introduction to Sociology
Social Problems ........
Physical Education 3, 4
2
2
3
3
4
3
. %
I Sem. I1 Sem.
Cr.
Cr.
Religion . . . . . . . . . . . . . . . . . 3
Soc. 57, 59. Fields of
3
Social Woyk ..........
Soc. 58, 60, Methods of
Social Work ........
Fine Arts
Beginning Speech
2
Intro. to Statistics
3
Social Research .........
Electives
5
JUNIOR
.............. .....
.....
.
I Sem.
Cr
SOPHOMORE
Religion 3. 4 . . . . . . . . . . .
American Government . .
Natural Science . . . . . . . .
General Psychology . . . . .
Principles of Economics
Rural Sociology . . . . . . . .
Urban Sociology . . . . . . .
Foreign Language . . . . . .
2
3
3
2
3
3
3
3
I Sem.
Cr.
SENIOR
Sem.
Cr.
-
Religion . . . . . . . . . . . . . . . . .
Crinainology . . . . . . . . . . . . 3
Social Psychology . . . . . . .
3
Psycla. 62, Abnornanl . . . Public Welfare . . . . . . . . . .
Electives in Upper Division
Courses ...............
10
-
Sem.
Cr.
3
+
+
3
3
................
Major in Psychology
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
2
2
3
3
3
3
4
4
.
..............
Basic Bible
Freshman English
Western Civilization
Foreign Language
General Zoology
Physical Activities
......
.....
......
........
......
JUNIOR
4
%
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
3
Religion . . . . . . . . . . . . . . . .
Intro, to Statistics
Psych. of Personality ...
Experimental Psych. ...
Psych. of Measurements .
Electives
.....
4
%
................
7
3
3
4
SOPHOMORE
Relieion 3. 1 ............
~ o r z g nLanguage ......
General Psychology
Chemistry or Physics
Sociology 1. 2
Beginning Speech
Logic ....................
Fine Arts
I Sem. I1 Sem.
Cr.
Cr.
2
3
3
....
... 4
...... -32
............... ...........
2
3
4
3
3
2
I Sem. I1 Sem.
SENIOR
History of Psych. .......
Social Psychology
Topics in Psych.
Seminar in Psych. .....
Electives
Cr.
3
..... 3
........ -
................
10
Cr.
-
+
1 to 2
2
12
Elementary Education
Students planning for elementary school teaching are required
t o complete the following curriculum. Except where a choice
is indicated, substitutions can be made only upon the approval
of the Director of Elementary Education. As with other students, certain exemptions are possible. Since the optional
subjects and free electives are so limited, the program must
be followed carefully from the first year. The major in this
program is Elementary Education; each student is required to
take a minor in a t least one of the subject matter fields taught
in the elementary schools. Variations in the requirements of
the minor from those described by the department may be permitted subject to special departmental approval.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible ..............
Freshman English ......
Western Civilization ....
Modern Foreign
Language . . . . . . . . . . . . .
Physical Science . . . . . . . 3
Selected from Physics,
Astronomy, Chemistry 5,
Physical Activities
.....
4
or 4
6)
?h
a
4
or 4
%
I Sem. I1 Sem.
JUNIOR
.
-
Cr
Religion .................
American Government . .
3
Ed. 51, Orientation . . . . . .
4
Ed. 53, Human Growth &
Development .........
3
Ed. 54, 56, Meth. & Mat. 0
Group Activity ..........
Basic Design . . . . . . . . . . . . 3
Intro, to Music . . . . . . . . . Foundations of Arith. .. 4
Electives in Minor . . . . .
Cr.
3
3
4
0
-
2
2
3
SOPHOMORE
Religion 3. 4 .. ,. .. , .....
General Rlology ........
General Fs'r;ycholOgy
Human Geography ......
U.S. History . . . . . . . . . . . .
Modern Foreign
Language . . . . . . . . . . . . .
Health and First Aid ...
Electives in Minor
I Sem. I1 Sem.
Cr.
Cr.
2
2
....
.....
3
3
-
3
3
3
3
3
3
3
-
-
3
I Sem, I1 Sem,
SENIOR
Religion . . . . . . . . . . . . . . . .
Ed. 61, Meth. & Mat.
Ed. 62. Meth. & Mat. . . .
Ed. 63. Tchg. of Reading
Children's Literature . . .
Ed. 66, Seminar in
Teaching . . . . . . . . . . . . .
Ed. 68, Directed Tchg.
Literature ..............
Beginning Speech .......
Electives in Minor . . . . . .
...
Cr.
3
2
3
3
3
3
Cr.
-
2
-
2
B
2
-
High School Teaching
Each state sets certain requirements for obtaining a teacher's
certificate. The course outlined below satisfies the requirements
for a certificate for teaching in Minnesota a t the junior and
senior high school level. The same prgram will meet the demands set by most of the neighboring states. The student
should apply to the Department of Education for admission
t o the Education curriculum during his sophomore year. Admission will be determined by a committee on the basis of
scholarship and other qualifications. Except with special majors such as music, home economics, combined natural science,
and business education, students should usually prepare
for competency in at least two subject-matter fields in which
high schools offer work. Areas in which they may obtain
teaching majors or minors include English, German, Spanish,
French, speech, music, art, history, social science, business
education, home economics, biology, physics, chemistry,
natural science, mathematics and physical education. 'Minors
are also offered in Scandinavian language and literature,
political science and library science.
I Sem. I1 Sem.
Cr.
Cr.
2
2
Basic Bible
Freshman English ......
3
History or Sociology
3
Foreign Language
4
Natural Science
3 or 4
Physical Activities
%
FRESHMAN
.............
...
.....
......
........
SOPHOMORE
I Sem. I1 Sem.
Cr
Cr
Religion 3, 4
2
2
Foreign Lzulglt~ge
3
3
General Psycholum
,,
3
Natural Sctcl~cc
3 or 4
Fine Arts . . . . . . . . . . . . . . . Health and First Aid ,
3
Electives ................
5
.
............
......
.. .
..
.........
-
.
JUNIOR
Religion .........
Education 71. 72 .
Education 73, 74
Beginning Speech
Electives in Major
or Minor ......
Sem.
Cr.
-
..
I Sem. I1 Sem.
SENIOR
Cr.
Cr.
Religion ................. 3
Education 76 ............
2.
Education 76 . . . . . . . . . . .
2'
4S ~ e c i a lMethods . . . . . . . . 2 or
-
Cr.
3
3
0
ducatio ion
97
-
...........
6.
-
Literature or Philosophy
Electives in Major
or Minor . . . . . . . . . . . . .
'May be taken I1 Sem.
-
3
Students preparing for secondary school teaching whose programs prevent the completion of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements. They are required to complete courses in general psychology, 3 credits, and health,
3 credits. On the recommendation of their registration adviser
and the approval of the Committee on Admissions and Student
Standing, they may secure exemption from one or more of
the following, not to exceed a total of 9 credits: Freshman
English, 3 credits; literature or philosophy, 3 credits; speech,
2 credits; fine arts, 2 credits; natural science, 3 credits; social
science, 3 credits; foreign language, 6 credits. (At least one
year of foreign language must be taken in college, unless the
student completed four years of a language in high school.)
To be valid, approval of exemption must be filed in the Registrar's office prior t o registration for the junior year.
Major in Business Administration
FRESHMAN
I Sem. I1 Sem.
-.
.
2
Pr
Basic Bible . . . . . . . . . . . . .
Freshman English ......
3
Foreign Language . . . . . .
4
History or Sociology ...
3
3
Principles of Accounting
Physical Activities ..... %
JUNIOR
P
r
-a.
2
3
4
3
3
I Sem. I1 Sem.
Cr.
Cr
Intermediate Accounting
3
3
Religion . . . . . . . . . . . . . . . .
3
3
3
Economics 57, 58 ........
3
Intro. to Statistics ......
Science .................2 or 4
Fine Arts ............... Z or 3
Auditing or Cost Acc.
3
Electives ................ 3 to 5
3
.
-
r Sem.
Cr
SOPHOMORE
Religion 3, 4 ............
2
Foreign Language .......
3
Prin. of Economics .....
3
Natural Science ........3 or 4
......
Beginning Speech
Electives
................
I1 Sem.
Cr.
2
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
3
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Religion
Auditing or Cost Acc.
Business Law ..........
3
Literature or Philosophy Electives ................ 15
SENIOR
-
-
Major in Economics
FRESHMAN
I Sem. I1 Sem.
--.
2
.............
3
......
...... 34
Cr
Basic Bible
Freshman English
Foreign Language
History or Sociology . .
Principles of
Accounting ..........
Physical Activities .....
3
%
C r.
2
3
4
3
3
I12
SOPHOMORE
I Sem. I1 Sem.
Cr.
- Cr.
Religion 3, 4
2
2
Foreign Language
3
3
Prin. of Economics .....
3
3
Natural Science ........ 3 or 4
3 or 4
Beginning Speech .....
2
................
Electives
3
6
............
......
-
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
- .
Religion .................
3
Literature or Philosophy 3
Economics 57 58 . . . . . . .
3
3
Intro. to Statistics . . . . . 3
Natural Science ......... 3 or 4
Intro. to Math. Analysis
4
4
Electives . . . . . . . . . . . . . . . . 3
3
SENIOR
I Sem.
R e l i ~ i n n .................
Anal. Umm. nnd Calculus
-6
Cr.
--
..............2 or9 3
Sem.
Cr.
3
5
Fine Arts
Electives ................
Recommended elective fields: Psychology, Sociology, Political Science, History.
Major in Business Education
in Preparation for Teaching in Secondary Schools
E
FRESHMAN
Basic Bible ...........
Freshman English
Foreign Lnnguagf ...
History or Sncinte~y
Physical Acilr+lllcu ...
Elem. Typewriting
Natural Science
....
Sem. I1 Sem.
Cr.
Cr.
.
......
JUNIOR
.......
.....
................
.....
I Sem. I1 Sern.
Cr.
Cr.
2
2
.
...
Prin. of .Economics . . . . .
Adv. Shorthand .........
Educational psycho log^ ,
Teaching in Secondary
Schools ...............
Group Activity ..........
Business Law ..........,
Fine Arts ...............
Adv. Typewriting
Health & First Aid
Electives
SOPHOMORE
Religion 3, 4 .......
Gen. Psychology ...
Prin. of Accounting
Elem. Shorthand ...
Foreign Language
Natural Science . . . .
Beginning Speech .
Office Machines
.
...
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
3
0
3
-
-
-
SENIOR
.......
I Sem. I1 Sem.
Cr.
Cr.
Student Teaching
Speclnl Methods
Prln. of Guidance
School and Society
Rcll~Inn
Lllerniura or Phflnao~hy
Sectmctnrlal Prncttce ....
~ u s l l l r ! ~ Seminar
n
......
E1cr:Hves
........ 26
......
..... 22
................ -3
................
-
-
-
-
3
Home Economics
Work in the Department of Home Economics is intended to
equip students for the teaching of home economics in high
school, to prepare them $forhomemaking, and to give them the
first two years of the training required for such vocations as
dietetics, institution management, home economics and journalism, and home economics in business. Each student who
plans for a vocation in this field should consult members of
the home economics staff about the details of the program
when she begins her college work.
A curriculum for a home economics education major is given
below. A graduate who completes this curriculum qualifies
for certification by the Minnesota State Board for Vocational
Education to teach in federally-aided secondary school home
economics departments (Smith-Hughes) . Courses in italics
are not required for a general home economics major.
I Sem. I1 Sem.
Cr.
Cr.
2
2
%
'12
FRESHMAN
..............
Basic Bible
Physical Activities
Freshman English
Soclolo~ry ...............
RLoIop!: 1-2, or 4 or
18-14'
0
A r t i n Daily Living ....
Nutrition . . . . . . . . . . . . . .
Clothing Selection
Clothing Construction
Chemistry 5 or 5, 6 or
5, 32' .................
.....
......
................
......
.
3
3
3
3
....
.
1 Sem.
Cr.
2
........
........
3
2
-
Sem.
Cr.
2
3
4
3
.........
or 4
3
3
4
I Sem. I1 Sem.
Cr.
Cr.
3
3
JUNIOR
Religion .................
Foreign Language .......
Beginning Speech .......
Prin. of Economics
Color and Design ........
Home Planning &
Furnishing . . . . . . . . . . . .
Family Health . . . . . . . . . .
Textiles .................
Educational Psycholog?/
Teachina i n Secondaru
Schools . . . . . . . . . . . . . . . .
Group Activity .........
Clothing Construction . . .
SOPHOMORE
Religion 3, 4 ..........
Gen. Psychology
Foreign Language ......
Prin. of Physics
Marriage & Family
Relationships
Child Development .....
Food Preparation &
Management ..........
Electives ................
2
3
3
2
3
0
2
4
2
-
SENIOR
I Sem. I1 Sem,
Religion . . . . . . . . . . . . . . . . .
Literature or Philosophy
Microbiology . . . . . . . . . . .
Education 76,78 . . . . . . . . .
Education 92 . . . . . . . . . . . .
Student Teclclting . . . . . . .
Home Management Prob.
Home Management Lab.
Consumer Educ. .........
Teaching of Home E c . 2
-
Cr.
Cr.
2
2
2
3
3
4
6
2
3
2
2
3
0
-
"Recommended for students planning to do graduate work in
nutrition, foods, textiles or equipment, as well as for any who
plan to transfer to institutions offering special training in
dietetics. These students may take the biology course in the
sophomore year.
Students preparing for secondary school teaching whose program prevent the c~~mpletion
of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements.
Biology Major
The following course o'f study is recommended for a major
in biology. Physics 6 and Chemistry 54 are strongly recommended for students who plan on graduate work in biology.
I Sem. I1 Sem.
FRESHMAN
.............
......
Basic Bible
Freshman English
History or Sociology ...
General Zoology
Foreign Language ......
Physical Activities
........
Cr.
3
3
4
4
'12
.....
JUNIOR
Cr.
2
f Sem. I1 Sem.
Religion . . . . . . . . . . . . . . . . .
Chemistry 5, 6 or 15, 16
Literature or Philosophy
Genetics .................
Biology 64 or 68 . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
4
4
4
3
2
3
-
-42
SOPHOMORE
f Sem. I1 Sem.
Religion 3 , 4 . . . . . . . . . . . .
Beginning Speech ......
General Botany .........
Human ~ n a t o m y. . . . . . . .
Intro. to Math. Analysis
Foreign Language . . . . . .
Electives . . . . . . . . . . . . . . . .
SENIOR
Cr.
2
2
4
-
Cr.
2
4
4
3
-
I Sem, I1 Sem.
Cr.
Taxonomy . . . . . . . . . . . . . The Cell ................
4
General Entomology .... Physics 5 , 6 or
Chemistry 53, 54 . . . . . .
4
Biology Seminar . . . . . . .
%
Electives (upper division) 8
Cr.
3
Biology Major for Secondary School Teaching
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
FRESHMAN
.............
Basic Bible
Freshman English ......
History or Sociology
General Zoology ........
Foreign Language ......
Physical Activities .....
....
4
4
4
4
=/2
JUNIOR
Biology 64 or 68 .........
Genetics ................
The Cell
Educational Psych.
Tchg. in Sec. School ...
Biology Seminar
Group Activity ..........
Health and First Aid
,
Beginning Speech
Electives
I Sem. I1 Sem.
Cr.
Cr.
-
................
.....
........
4
4
3
0
.. .......
.................. 6
4
3
%
0
3
2
5
SOPHOMORE
I Sem. I1 Sem.
- ----.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . .
2
4
General Botany . . . . . . . .
Human Anatomy ....... Foreign Language
3
General Psychology ....
3
Chemistry 5. 6 or 15. 16
4
Electivcs ................ 3
......
I Sem. I1 Sem.
Cr
3
SENIOR
Cr.
.................
3
............... -
Religion
Flne Arts
........ -
Biology 58 or 66
Tch~:. of Nnttlrnl ScIcnces
Fl'iti. CII
Guldance
Sclhool & Society
.....
.......
2
2
2
Slkldcnl Teocl~ing .......
6
Litcrnturc nr Philo~ophs Birsloay Scrnltlr~r'
'/2
Elcctlvt*
........
................ -
.
3
3
-
3
'/a
4
Chemistry Major
The following course of study meets the requirements for
the Bachelor of Arts degree a t Augsburg College and is approved by the American Chemical Society for students who
plan t o do graduate study in chemistry.
Students who satisfactorily complete this curriculum are
exempt from the graduation requirement of a course in the
biological science and the second year of a foreign language.
FRESHMAN
I Sem.
C r.
Chemistry 15. 16 . . . . . . . .
Intro. to Math. Analysis
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . .
History o r Sociology
Physical Activities
...
.....
JUNIOR
I1 Sem.
4
4
2
3
3
2
3
3
%
'
/
2
I Sem. I1 Sem.
Cr.
Cr.
3
4
Chemistry 61, 72 . . . . . . .
Physical Chemistry (82)
Chemistry Seminars
(93. 94)
Beginning German
'Advanced Calculus ....
'Physics 53, 63, 52 ....
Fine Arts . . . . . . . . . . . . . . .
'Recommended
..............
.....
-
4
0
0
4
3
3
4
3
4
3
I Sem.
SOPHOMORE
Cr.
4
4
-
PW
Organic Chemistry (53, 54)
Anal. Geom. & Calculus
General Physics (5, 6) .
Religion 3, 4 . . . . . . . . . . . .
Beginning Speech . . . . . .
Literature or Philosophy
.
-4'
5
4
2
2
-
I1 Sem.
-.4 .
P
.
.
5
4
2
3
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Physical Chemistry (83. 86) 4
3
Adv. Anal. Chemistry (88) 3
$dv. Inorg. Chemistry (91) 4
Chemistry 97. 98 . . . . . . . . Arr.
Arr.
Chemistry Seminars
(95. 961 ..............
0
0
Religion ................ 3
3
German or French . . . . 3 or 4
3 or 4
-
The summer following the junior year is frequently spent on
chemical research under departmental sponsorship.
Physics Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
History or Sociology . . . .
Intro. to Math. Analysis
General Physics (5. 6) .
Physical Activities . . . . .
4
4
1/2
4
4
'h
I Sem. I1 Sem.
Pr
Cr.
2
SOPHOMORE
--.
Religion 3, 4 . . . . . . . . . . . .
2
Anal. Geom. and Calculus 5
Intro. Atom. &
Nuclear Phys. . . . . . . . . Electr. & Magnetism
153. 54) . . . . . . . . . . . . . . .
3
.Optics . . . . . . . . . . . . . . . . . .
3
German or French
4
.....
I Sem. I1 Sem.
Cr.
Cr.
JUNIOR
Fine Arts ..............
Differential Equations . .
Mechanics ...............
Adv. Physics Lab.
(63, 64) ...............
Literature or Philosophy
German or French . . . . . .
Chemistry 5 , 6, or 15, 10
Beginning Speech .......
3
3
1
3
3
4
-
I Sem.
SENIOR
Cr.
3
3
3
Advanced Calculus .....
Religion .................
*Heat & Thermodynamics
Adv. Physics Lab.
(73. 74) . . . . . . . . . . . . . . .
Mathematical Physics . . .
Electives . . . . . . . . . . . . . . . .
Sern.
Cr
3
3
.
1
6
*Offered alternate years
Combined Science Major for Teaching: 46 credits, including Chemistry
5, 6 (or 15, 161, 32, 61; Biology 13-14 and 25; Physics 5, 6, and 6 credits
in upper division courses.
Science minor for elementary school teaching: 3 credits each of physics,
astronomy, chemistry; 6 credits of biology; and 9 additional credits
in one area of science, at least 3 of which must be in upper division
courses.
Mathematics Major
The following course of study meets the requirements for the
Bachelor of Arts degree and is recommended for students who
plan to do graduate work in Mathematics.
X Sem. I1 Sem.
Cr.
Cr.
4
4
Intro. to Math. Analysis
Freshman English . . . . . . .
3
3
Beginning German .....
4
4
Basic Bible . . . . . . . . . . . . . . . 2
2
History or Sociology . . . .
3
3
Physical Activities
!/z
%
FRESHMAN
.....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Modern Algebra . . . . . . . .
Probability and Statistics
Basic Concepts of Math.
Religion .................
Biological Science . . . . . . 3
Literature or Philosophy
Electives ................
3
3
3
3
3
3
or 4
-
4
3
4
-
I Sem.
SOPHOMORE
Cr
5
4
3
2
Anal. Geom. & Calculus
General Physics . . . . . . . .
Intermediate German . . .
Religion 3, 4 . . . . . . . . . . .
Fine Arts ...............
Beginning Speech . . . . . . .
.
2
-
I1 Sem,
Cr.
5
4
3
2
2
I Sern. I1 Sem.
SENIOR
Advanced Calculus .....
Differential Equations
Modern Geometry .....
Electives . . . . . . . . . . . . . . . .
..
Cr.
3
Cr.
3
Mathematics Major for Secondary School Teaching
FRESHMAN
I Sem.
Cr.
4
3
4
2
3
Intro. to Math. Analysis
Freshman English . . . . . . .
Foreign Language . . . . .
Basic Bible . . . . . . . . . . . . .
History or Sociology . . .
Physical Activities .....
JUNIOR
'/2
I1 Sem.
Cr.
4
3
4
2
3
%
I Sem. I1 Sem.
Modern Algebra ........
Advanced Calculus . . . . .
Religion . . . . . . . . . . . . . . . .
Educational Psych. . . . . . .
Teaching i n Sec. Schools
Group Activity . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
3
3
3
0
7
Cr.
3
3
3
3
0
4
I Sem. I1 Sem.
SOPHOMORE
Cr.
Anal. Geom. & Calculus
Natural Science . . . . . . . . .
Foreign Language ......
Religion 3. 4 . . . . . . . .
General Psychology
Beginning Speech
5
4
3
2
....
......
SENIOR
3
-
Cr.
5
4
3
2
2
1 Sem. I1 Sem.
Student Teaching . . . . . . .
Teaching of Mathematics
School and Society ....
Prin. of Guidance . . . . . .
Religion . . . . . . . . . . . . . . . . .
Basic Concepts of Math.
Modern Geometry ......
Natural Science . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Health and First Aid . . .
Electives . . . . . . . . . . . . . . . .
Cr.
6
2
2
2
3
-
Cr.
Health and Physical Education Major
The following course of study is designed to prepare students
for teaching health and physical education in the secondary
schools, for working in the related fields of health and
recreation, and to assist in qualifying them for the field of
corrective therapy.
T Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . . .
Freshman English
Historv or Socioloav
-- . . . .
~ e n e r a lzoology . . . . . . . .
Physical Activities . . . . .
Health and First Aid ....
Individual & Dual Sports
.....
Cr
-- .
2
3
3
4
%
3
-
Cr.
2
3
3
4
=/2
3
I Sem. I1 Sem.
Cr .
Cr.
Religion ................ 3 .
3
Foreign Language
3
3
*Educational Psychology
3
'Teachina in Sec. Schools
3
*Group Activity ........
0
0
Swimming and Aquatics
1
1
Kinesiology & Adapted P.E. 3
Hist. & Prin. of P.E. 3
Electives in Maior
or Minor ..............
4
4
JUNIOR
......
-
*Not required for non-teaching majors.
I Sem. I1 Sem.
Cr.
SOPHOMORE
2
4
3
-
~ e g i n n i n g Speech ....
Human Anat. &
Physiology . . . . . . . . . .
Team Sports . . . . . . . . . . .
Rec. Act. & Rhythms .
Electives in Major
or Minor . . . . . . . . . . . .
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
3
Literature or Philosophy
2
'Prin. of Guidance
2
'School and Society
6
*Student Teaching . . . . . .
P.E. Program in Sec. Sch.
3
School Health Educ. . .
1
Instructor's First Aid . .
s e l f - ~ e s t i n g Activities
*Methods in P.E.
and Minor
Fine Arts
......
....
.........
.............
Medical Technology
Students may complete a course leading t o the Bachelor of
Arts degree with a major in Medical Technology by completing
three years of work a t Augsburg College and twelve months at
General Hospital or Swedish Hospital, Minneapolis. The
following program prepares them for examination for certification in Medical Technology, and it includes the requirements
for the degree. Students planning to enter this program should
take higher algebra in high school.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
Chemistry 5, 6, or 15, 16
History or Sociology . . . .
Intro. to Math. Analysis
Beginning Speech
Fine Arts . . . . . . . . . . . . . . .
Physical Activities
Sem.
Cr.
2
Sem.
Cr.
2
3
4
3
.......
......
JUNIOR
I Sem, I1 Sem.
Cr .
Cr.
3
Relieion
................. 3
~~Microbiology ............ 4
3
Foreign Language .......
3
Quant. Anal. Chem. (61)
4
~ i o l o g yElective . . . . . . . .
4
6
'Electives . . . . . . . . . . . . . . . 3
*Physics strongly recommended. Other
sciences, arts, humanities.
-
I Sem. I1 Sem.
Cr
Cr.
SOPHOMORE
Religion 3, 4 ...........
Elem. Organic Chem. 32
General Zoology
Foreign Language . . . . . . .
Literature or Philosophy
'Electives ...............
........
-
2
4
4
4
3
3
4
2
4
SENIOR
Lectures, laboratory and practical
work at General or Swedish Hospital
for 12 months
........................32
recommended
electives:
English,
social
In the senior year, students taking this program must register
at Augsburg as well as a t the affiliated hospital.
Medicine
Most medical schools require a minimum of three years of
college education, but premedical students usually find it
advantageous to complete their college work before entering
the medical school. The following program will meet the
requirements of most medical schools, but it is advisable for
the student to study the requirements of the medical scho'ol
to which he plans to apply.
FRESHMAN
I Sem. I1 Sem.
Basic Bible . . . . . . . . . . . . .
Freshman Enalish . . . . . .
Chemistry 15; 16 . . . . . . .
Intro. to Math. Analysis
Physical Activities . . . . .
History or Soc. Science
JUNIOR
.................
Religion
Intermediate German . . .
Quant. Anal. Chem. (61)
General Physics (5, 6)
L~terature or Philosophy
Chem. Seminars (93, 94)
Elective
Pr
Pr
2
2
3
3
4
4
%
3
4
4
'h
.................
-
-
0
3
I Sem. I1 Sem.
......
....
3
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
4
4
4
3
3
0
SOPHOMORE
Religion 3, 4 ............
Beninnina German
~ e i e r a -zoology
l
.......
Organic Chem. (53, 54)
*Mathematics 41. 42
SENIOR
Pr
Pr
2
4
2
4
4
4
5
4
4
5
I Sem. I1 Sem.
Cr
Cr
3
3
3
Social Science or Hist.
Fine Arts
Beginning Speech .......
Genetics ................
General Psychology
,
Electives ................
Chem. Seminars (95, 05)
'Physical Chem. (83) ,. ,
.
.
............... -
.. .
2
4
7
0
-
'Recommended
Dentistry
Students planning to enter the pre-dental curriculum should
take geometry, trigonometry, and higher algebra in high
school. Courses in physics and chemistry are highly desirable.
Preparation for the study of dentistry can generally be
completed in two years. The following schedule will meet the
requirements for admission t o most dental schools. Prospective
dental students, however, should inquire of the dental schools
in which they are interested about specific requirements. The
Department of Chemistry is prepared to offer assistance in
placing qualified students in dental school.
FRESHMAN
......
Freshman English
Basic Bible ..............
Intro. Chem. &
Qual. Anal. (5, 6)
Intro. to Math. Anal. ..
General Zoology
Physical Activities
...
........
.....
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
2
4
4
4
%
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . . 2
General Physics (5, 6) .
4
'Organic Chem. (53, 54)
4
.
4
4
4
%
'Chem. 61, 32 may be substituted for Chem. 53, 54, but the latter is recommended.
Nursing
Many hospitals prefer that applicants to their school of nursing
have a t least one year of college. In many instances two or
more years of college work are desirable. The following
pre-nursing curriculum is suggested for those planning to enter
a four-year school of nursing. Those who plan on a three-year
nursing program should try to select courses in college which
will not duplicate the courses they will study in the school
of nursing which they plan to attend.
FRESHMAN
I Sem.
Cr.
Basic Bible .............
Freshman English .......
Foreign Language
Sociology ...............
Chemistry 5
Psych. or Geography
Art or Music ............
.......
.............
...
2
3
4
3
4
Sem.
Cr.
2
3
4
3
-
Students enrolled in the Schools of Nursing at
Deaconess, Swedish, Fairview, and Methodist
Minneapolis, take some of their course work a t
College. Applications for admission to this program
made directly to these hospitals.
Lutheran
Hospitals,
Augsburg
should be
Law
Most law schools require, for admission, at least three years
of prelegal education a t the college level. The student is advised
t o select a broad program of study including courses in the
humanities, the social sciences, and the natural sciences. A
suggested three-year curriculum is given below:
Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . .
Freshman English .
Foreign Language
Western Civllization
Natural Science . . . .
Physical Activities
2
3
.
JUNIOR
2
3
4
4
3
4
'12
3
4
'/z
SOPHOMORE
............
I Sem.
Cr.
R c l l ~ l o n3. 4
&nR!isll 2:. '10 ...........
Foreign Language
Logic . . . . . . . . . . . . . . . . . . . .
Social Science ..........
Natural Science ........
Electives ................
2
3
3
Sem.
Cr.
2
....... 3
3
3
I Sem. I1 Sem.
Rallglnn ................
Beginning Speech ......
...............
Plnc Arts
Electives ................
Cr.
3
Cr.
3
12
10
-
2
2
Engineering
A student may take two years of pre-engineering a t Augsburg
before transferring t o a school of engineering. The following
curriculum is recommended. Students planning to enter this
program should have completed four years of high school
mathematics and qualified by the Mathematics Placement Test
to enter Mathematics 41.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr .
Basic Bible . . . . . . . . . . . .
Freshman English . . . . . .
Anal. Geom. & Calculus
General Physics . . . . . . . .
Social Science . . . . . . . . . .
Physical Activities ......
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 . . . . . . . . . .
English 40. 42 . . . . . . . . . . .
~ d i a n c e d Calculus . . . . .
Physics 52, 53 . . . . . . . . . .
Differential Equations . .
Inorg. & Qual. Chemistry
rr.
rr
Students who plan to transfer to the Institute of Technology
a t the University of Minnesota will also need, in some cases,
a course in Rigid Body Mechanics (Statics) and Engineering
Graphics. It is recommended that these be taken in summer
session a t the U. of M.
Secretarial Work
The first year of the following program provides preparation
for certain office positions. Completion of the second year
provides more advanced training. A student who has had
similar courses in high school may be admitted to advanced
classes on the basis of his proficiency in the subject. An outline
of the requirements for teaching business subjects in high
school appears under Business Education.
A Secretarial-Work Certificate is awarded on completion of the
two-year program.
FIRST YEAR
I Sem. I1 Sem.
Cr .
Cr
2
2
3
3
1
3
Basic Bible ..............
Freshman English ......
Elementary Typewriting
Office Machines . . . . . . . .
Elementary Shorthand . .
Physical Activities .....
Electives ................
.
-
3
%
8
3
1/2
6
SECOND YEAR
1 Sem. I1 Sem.
Religion 3, 4 ............
Beginning Speech
Advanced Typewriting .
Advanced Shorthand ....
Prin. of Accounting . .
Secretarial Practice .....
General Psychology .....
Electives ................
Cr.
2
.... 4
3
3
5
Cr.
2
2
3
3
3
3
PERSONNEL
THE BOARD OF REGENTS
Officers of the Board
. .
Mr. G. S. Michaelsen . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
Vice-chairman
The Rev. Luthard 0. Gierde . . . . . . . . . . . . . .
Mr. R. F. Pautz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mr. R. E. Myhre . . . . . . . . . . . . . . . . . . . . . .
Term Expires 1964
Mr. Jerome Formo, Minneapolis, Minnesota
Plastics, Inc.
The Rev. Luthard 0. Gierde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service
Mr. Herbert Johnson, Minneapolis, Minnesota
Investors Syndicate Life Insurance and Annuity Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Education, University of Minnesota
116
The Rev. David Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
.Secretary
.
.Treasurer
The Rev. Harry T. Sorenson, Bellevue, Washington
Pastor, Lutheran Church of the Good Shepherd
The Rev. Erling Tungseth, Rochester, Minnesota
Pastor, Bethel English Lutheran Church
Term Expires 1965
Mr. R. F. Pautz, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Mr. Philip C. Helland, Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
Mr. U. W. Tervo, Rochester, Minnesota
Personnel Director, Mayo Clinic, Rochester, Minnesota
Term Expires 1966
Mr. Ruben G. Hovland, Northfield, Minnesota
Education, Northfield Public Schools, Farming
Mrs. George Nelson, Minneapolis, Minnesota
Homemaker
Mr. Cyrus Rachie, Minneapolis, Minnesota
Vice-President, Gamble Skogmo, Inc.
Term Expires 1967
Mr. R. E. Myhre, Minneapolis, Minnesota
Manager, South Side Insurance Agency
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice-President, Northwestern National Bank of Minneapolis
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
Clifford M. Johnson . . . . . . . . . . . . . . . Vice President for Development
Martin Quanbeck . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of the College
Burton P. Fosse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Business Manager
Peter Armacost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Gerda Mortensen . . . . . . .Dean of Women, Associate Dean of Students.
Glen W. Johnson . . . . . . . . . . . . . . . . Assistant to Dean of the College
Mildred Joel . . . . . . . . . . . . . . Registrar, Secretary of the General Faculty
Mrs. Jean Christian . . . . . . . . . . . . . . . . . . . . . . . . . Assistant
.
Registrar
Karlis Ozolins (on leave 1963-64) . . . . . . . . . . . . . . . . . . . . . . .Librarian
Mrs. Mariorie Sibley . . . . . . . . . . . . . . . . . . . Acting
.
Librarian 1963-64
Carl R. Hammarberg . . . . . . . . . . . . . . Director of Placement and Testing
S. V. Hielmeland . . . . . . . . . . . . . . Associate Director of Development
Donald Sorlien . . . . . . . . . . . . . . . . . . . . . . . . Director of Public Relations
Jeroy Carlson . . . . . . . . . . . . . . . . . . . . . . . .Director of Alumni Relations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson . . . . . . . . . . . . . . . Assistant Director of Admissions
Arthur Nelson . . . . . . . . . . . . . . . . . . . . . . Supervisor of Plant Services
Richard 1. Berg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comptroller
Mrs. Elaine Swanson . . . . . . . . . . . . . . . . . .Director of Food Services
Bjarne Landa . . . . . . . , . . . . . . . . . . . . . . . . .Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
.
Vernon Chilgren . . . . . . . . . . . . . . . .Manager of Housing Service
Eugene Ecklund . . . . . . . . . . . . . . . . . . . . . . Manager of Special Events
Mrs. Ruth Gamm . . . . . . . . . . . . . - . . . Director
.
of News Bureau
Mrs. Jacquelyn Gimse . . . . . . . . . Director of Women's Residences
Frank A. Gruver, M.D. . . . . . . . . . . . . . . . . . . . . . . .College Physician
COMMITTEES OF THE FACULTY
President's Cabinet: 0.Anderson, C. Johnson, M. Quanbeck, Armacost,
Fosse, Miss Mortensen, Miss Joel, Mandsager
Educational Policies: M. Quanbeck, 0. Anderson, Miss Joel, P. Quanbeck, Thorson, Chrislock, Nash, Hanwick, R. Anderson, Halverson,
Miss Pederson, Armacost
Admissions and Student Standing: Miss Joel, Lundeen, M. Quanbeck,
Saugestad, Miss Cole, P . Thompson, Budge
Student Personnel: Armacost, Miss Mortensen, Torstenson, P. Quanbeck,
Mrs. Hinrichs
Teaoher Education: E. Johnson, Dahlen, Agre, Miss Mattson, Miss
Segolson, Miss Cole, Savold
Library: Mrs. Sibley, Sateren, Colacci, Mrs. Jensen, Alton, Benson
Athletics: Soberg, Kleven, Mickelberg, E. Anderson, Savold
*Convocations: Urdahl, E. Johnson, Miss Pederson, Thut, Ecklund
Faculty Personnel Policies: Budge, Sonnack, Mrs. E. Olson, Thompson,
Fosse, Holum
Institutional Studies: Holum, Pearson, Mrs. Anderegg, G. Johnson,
Chrislock
*Religious Life: Mandsager, Sonnack, Gisselquist
Social Functions: Mrs. L. Peterson, Miss Mortensen, Miss Lillehei, Miss
Sonsteng, Hatchek
*Student Activities: Armacost, Miss Mortensen, M. Quanbeck, Follingstad, Mickelberg
*Student Conduct: E. Nelson, Mrs. K. Peterson, Thut, Miss Lund
Nominations: Kleven, Urdahl, Hammarberg
Administrative: 0. Anderson, C. Johnson, M. Quanbeck, Armacost, Fosse
Foreign Students: Miss Joel, Hansen, G. Johnson, Miss Segolson
*Joint Student-Faculty Committees
THE FACULTY
Ruth Aaskov, A.M., lnstructor in French (on leave 1963-64)
A.B., Augsburg College, 1963; A.M., Middlebury College, 1960. Additional study: University of Grenoble, Boston University, University of
Wisconsin. Teaching: High School, 1954-60. At Augsburg 1960-63.
Courtland L. Agre, Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 1934; Ph.D., University of Minnesota,
1937; Research Chemist, 193740; U.S. Army, 1940-41; Research Chemist,
1941-46. Teaching: St. Olaf College, 1946-58; University of California,
Berkeley, Visiting Professor, National Science Foundation Fellowship,
1958-59. At Augsburg since 1959.
Earl Alton, Ph.D., Assistant Professor of Chemistry
A.B., St. Olaf College, 1955; M.S., University of Michigan, 1958; Ph.D.,
1961. Teaching: Teaching Fellow and pre-doctor instructor, University
of Michigan, 1955-58. At Augsburg since 1960.
Lyla Mae Anderegg, A.M., lnstructor in Education
A.B., University of Minnesota, 1945; A.M., Northwestern University,
1947. Additional study: Minnesota, Chicago, California. Teaching and
Counseling, High School, 194546, 1951-53 ; Teaching : E a s t Washington
College, 1948-49; University of Minnesota, 1950-51; Oakland Junior
College, 1954-56; San Francisco State College, 1957-58; St. Olaf College,
1958-59. At Augsburg since 1959.
Ernest W. Anderson, M. Ed., Professor of Health and Physical Education,
Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 193741. U.S. Army, 194146. At Augsburg since
1946.
Oscar A. Anderson, LL.D., President of the College
A.B., St. Olaf College, 1938; B.D., Luther Theological Seminary, 1942;
LL.D., Concordia College, 1963. Additional study: Union Theological
Seminary. Pastoral work, 1942-48, 1954-63; Executive Secretary, Young
People's Luther League (ELC), 1948-54. At Augsburg since 1963.
Raymond E. Anderson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. At Augsburg since 1949.
Peter H. Armacost, Ph.D., Assistant Professor of Psychology and Dean
of Students (on leave 1961-63.)
A.B., Denison University, 1957. Ph.D., University of Minnesota, 1963.
Additional study: Union Theological Seminary. Teaching Assistant a t
University of Minnesota. At Augsburg since 1959.
Manmohan S. Arora, M.A., Instructor in Economics
B.S., Ranja's College, India, 1957; M.A., Delhi School of Economics,
India, 1959; Additional study: University of Minnesota. Teaching Assistant, University of Minnesota, 1962-63. At Augsburg since 1963.
Leroy A. Baker, A.B., lnstructor in Physics
A.B., Northwest Nazarene College, 1960. Additional study: University
of Minnesota. Research Physicist, Minneapolis Honeywell. At Augsburg
196&62 and since 1963.
Emil Balz, Akad. Geprufter Ubersetzer, lnstructor in Spanish
Abitur, Friedrich Schiller Oberschule, Germany, 1937; Akad. Geprufter
Ubersetzer, Heidelberg University, 1949. Additional study: University of
Minnesota. Teaching: Prof. Language School, Germany, 1949-50. At
Augsburg since 1963.
Waltraud Balz, Akadem. Ubersetzer, lnstructor in Modern Languages
Abitur, Victoria Oberschule, Germany, 1942; Akadem. Ubersetzer,
Heidelberg University, 1947. Teaching: private lessons, 1960-63. At
Augsburg since 1963.
Merrilyn Belgum, M.S.W., Instructor in Sociology
A.B., University of Minnesota, 1946: W.S.W., UnlveiUsityof Denver, 1956.
Qlisago County Welfare, 1948-49; Lutheran W ~ l f n r eSociety, Iowa, 194952; Depnrtmcnt of Public Welfare, Anchmbage, A I ~ s k a ,1952-54; University of Denvcr, Field Inaiructor, 195657; Denver Public Schools
Social Worker, 1957-60,At Augshurg since 1960.
John Benson, M.A., lnstructor in Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary, 1959;
M.A., Columbia University, 1961. Additional study: Columbia University.
At Augsburg since 1963.
William Bergstrom, M.A., lnstructor in English
B.A., University of Minnesota, 1950; M.A., University of Minnesota, 1952.
Additional study: University of Minnesota. Teaching: Bethel College,
1950-55, University of Minnesota, 195563. At Augsburg since 1963.
Nelly T. Blackburn, B.A., lnstructor in French
B.A., Earlham College, 1949. Additional study: Oberlin College. Teaching: Macalester College, 1962-63. At Augsburg since 1963.
Oscar Blegen, Jr., B.A., Assistant Football Coach and Head Wrestling
Coach
B.A., Augsburg College, 1961. Teaching: High School, 1961-63. At Augsburg since 1963.
Bruce P. Budge, M.S., Assistant Professor of Business Administration
B.S., University of Idaho, 1953; M.S., 1957. Additional study: University
of Minnesota. Teaching: University of Idaho, 1955-57. Weyerhauser
Company, 1953-55, 1957-60. At Augsburg since 1960.
Harold Cannon, B.A., B.S., lnstructor in Spanish
B.A., B.S., University of Minnesota, 1962. Additional study: University
of Minnesota. Teaching: High School, 1961-62. At Augsburg since 1962.
Jacqolyn L. Cherne, A.B., lnstructor in English
A.B., Augsburg College, 1958. Additional study: University of Minnesota.
At Augsburg 1960-62 and since 1963.
Carl Chrislock, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 193944; Tracy Junior College,
194748; Augustana College, Sioux Falls. S. Dak., 1948-51. At Augsburg
since 1952.
120
C. Winston Chrislock, M.A., Instructor in History
B.A., University of Minnesota, 1962; M.A., Indiana University, 1964.
At Augsburg since 1964.
Bernhard Christensen, Th.M., Ph.D., Professor of Christian Education
(on leave 1962-64)
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 192225; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford
Seminary Foundation, 1929. Additional study: Columbia, Chicago, Berlin
G~ttingen. Teaching: Oak Grove Seminary, Fargo, N. Dak., 1925-26.
Pastoral work, 1928-30. At Augsburg since 1930. President 1938-61.
Gracia Christensen, A.M., lnstructor in English
A.B., Hunter College, 1932; A.M., Radcliffe College, 1935. Additional
study: University of Chicago. At Augsburg 1959-60, 1961-62, and since
1963.
Nadia Christensen, B.A., lnstructor in Spanish
B.A., Augsburg College, 1959. Additional study: University of Minnesota,
University of San Carlos, Guatemala. At Augsburg since 1963.
Mario Colacci, Th.D., D.Litt., Professor of New Testament Greek and
Latin
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontificium
Institutum Biblicum de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching : Regional Seminary, Benevento, Italy, 1935-40 ;
Mario Pagano College and Normal Institute, Campobasso, Italy, 194149. At Augsburg since 1952.
Ailene Cole, A.M., Associate Professor of Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
K. Berner Dahlen, A.M., Associate Professor of English
A.B., Augsburg College, 1931; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; CrosbyIronton Junior College, 194041. U.S. Army Air Forces, 1942-45. At
Augsburg since 1941.
Kenneth L. Davenport, M.M., lnstructor in Strings
B.M., Hamline University, 1932; M.M., Minneapolis College, 1938.
Teaching: St. Olaf College, Carleton College, Gustavus Adolphus College;
St. Paul Public Schools; Anoka Public Schools since 1953. Member of
the Minneapolis Symphony Orchestra for 14 years. At Augsburg since
1962.
Sheldon Fardig, M.M., Associate Professor of Education
B.A., Carleton College, 1940; M.M., Northwestern University, 1952.
Additional study: University of Minnesota; Dalcroze School of Music,
New York. Teaching: High School, 1940-46; Olivet College, 1949-54;
Moody Bible Institute, 1954-56; Bethel College, 1956-62. At Augsburg
since 1962.
Henry G. Follingstad, B.E.E., C.D.T. diploma, lnstructor in Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laboratories, Inc., 1950. Additional study: Rutgers University, University of Minnesota. Teaching: University of Minnesota, 194748; U.S.
Armed Forces Institute, 194546; Bell Telephone Laboratories, Inc.,
1948-62. At Augsburg since 1962.
Burton P. Fosse, B.B.A., B.M.E., Business Manager
B.B.A., B.M.E., University of Minnesota, 1949. U.S. Army, 194346.
Industrial Engineering work, 1949-53. At Augsburg since 1953.
Stephen Gabrielsen, B.A., Director of Male Chorus
B.A., Augsburg College, 1963. Additional study: University of Minnesota.
At Augsburg since 1963.
Daryl Gibson, Ph.D., Associate Professor of Music (Brass Instruments)
B.S., University of Minnesota, 1934; A.M., 1941; Ph.D., University of
Iowa, 1947. Member of Minneapolis Symphony Orchestra, 1934-44. Teaching: University of Iowa, 1943; University of Montana, 194748; Gustavus
Adolphus College, 1948-52. At Augsburg since 1954.
Jacquelyn L. Gimse, B.S.N., Director of Women's Residence and Social
Coordinator
R.N., Moline Public Hospital, 1957; B.S.N., Gustavus Adolphus College,
1960, Moline Public Hospital, 1957-58; Gustavus Adolphus College, Assistant Dean of Students, 1960-61. At Augsburg since 1961.
A. Malcolm Gimse, B.A., Instructor in Swimming
B.A., Macalester College, 1962. Additional study: University of Minnesota. At Augsburg since 1961.
Orloue Gisselquist, A.M., Assistant Professor of History
A.B., University of Minnesota, 1943; A.M., University of Minnesota, 1956.
Teaching: Bethel College, 1954-56. Additional study: Minnesota. At
Augsburg since 1956.
Frank A. Gruver, M.D., College Physician and Assistant Professor of
Psychology
B.S., University of New Mexico, 1954; M.D., University of Utah, 1959;
PARS Certificate, Union Theological Seminary, 1963. Private practice,
1960-62. At Augsburg since 1963.
Donald R. Gustafson, A.M., lnstructor in History (on leave 1963-64)
A.B., Gustavus Adolphus College, 1955; A.M., University of Wisconsin,
1956. Additional study: Indiana; California, Berkeley; Minnesota; Wisconsin. Teaching: Gustavus Adolphus College, 1960-61. At Augsburg
1961-63.
William H. Halverson, Ph.D., Associate Professor of Philosophy and
Religion
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1955; Th.M., Princeton Theological Seminary, 1957; A.M., Princeton
University, 1959 ; Ph.D., 1961. Teaching : Princeton Theological Seminary, 1957-59. At Augsburg 1955-56 and since 1959.
Carl R. Hammarberg, A.M., Assistant Professor of Psychology and
Director of Placement and Testing
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg, Kan., 1948-53. At Augsburg since 1953.
Leif E. Hansen, A.M., lnstructor in Modern Languages
A.B., Concordia College, 1947; A.M., University of Min~esota, 19%.
Additional study: Michigan, Stetson University. Wisconsin. Teachjng :
High School, Norway, 1959-60; University of Wiscot~sin, I9GO-61. At
Augsburg since 1961.
lrene Hanson, M.S. in Ed., Assistant Professor of Elementary Education
B.S. in Ed., Temple University, 1946; M.S. in Ed., Temple University,
1948. Additional study: University of Minnesota. Teaching: High School,
194649, 1957-59; University of Minnesota, 1960-63. At Augsburg since
1963.
Theodore J. Hanwick, Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-38; New York University, 193%
42; U.S. Naval Academy, 194246; Rutgers University, 1946-56. At
Augsburg since 1956.
George W. Hatchek, LL.D., lnstructor in Modern Languages
LL.D., Law School of Vienna, Austria, 1938. Additional study: University of Minnesota, Middlebury College. Interpreter a t United States
Surplus Depot, France, 194446; Teaching: International Institute and
YWCA, 195460. At Augsburg since 1960.
Ruben G. Haugen, M.M., lnstructor in Woodwinds
B.M., MacPhail School of Music, 1950; M.M., MacPhail School of Music,
1951. Additional study: University of Kyoto, Japan. Teaching:
Minneapolis Junior Academy, 1950-52; Breck Military Academy, 1952-55;
MacPhail School of Music since 1950. At Augsburg since 1958.
Orvald B. Haugsby, A.B., Assistant Professor of Mathematics
A.B., Wisconsin State College, 1952. Additional study: Minnesota. Teaching: High School, 1953-56; Wisconsin State College, 1956-59; University
of Minnesota, Teaching Assistant, 1959-61. At Augsburg since 1961.
Melvin A. Helland, S.T.M., Ph.D., Professor of Religion (on leave 1960-63)
A.B., Augsburg College, 1915; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Addiional study: Grenoble, Chicago. Educational Missionary in Madagascar,
1921-38; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 193&10 and 1960-63. At Augsburg since 1941.
A. Robert Hemmingson, A.M., Assistant Professor of Economics and
Business Administration (on leave 1963-64)
A.B., Dana College, 1953; A.M., University of Nebraska, 1957. Additional
study: University of Minnesota. Teaching: University of Nebraska,
1956-57. At Augsburg since 1957.
Grace Hinrichs, Ph.D., Assistant Professor of Psychology
B.A., University of Minnesota, 1957; Ph.D., University of Minnesota, 1963.
Teaching: Wisconsin State College, 1960-62. At Augsburg since 1962.
John R. Holum, Ph.D., Associate Professor of Chemistry
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954. Additional study: California Institute of Technology. Teaching: University
of Minnesota, 1950-52; University of Maryland, 1956; Pacific Lutheran
College, 195SF9. U.S. Armed Forces, 195557. At Augsburg 1957-58
and since 1959.
lrene Khin Khin Jensen, Ph.D., lnstructor in History and Political Science
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956. Teaching: Rangoon University,
Burma, 1949-50. At Augsburg 1 9 5 5 5 6 and since 1959.
John Jensen, A.M., Assistant Librarian
A.B., Augsburg College, 1955; A.M., University of Minnesota, 1957.
U.S. Navy, 1957-61. At Augsburg 1956-57 and since 1961.
Mildred V. Joel, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. At Augsburg since 1947.
Clifford Johnson, C.T., Vice President in Charge of Development
B.A., Augsburg College, 1934; C.T., Augsburg Theological Seminary,
1939. Pastoral work, 1939-1953, 1954-1962. At Augsburg 1953-54 and
since 1962.
Einar 0.Johnson, Ph.D., Professor of Education
A.B., Concordia College, 1938; A.M., University of Wnsklngtnn, 1950;
Ph.D., 1961. Additional study: University of Oslo, Nalsvny. Teaching:
Elementary and High School, 193M0; Universil,y of Washin@on. 1953-9;
Luther College, 1954-56. At Augsburg since 1956.
Glen W. Johnson, B.S.E., B.D., lnstructor in Mathematics and Philosophy
B.S. Engr., University of Nebraska, 1952; B.D., Luther Theological
Seminary, 1959. Additional study: University of Minnesota. At Augsburg
since 1961.
James Johnson, A.M., lnstructor in Piano
A.B., University of Minnesota, 1956; A.M., Julliard School of Music,
1958. At Augsburg since 1961.
Mary E. Johnson, M.A., lnstructor in French
B.A., Smith Collw~,1947; M.A. in Christian Education, Columbia University, 1950. Additional study: Michigan, Oslo, Minnesota. Teaching:
High School, 19G2. Dean of Women, Luther College, 1954-55. At Augsburg
since 1963.
Winfield Johnson, A.M., lnstructor in Religion
A.B., St. Olaf College, 1939; C.T., Luther Theological Seminary, 1943;
A.M., New York University, 1954. Additional study: University of
Minnesota. At Augsburg since 1961.
Donald E. Jorenby, MS., lnstructor in Chemistry
B.A., Augsburg College, 1959; MS., University of Minnesota, 1962. At
Augsburg since 1962.
Robert Karlen, A.M., lnstructor in Music
B.M., New England Conservatory, 1950; A.M., University of Minnesota,
1959. Additional study: Berkshire Music Center, Massachusetts; Morzarteum, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools, 1950-53; St. Agatha's Conservatory, 1958-59;
University of Minnesota, 1957-59. At Augsburg since 1959.
124
Mimi B. Kingsley, A.M., Associate Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 194647. At Augsburg since 1947.
Bernhardt J. Kleven, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 1922-35;
Wheaton College, 194647. At Augsburg 1937-46 and since 1947.
Bjarne E. Landa, Ph.D., Professor of Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching : High School, 1930-31 ; University of Minnesota, 1938-42 ; Fisk University, 1945-47. U.S. Office of Censorship, 1942-45. At Augsburg since
1947.
Dennis Lane, B.S., lnstructor in Organ
B.S., University of Minnesota, 1943. Additional study: University of
Minnesota. Teaching: High School, 1943-46; University of Minnesota,
1942-43; MrcPhail School of Music, 194551; private organ and piano
instructor. Church organist and choirmaster. At Augsburg since 1960.
Richard Laue, M.A., lnstructor in History
B.A., University of Minnesota, 1950; M.A., 1955. Additional study:
University of Minnesota. Teaching: Huron College, 1961-63. At Augsburg
since 1963.
Frederick Z. Lesher, M.A., lnstructor in English
B.A., Carthage College, 1958; M.A., State University of Iowa, 1962.
Teaching: Luther College, 1961-63. At Augsburg since 1963.
Bertha Lillehei, A.M., lnstructor in English
A.B., Augsburg College, 1934; A.M., University of Minnesota, 1960.
Additional study: Minnesota, Columbia. At Augsburg 193740 and since
1957.
Lorraine K. Livingston, A.M., lnstructor in English
A.B., University of Minnesota, 1930; A.M., 1932. Additional study: Minnesota. Teaching: University of Minnesota, 1932-35; 1952-60. At Augsburg
since 1960.
Gertrude
S. Lund, A.M., Assistant Professor of Business Education
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching : High School, 194345; West Central School of Agriculture,
Morris, 194547; Duluth Business University, 1947-48; High School,
194849. At Augsburg since 1950.
Orlin L. Mandsager, B.D., Campus Pastor and lnstructor in Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Teaching: High School, 1959-61; Pastoral work: 1956-58, 1961-62. At
Augsburg 1960-61 and since 1962.
Martha M. Mattson, A.M., Associate Professor of Education
A.B., Augsburg College, 1928; A.M., University of Minnesota, 1932.
Additional study: Boston University; University of Wisconsin. Teaching :
Elementary Schools, 1922-36; Elementary Supervisor, 1939-60. At Augsburg since 1960.
Erwin D. Mickelberg, A.B., Assistant Professor of Biology
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: High School, 1954-56. At Augsburg since 1956.
August Molder, LL.M., Artist in Residence and lnstructor in Art
Graduated, University of Tartu, Estonia, 1935; Master of Law, University of Tartu, 1944. Teaching: University of Tartu, Estonia, 1942-44. At
Augsburg since 1963.
Ernesto E. Moreno, Dr. en Pedagogia, Instructor in Spanish
Diploma, Escuela Normal P a r a Maestros, Cuba; Dr. en Pedagogia,
University of Havana, 1945. Additional study: University of Minnesota.
Teaching: Rural school, Cuba; Chandler College, Cuba, 1947-59; Havana
Military Academy, 1951-60; High School, 1961-63. At Augsburg since
1963.
Gerda Mortensen, A.M., Dean of Women, Associate Dean of Students
with Rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21;
Hankow Private School, Hankow, China, 1934-35, At Augsburg since
1923.
Arthur Nash, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46, Dean, Augsburg College, 1946-50. At Augsburg since
1922.
Emma L. Nashan, A.M., lnstructor in German
A.B., Duke University, 1953; A.M., Indiana University, 1963. Teaching : Sweet Briar College, 1956-57. At Augsburg since 1964.
Edor C. Nelson, M.Ed., Associate Professor of Physical Education and
Coach of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U.S. Army, 1941-46. At Augsburg since
1946.
Glenn I. Nelson, A.M., lnstructor in Sociology
A.B., St. Olaf College, 1955; A.M., University of Minnesota, 1960.
Additional study: Minnesota. At Augsburg since 1961.
Grier Nicholl, A.M., lnstructor in English
A.B., Wesleyan University, 1951; A.M., Columbia Teachers College,
1956. Additional study: University of Minnesota, University of London.
Teaching: High School, 1954-55; Southern Oregon College, 1955-57;
University of Minnesota, 1958. At Augsburg since 1960.
David Nordlie, A.B., lnstructor in Sociology
A.B., Augsburg College, 1960. Additional study: Minnesota. At Augsburg
since 1961.
Esther J. Olson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1945; A.M., 1945; Ph.D., 1956. Teaching:
University of Minnesota, 194556; Luther College, 1956-60; Luther
Theological Seminary, 1960-62. At Augsburg since 1960.
126
lver B. Olson, A.M., S.T.D., Professor of Scandinavian
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 193944. At Augsburg since 1945.
Karlis Ozolins, A.M., Th.B., Librarian with rank of Assistant Professor
(on leave 1963-64)
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1952; A.M., University of Minnesota, 1961. Additional study: University
of Marburg, Germany. At Augsburg since 1955.
Patricia A. Parker, A.M., lnstructor in Library Science
B.S., Eastern Michigan College, 1949; A.M., University of Michigan,
1952. Teaching: University of North Dakota, 1949-51; University of
Michigan, 1951-52; University of Minnesota, Librarian, 1954-56;
Minneapolis Public Library, 1956-59. At Augsburg since 1960.
Howard E. Pearson, A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1957. At
Augsburg since 1956.
Anne Pederson, A.M., Professor of English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1945.
Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High
School, 194546; San Mateo Junior College, California, one semester,
1946. At Augsburg 193244 and since 1946.
Katherine Peterson, MS., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools,
1936-38; University of Minnesota, 1940-56. At Augsburg since 1956.
LaVonne Peterson, A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: Universities of North Dakota, Minnesota, and Montana;
MacPhail School of Music. At Augsburg since 1950.
Martin Quanbeck, Ph.D., Professor of Education and Dean of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933;
Ph.D., 1952. High School administration, Mantorville, Minnesota, 1929.36. Teaching: Waldorf College, 1936-38. Registrar, Augsburg College,
1939-46; Dean, 194246 and since 1950. At Augsburg since 1938.
Philip A. Quanbeck, Th.D., Associate Professor of Religion
h.~.
Augsburg
,
College, 1950; Th.B., Augsburg Seminary, 1951; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1958. Pastoral work,
1951-53. Teaching Fellow, Princeton Theological Seminary, 1951-57.
At Augsburg since 1957.
Lawrence Rogers, Laboratory lnstructor in Astronomy
University of Minnesota, 1942. Diploma, Cal Aero Technical Institute,
1948. At Augsburg since 1962.
Leland B. Sateren, A.M., Professor of Music
A.B., Augsburg College, 1935; A.M., University of Minnesota, 1943.
Additional study: Composition with Donald Ferguson (Minneapolis),
1941-43. Teaching: High School, 1935-39. Music Director, Radio Station
KUOM, University of Minnesota, 1940-43. Educational Director, Civilian
Puhlic Service, 1944-46. At Augsburg 194143 and since 1946.
Edwin J. Saugestad, A.B., Instructor in Physical Education and Biology
A.B., Augsburg College, 1959. Additional study: Minnesota. At Augsburg since 1959.
A. Mayo Savold, M,Mus. Ed., Associate Professor of Muslc
A.B., Luther College, 1911: M.Mus. Ed,, MncPhail School nf Music,
l9t;l. Additiont~l study: M f i r t l ~ Unkola, Minncsota. Tenchina: Renson
County Ag~*icult
urc! :mtI Training School, hrlridtlock, N, Diilc., 1934-37';
L a m h ~ r t u n Public Schools, 194142 and 3 9.IB4S. U.S. Arrncd Fol*ces
J94%45; GIcnwond Pul,lic Schools, 194R-52. At Augshwg since 7952.
Donna L. Schlorf, A.B., lnstructor in Physical Education
A.B., Augsburg College, 1954; Additional study: Minnesota, Colorado,
Oslo. Teaching: Junior and Senior High School, 1955-61. At Augsburg
since 1961.
Ruth Segolson, M.S., Professor of Home Economics
B.S., '- University of Minnesota, 1925; M.S., 1938. Additional study :
Minnesota, Syracuse University. Teaching : High School, 192528;
University of Minnesota, 192844. At Augsburg since 1944.
Marjorie H. Sibley, A.M., Assistant Librarian (Acting Head Librarian,
1963-64)
A.B., Unfversity of Illinois, 1942; A.M., 1943. Additional study: Minnesota.
T c a c h i n ~ :Elementn~~y,
3840-41; University of Illinois, 1945-46; Acquisitions Librm-iun, Macalcster College, 1959-61. At Augsburg since 1961.
George Soberg, A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary,
1950. Additional study: Minnesota. At Augsburg since 1926.
Ruth Sonsteng, A.M., lnstructor in Home Economics
A.B., Ausburg College, 1954; A.M., University of Minnesota, 1960. Additional study: University of Oslo. Teaching: High School, 195556; Graduate Assistant, University of Minnesota, 1956-57. At Augsburg 1957-60
and since 1961.
Merton P. Strommen, Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943; C.T., Augshurg Theological Seminary,
1944; Th.B., 1951; A.M., University at Mlnncsdn, 3955: Ph.D., 1960.
~ , 1944-60;
Pastor : Mora, Minnesota, 194447. Yooth D i ~ r c l o (~LFC)
Director, Lutheran Youth Research 1961-. At Augshurg since 3947.
Olaf H. Swenson, A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 194749, 1950-51. Probation
Office, Hennepin County, 1951-. At Augsburg since 1953.
Agnes B. Tangjerd, A.M., Archivist
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 192228. Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38.
Librarian, Augsburg College, 1940-1960.
Joyce Tester, A.M., lnstructor in Home Economics
B.S., University of Minnesota, 1955; A.M., 1959. Teaching: High School,
195557; University of Minnesota, 1957-59 and spring quarter, 1963.
At Augsburg since 1963.
128
Phillip J. Thompson, M.F.A., Assisfan?Professor of Art
A.R., Concordia Collcg~,1955: M,F.A., Sfnle University of Town, 1958.
Teaching: Stntc University fif Iowa, 1957-58; Kokoma Rxlenslbn of
Xncliann University, 1958-59. A t Augshtlrg sincc 1959.
Paul G. Sonnark, Th.B., A.M, Frofesfor of RellgTen
A.R., Augslwg Col
I g42; C.T., Augshitrg Theoln~icalSminnrgr, 1945;
Th.B., 1$187; h , M . , Univmily of Chicago, 1960. P R S L O
M~m, ~ eLalce, Mime-
Gerald H. Thorson, Ph.D., Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 1957. U.S. Army, 1943-46. Additional study:
Grenoble, Oslo, Wisconsin. Teaching: Wagner College, 1951. Visiting
Professor, University of Raykjavik, Iceland, 1961-62. At Augsburg
since 1946.
John Thut, A.B., M.Mus., Associate Professor of Music
A.B., Goshen C~Ilege,1923: R,Mus., AInPric~nConservatory of Music,
1929: M.Mus., 1936. Addilionnl sturly: Minnesota, Northwestern University, Privnte work in singing wilh Rollin Pensc, Charles LaBerge, Eksel
Schioiolz. Special studlcs with Theodore Hnrrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music,
1931-44; Colorado State College of Education, 1946-47. YMCA War
Prisoners Aid, England and Belgium, 1944-46. At Augsburg since 1947.
Vera Thut, B.Mus., lnstructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study:
American Conservatory of Music, and Minnesota. Master Class Work
with Silvio Scionti, Robyn Normal Teachers Training Course; studied
under Kurt Wanieck. Teaching: American Conservatory of Music, 192646; Colorado State College of Education, 194647. At Augsburg since 1947.
Joel S. Torstenson, Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940;
Ph.D., 1959. Director of Education and Public Relations, Midland
Cooperative Wholesale, 194547. At Augsburg 193S42 and since 1947.
E. Margaret Trautwein, A.M., lnstructor in English
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953.
Teaching: High School, 1937-47. At Augsburg 1950-54 and since 1961.
Erling J. Urdahl, A.M., Associate Professor of Biology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940.
Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
Jesus Zarandin, A.M., lnstructor in Economics
B.S., University of Negros Occidental, Philippines, 1956; A.M., University of Minnesota, 1961. Additional study: University of Minnesota.
Teaching: University of Negros Occidental, Philippines, 1957-59; University of Minnesota, 1962-63. At Augsburg since 1963.
Wauneta Blackburn, A.M., Assistant Professor of English
A.B., Milton College, 1930; A.M., University of Wisconsin, 1942. Additional study: Pennsylvania State University. Teaching: High School,
1930-46; Stout State College, 1946-61. At Augsburg 1961-63.
Mary A. Hinderlie, A.M., lnstructor in English
A.B., St. Olaf College, 1935; A.M., University of Minnesota, 1937. Additional study: University of Oslo, Norway. Teaching: St. Olaf College,
1937-39. At Augsburg 1961-63.
Kathryn Jurkovic, B.S., lnstructor in Logic
B.S.,St. Olaf College, 1957. Additional study: Northwestern University,
Drake University, University of Minnesota. At Augsburg 1962-63.
1:
Harold M. Kambak, A.B., Director of Public Relations
Augsburg College, 1959. Additional study: University of
Minnesota; American Academy of Art; Graphic Arts Institute of
Illinois. Director of Public Relations, Augustana College, 1956-58. At
Augsburg 1958-63.
A.B.,
Benjamin T. McClure, Ph.D., lnstructor in Physics
B.A., University of Minnesota, 1945; A.M., University of Minnesota, 1947;
Ph.D., Harvard University, 1952. Teaching: Research Assistant,
Harvard; Teaching Assistant, Minnesota. At Augsburg 1962-63.
Rod Myers, M.A., Assistant Professor of Education
A.B., University of California, 1955; M.A., Reed College, 1960. Additional Study : University of Minnesota. Teaching : Elementary schools,
195461. Research Assistant, University of Minnesota, 1961-62. At
Augsburg 1962-63.
Kristoffer F. Paulson, M.A., lnstructor in English
A.B., St. Olaf College, 1956; M.A., University of Minnesota, 1963. Additional study: University of Oslo, Norway; University of Heidelberg,
Germany; George Washington University; Minnesota. At Augsburg
1960-63.
Jack Ross, M.S., lnstructor in Sociology
B.S., University of California, 1949; M.S., George Williams College,
1954. Additional study: University of Minnesota. Teaching Assistant,
Minnesota, 1960-61. Teaching: University of Minnesota, 1961-62. Social
work, 1952-60. At Augsburg 1962-63.
Robert T. Sandin, Ph.D., Lecturer in Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., University of Minnesota, 1956; Ph.D., 1963. Teaching: Bethel
College, 1952-55; Teaching Assistant, University of Minnesota, 1955-57;
University of Minnesota, 1957-58. At Augsburg 1958-59 and 1962-63.
Donald G. Shamblin, A.M., Assistant Professor of Spanish
A.B., Marshall University, 1952 ; A.M., Universidad Nacional, Mexico,
1957. Additional study: University of Minnesota. Teaching: High School,
1954; Colegio Mexico, 1955; University of Minnesota, 1958-61; Macalester
College, 1961-62; NDEA Institute, summers 1961, 1962. At Augsburg
1962-63.
John M. Stensvaag, Ph.D., Professor of Religion
A.B., Augsburg College, 1936; B.Th., Augsburg Seminary, 1939; Ph.D.,
Hartford Seminary Foundation, 1941. Additional study: Johns Hopkins
University. Teaching: Augsburg Seminary, 194Z59; Dean, 1953-59;
Northwestern Lutheran Theological Seminary, 1945-46. At Augsburg
1942-62.
Talvryn Tischer, B.A., Teaching Fellow in Physical Education
B.A., Augsburg College, 1959. At Augsburg 1962-63.
Harold Tollefson, A.B., M.Th., lnstructor in Religion
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
1953; M.Th., Princeton Theological Seminary, 1955. Additional study:
University of Heidelberg. At Augsburg 1959-63.
A. Bruce Wrightsman, B.S., lnstructor in Mathematics and Religion
B.S., University of Wisconsin, 1958. Additional study: Luther Theological
Seminary. Teaching: University of Wisconsin, 1957-58. At Augsburg
1960-63.
GRADUATES
AUGSBURG COLLEGE, 1 962
With the Degree of Bachelor of Arts
Aadland. Marlin Bennie Stronafield.
Sask.
.
.
~ n d e r s o n ,Barbara E. .......... Roseau
Anderson, Garry B. . . . . . . . . Minneapolis
Anderson, Mercia Joy . . . Rockford, 111.
Anderson, Robert W.
Elroy, Wis.
Arneson, Frederick W. . . . . . Minneapolis
......
Baker, Jerrold W. . . . . . ,,. . Minneapolis
Barney, Jerome C. ............. Stewart
Bauman, Philip Quentin . Minneapolis
Anoka
Bengtson, Judith Anne
Minneapolis
Bergly, Richard N.
Bostad, John Clayton
Minneapolis
Minneapolis
Brown, Wendell John
Brude. Joanne ............. Minneapolis
Brynildson, Donald E. .. New Richland
.
..........
....
.....
.........
....... Minneapolis
Carlson, Bonnie Mae
Christensen, John W.
Cleven, Harry Thomas
......... St.
. DeForest,
Paul
Wis.
Coltvet, Sherman P.
Cook, Barbara Helen
Dyrud, Loiell
Estherville, Iowa
........ Newfolden
0. . . . . . Thief River Falls
..
Minneapolis
Yvonne Lerfald
James F . ........... St. Paul
Marilyn Ann
Brainerd
Marjorie Adele
Gatzke
rickso on', Kenneth Neil
Cambridge
Evavold, Earle Roscoe
Battle Lake
Egertson.
Ekstrand,
Ellingson.
Engevik
......
......
......
.....
......
Fellrath, Mary Lee
Fisher, Roger LeRoy
Whitehall, Wis.
. . . . . . . Minneapolis
....
Geldert, Daniel Thomas
Minneapolis
Gildseth, Bruce L. ........... Hoffman
Grover. Paul Ralph . . . . . Rochelle, Ill.
unders son, Paul ~ e r t r a n d
Sioux City, Iowa
1
Haack, Harlin H. ........... Minneapolis
O'Brien, Sharon K. . . . . . . . . . . . . Milaca
Haglund. Lyle W. . . . . . . . . . . Minneapolis
Olsen, Diane Lee . . . . . . . . . . Minneapolis
Halverson, Frederick S . .... M i n ? + f c ~ ~ ~ o l lOlson,
s
Kenneth H. . . . . . . . . . . . . Watson
Hanenburg. Kay L. ............... IWnfr~ Olson. Marilyn Carol .. Lacrosse, Wis.
Hanse, Bonnie Jean . , . . . . . . . . . . Morris
Olson, Roger C. . . . . . . . . . . . . Minneapolis
Hanson, Dale Edward ...... Minneapolis
Oppegard, Milo M. ......... Albert Lea
Hanson, Patricia K. . . . . . . . . . . . . . Aitkin
Osberg, J o h n Wilson . . . . . . . Minneapolis
Hassing, Joan Eileen
Minneapolis
Ose, Julia E . . . . . . . . . . Thief River Falls
Heikkila Alice J. ........ Pelkie. Mich.
Ost, David H. ........... Parkers Prairie
Helgeson, Rodney A. . . . . . . La?nbel.ton
Overmoen, Sonia R. . . . . . . . Minneapolis
Helland, Claire Elaine ...... Minneapolis
Ovikian, Michael 0. Jerztsalem, Israel
Hoversten. Lorna Lavonne
Radcliffe, Iowa
Patton, Jeanne A. . . . . . . . . . . Minneapolis
Hovland, Peter C. ............... Morn
Paulson, Betze Karen . . . . . . . . . . . Halls
Hugo. John Robert
Minneawolis
Paulson. Kermit Earl .. Claziton. Wis.
New ~ r i i h t o n Pedersen, Elaine Ruth . . . . . ~ i n n i a ~ o l i s
Hunt, Duane R.
Peterson, Donna M. ........ Minneapolis
Ilstrup, Robert J .
Minneapolis
Pierson, Waldo Allen . . . . . . Minneapolis
Pommerenke, James Warren . . elg grade
Jacobsen, Cynthia Ann
Scarsdale, N.Y.
Johannsen, Clair A.
Hzintley
Quitno, James Charles . . . . . Minneapolis
Johnson, David William Manitowoc, Wis.
Johnson, Jennelle Kay . . . . . . Minneapolis
Ring A n Louise . . . . . . . . . . . Wanamingo
Johnson, Judy D. . . . . . . . . . . . Minneapolis
~ o l l d f f%lizabeth
,
I. . . . . . . . . . . . New Ulm
Joing, Roger Harry . . . . . . . . Minneapolis
Ronholdt, Tamara A.
Murdock
......
.........
..........
..........
..
...........
...........
King. Charles W . . J r . . . . . . . Minneanolis
~ n G s o n ,Lois ~ n .n. . . . . . . . . . .~ u n i u r g
Korsmo, Gayler Leland
Northwood, N. Dak.
Kronstad, Ingolf Berge . . . . . Minneapolis
Kubota, Cynthia . . . . . Gun Chiba, Japcin
Kuszler, Karen R. . . . . . . . . . . Minneapolis
Kuyper, Jerrold E. ......... Northfield
Kyllo, Eunice . . . . . . . . . . . . . . Wanamingo
Sather. Arne C. ............ Minneanolis
~ c h m i d t ,Marilyn F. ........... ~ a k w i n
Scholten, Harold Bernard ...... Holland
Schwartz, Roger Dudley ...... St. Paul
Scott. Ronnie Lee . . . . . . . . . . Minneawolis
soberg, George, J r . . . . . . . . ~ i n n e h o l i s
Sorensen. Mary Ann E. . . . Hutchinson
Sorenson, John David . . . . . . Eleva, Wis.
Stahlke, Richard D. . . . . . . . Minneapolis
Stierna, Gale Melodie
Bloomfield Hills, Mich.
Stockman, Earl Allyn
Stewart
Strand, Eugene Mathias ........ Braham
Stuber, Sally Marie . . . . . . . . Manneapolas
Sundquist, Lewis J .
Minneapolis
Minneawolis
Svendsen. Karen Elizabeth
Swanson, Paul Steven ...... ~ e r k h b v e n
Larson, Budrow C. . . . . . . . . . Minneapolis
Larson, Dean Ernest . . . Fargo, N. Dak.
Larson, Marilyn Virginia . . . . . . St. Paul
Lasley, James George . ...., Faarmont
Lerstad, Judith Ann
Mi~tlrenpnlis
Lindeman. Ronald ............. F1oz)kfnr
~ l n d s t r o m ,Richard Milton ...... I;lre#cll
Lorents. Olivia Gordon . . . . . Minnenpolls
Lystig, J . David . . . . . . Minnecc~~olis Taylor, Kathleen Ann Shell Lake. Wis.
Willmar
Tengwall, Sandra Joan
Tjon, Twylah Ann ... Rugby, N. Dak.
Madison, Ina J o . . . . . . . . . . . . Donnelly
Tracy, Kay Frances . . . . . . . . . Hutchinson
Malmsten, Theodore R. .... Minneapolis
Tveite. Allan Peter ......... Minneapolis
Matson, Elizabeth Joyce . . . . . . Virginia
Tweiten, Roger Allen . . . Fargo, N. Dak.
Mattison, Phillip LeRoy . . . Lamberton
Molldrem, Ariel Robert . . . . Minneapolis
Veien, Richard D. ........... Ellendale
Mortenson, Gerald W. .... Minneapolis
Vomhof, Daniel W.
Tucson, Ariz.
Nelson. Kendall Peter . . Minot. N. Dale.
Nelson, Ronald C. ......... ~ i n n e a p o l i s Wallin, Mary Ann C. ...... Minneapolis
Newsum, Edwin L. . . . . . . . . Minneapolis
Nordin, Rose Marie . . . . . Lake Lillian
Zahl, Carol J e a n
Minneapolis
........
.......
......
.
........
.....
...........
graduates
AUGSBURG COLLEGE, 1963
With the Degree of Bachelor of Arts
Almlie, Vernon Edward . . . Minneapolis
Alstead, Jerry A. . . . . . . . . . . . . . . Excelsior
Amundsen, Duane George . . Minneapolis
Anderson. A. Lois Grossman . . St. Paul
~ n d e r s o n ; Carol J e a n . . . . Minneapolis
Anderson, Helen Elizabeth ...... Clzmax
Anderson, Luther Alfred . . . . . . Hoffman
Anderson, R. Charles . . . . . . Minneapolis
Apold, Carol Ann D. . . . . . . . . . . . . Austin
Arndt, Charles Fred . . . . . . . . . . . Cosmos
Bagley, Carol J e a n
Bailey, David Arnold
........Zimmerman
...........
St. Paul
Bakken, Faith Elizabeth . . . . . . St. Paul
Batalden, Joyce Ann . . . . . . . . . Lamberton
Batalden, Paul B. . . . . . . . . . . Minneapolis
Beckman, Ronald R. . . . . . . . Minneapolis
Beglinger, Barbara J o y . . . . . . . . Moorhead
Berglund, Kenneth Lee . . . . . Minneapolis
Bevis, Roger A. . . . . . . . . . . . . . . . Excelsior
Bjurlin, Morris A. . . . . . . . . . . . . Farwell
Bloomfield, Nancy Helen . . . . . . . . . lsanti
Botten, Einar Nelvin . . . . . . . Minneapolis
Brecht, Dwayne Elwood . . . Minneapolis
Brown, Earlene L. . . . . . . . . . . Minneapolis
Bryan, Constance Jean Wicklund
Minneapolis
Carlson, Kenneth Joseph . . . . . . Willn~nr
Carlson, Richard Melvin ....... Willmcir
Carlson, Wendell E. . . . . . . . . . . . . . Colcnlo
Carlstedt. Linda Marie ..... Minnenpolis
Christensen, Mary Thorynne Minnecil~olis
Christiansen. Wayne G. . . . . Minneapolis
Clauson. Reta R. . . . . . . . . . Yorkville, Ill.
Cowan. William Owen . . . . . Miitneapolis
DeBar, Bernard Edwin ......... St. Pa111
Deen, Erinon Louis .........Mi?uaeopolis
Detjen, Ronald Dean .............. Wells
Donald, James Marr
Minnecipolis
Droegemueller. Beryl D. ... Mi?anenpolis
Dygert, Robert V. .......... Min?aeapolis
.......
Farmer, Lannell J o h n ... Madiso?~,Wis.
Franzen, Richard Keith . . . . Minneapolis
Marks, Myra . . . . . . . . . . . . Lestev Pl'nirie
Meena. Joshua Sisia . Moslti. Tnngrn~?lilia
Meffert. Robert Lee . . . . . . . . . . . Ga?llord
Meister. Jerelvn Hovland . . . . . . St. Paul
Mjo~iess, ~ l l e ;Orlaine
~
.... Minneapolis
Monson. Paul S. ............... Savage
Mortrud. David Lloyd . . . . Minneapolis
Nelson, Andre Jon . . . . . . . . . . . . St. Pan1
Nelson, Carol Ann Erickson . Mi~zi~eripolis
Nelson. Dallas S. . . . . . . . . . . Minneapolis
Nelson. Lola Mae ............. Roseall
Nelson. Richard Cris . . . . . M i n n c a ~ ~ o l i . ~
Noe. Ronald LeRoy ....... ~ i n n e a i ~ o l i f i
Nygaard. Jon I. . . . . . . . . . . Minneal~olis
Olson, Gordon Hanley . . . . . Minneapolis
Olson, LaVonne Marie C I L I I L ~ L 'Wis.
~~~~L~L~,
Olson. Robert James . . . . . . . Minneapolis
Osterberg, Russell D. . . . . . . . . Watkins
Pankuch. Leonard Edward .. Minnea]~olis
Paulson, Gary Ward ........ Minnenpolis
Garvin
Peterson. Glenn D.
Peterson, Jeffrey Gordon
Minneapolis
Peterson. Marilyn R. ....... Kerkhovela
Petrik, Diane Marie ........ Minnenpolis
Petroskey. Yvonne Marie . . . . . Virginia
Min?aeawolls
Petterson. Jerome Glendoa
Proctor. David D. .......... Minneapolis
.............
...
Gabrielsen, Stephen ............. Fcrvtilt?
Gans, Carl W. ............. Mi!u~{!ctpciliu
Gilomen, C. nonnld ........ filinrrru~rt>lls
Gjerde. Phlllr, 0,............. Sul~rll~nrrl
GjcstJcld. Donald Milton SF. Pit117Prrl'l:
Rasmussen. Paul E. C~lnaberl<t?td.Wis.
Grululer. David C. Blaitcl~nrlll)illt!. Il'is,
Raymond. Lloyd Edward . . . . . . . . Jasper
Gultlcn, Dean B. ............ MI~~!IC?I~IDI.I.Y'
Reynolds. Susan Loclre . . . . . . St. Paril
c
Gustafson, Joyce Marion . . U ~ r m i f P-nlFs
Rinde. Richard Andrew Wlaite Bear Lake
Rnlmck, Jnmcs D. . . . . . . . . . . . fi~i1irmatswtIs
Hagen, Joyce Marilyn ...... Minnenpolis
Rcrchlrt:, Lclir~td M. . . . . . . . . . . . . . St. P<ltrf
Hagenson, Ronald Thomas
110th. Rlch:lrtl I. . . . . . . . . . . . . . . . . Hlrfl~ton
St. Louis P a r k
ntvl, Jert1111c M ~ v l f i. . . . . . . . nfknric.rrfwfis
Halvorst~n. Sara J a n e . . . . . . Rucl~cstc~. Rt~!rl?. D11roJd C. . , . . . . . . . . . - , . . . T'fr~l'!~
Hanson, G c o r ~ eOrdean . . . . . . Srn~~lyd! Rtiurl, Hullr A I ~ ~ I P. . . . . . . . . M+n~lc~(~lri)ll!i
Hanson. Harlan E. . . . . . . . . . Mlftltcoin~lls Rgstri, dctlun F. . . . . . . . . . . . . . . . . . . Cl~nskfl
~ a n s o . 1 ; Mary M. ...... P a ~ k e r sPI.-ciirie
Heggen, Gaylen K. .. Estherville. IozUct
Sandbo. Hans Knutson . . . . . Minneapolis
Helmstetter, David W. ......... Newport
.
Minneapolis
Sandgren. Carol Ferris
Henrickson, Brenda Joyce . Htitclainson
Sandgren, David Peter ..... Mii~nenpolis
Hermstad, Richard P. . . . Ar~rovn, Colo.
Sather, Ruth L. ............... Franklin
Heryla. Peter T. . . . . . . . . . . . . Minnec~polis Satter. Allen A. ............ Min?~errpolis
Hess, J u d i t h A. . . . . . . . . . . . . . . .N o ~ t l ~ l i e l d Schober, Albert G. . . . . . . . . . Robbinsdale
Holm, Paul B. .............. St. Pnzll
Schroeder. Arvid C. . . . . . . . . Mznnaapolis
Holt, Bradley Paul
W i l l m n ~ Sch\valm. Clair Jerome .... Minneapolis
Howe, Lauralee Kathleen ... St. Pnzll
Sidncy. Philip Oliver . . Graflo~a.N. Dak.
Hughes, David Lester ...... Mi?~?leupolis Soice, Virginia Mabel ...... Mi?znenpolis
Humphrey. Linda Elaine
Minneclpolis
Soli, Robert Francis . . . . . . . . Minneapolis
Spjut, Paul Leander ........... Roseau
Jeckell. Carol Nancy . . . . . . Lanabe~ton Staff, Clarice . . . . . . . . . . New York, N.Y.
Jensen, Harold C. . . . . . . . . . . . . . . Vining
Starkey, Ronald Harry .... Minneapolis
Jerve. Rochelle Francene . . . . . . Watson
Steenson, David K. . . . . . . . . Minneapolis
Minneclpolis
Jiran, William Rudolph
Stinson, Patricia Louise Colunabia Heights
Johnson, Carolyn E. ........ Alexandl'ia
Stromberg. Paul William . . Minneapolis
Johnson. Grace Hilma . . . . . . Sandstone
Szepanski. Donald Michael . Minneclpolis
Johnson, Linda Margaret ... Beloit. Wis.
Johnson, Trudy Ilean . . Shavon, N. Dak.
Tangen, Karen M.
.Mi?aneclpolis
Jones, Carolyn Margrethe ... Minneapolis
Taylor, LaVonne Helen
Minneapolis
Joubert, Nancy M. . . . . . . . . . Mi?~neapolis Teppen, Frederick A.
Minneapolis
.
.
.
............
...
....
Kallestad, William Bruce . . . Minneapolis
Keller, Lee Elmer . . . . . Neillsville, Wis.
Koss, Kenneth Francis . . . . . . Minnec~polis
Lading. David William . . . . . Robbi?asclclle
Lapham, James Sigurd . . . Flushing. N.Y.
Larson, J e a n R. . . . . . . A?nherst Jct., Wis.
Larson, Wallis N. . . . Cunaberland, Wis.
Lassila. Bonnie Elaine , . . Minneapolis
Lee, LeRoy Edward . . . . . . . Minneapolis
Legaarden, Elaine Louise . . Montevideo
Leverentz, Alice J. . . . . . . . . . Minneapolis
Lielkoks, Anna J. . . . . . . . . . . Minneclpolis
Lillestol, Judith C. . . . . . . . . Mi?uaenpolis
Lindberg, Diane L. . . . . . . . Minneapolis
Linden, Charles L. . . Gvantsbzirg, Wis.
Lindquist, Sheryl J o y . Pnrkers Prnivie
Lower, Mary Margaret . . . . Minneclpolis
.
......
.....
......
Ross ...... Minneapolis
Thompson. Alan
Thompson, Steven John .... Minneapolis
Torstenson, Ordean L. ........ Dawson
Triden, Karen Gayle ........... WfLyZata
Tufford, Robert David, J r . .. Minneapolis
.
Vaala. John Leland Stuart . Minneclpolis
Velde, Ellen Ida . . . . . . . . . . Granite Falls
Wagner, Christopher Ross
La Mirnda, Calif.
Wanglie, Ruth Martine Katherine
Minneapolis
Wanner, John E. . . . . . . . . Almena. Wis.
Weigman, Roland Charles, J r .
Minnenpolis
Wilkins, Doris May
Rochester
Wilsey, Duane N. .............. St. P a u l
Wockenfuss, Lois Irene .... Minneapolis
.........
Augsburg Theological Seminary, 1962
With the Degree of Bachelor of Theology
Almquist, Paul Hempel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spicer
.
Shizuoka-Ken, Japan
Ichiyama, Ken . . . . . . . . . . . . . . . . . . . . . . . .
Moen, Thomas Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Nelson, Hubert J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Nystuen, Joseph Philip . . . . . . . . . . . . . . . . . . . . . . . . Northfield
With the Degree of Graduate in Theology
Peterson, Eugene S. . . . . . . . . . . . . . . . . . . . . . . . . Jackson
.
.
Svanoe, Rennard Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Augsburg Theological Seminary, 1963
With the Degree of Bachelor of Theology
Haller, James Howard . . . . . . . . . . . . . . . . . . . . . . . . . .Wanamingo
Husfloen, Richard Lowell . . . . . . . . . . . . . . . . . . . . . . Fargo, N. Dak.
. . . . . . . . . . . . . . . . . . . . . . . . . . . Cloquet
Juntunen, Wayne Roger
Ose, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thief River Falls
Parker, Keith Clyde . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seattle, Wash.
Pederson, Wallace Dennis . . . . . . . . . . . . . . . . . . .,... . . . . . . . . Willmar
With the Degree of Graduate in Theology
Christianson, Harlan Charles . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Hatland, Kenneth Howard . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Peterson, Philip Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Stevens, Robert Clark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .St. Paul
Summary of Graduates
Seminary
Graduates
Graduates
Graduates
-
1870-1961 . . . . . . . . . . . . . . . . . . . . . . . . . . . 693
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
710
College
Graduates
Graduates
Graduates
Total
-
1870-1961
..........................
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................
281 1
130
171
31 12
. . . . . . . . . . . . . . . . . . . . 3822
enrollment summary
Augsburg College. 1962-1 963
Class
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Senior . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . .
Total . . . . . . . . . . . . . . , . . . . . . .
102 50
115 83
162 134
207 204
44
29
0
44
0
47
0
27
0
76
630 703
.
.
.
.
--
Total Academic Year
Class
Men
Women
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . , . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . , . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . ., . , . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . .
102
124
167
224
54
0
0
0
0
-
60
86
137
210
40
45
49
27
76
-
671
730
.
.
.
.
Total
. . . . . . . . . . . . . . . . . . . ..
.. . . . . .
Total
162
210
304
434
94
45
49
27
76
1401
Augsburg Theological Seminary. 1962-1 963
SEM. I SEM. I I TOTAL
Men
Men
Men
Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . . . . . . . . . . .
Firstyear . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..............................
10
13
4
5
32
9
12
3
4
28
10
13
4
5
32
Total Student Enrollment. 1962-1 963
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.. . . . . . . . . . 1401
1
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1433
.
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . 4
Augsburg College. 1963-1 964
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Class
Senior . . . . . . . . . . . . . . . . . . . . . 91
Junior . . . . . . . . . . . . . . . . . . . . . . 148
Sophomore . . . . . . . . . . . . . . . . . . 136
Freshman . . . . . . . . . . . . . . . . . . . . 226
Special . . . . . . . . . . . . . . . . . . . . .
45
Fr Nurse (D.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (F.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (M.H.) . . . . . . . . . . . . . .
0
Fr Nurse (S.H.) . . . . . . . . . . . . . . .
0
73
101
134
183
38
42
46
40
92
Total . . . . . . . . . . . . . . . . . . . . . . . 646
749
.
.
.
.
- -
Total Academic Year
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Men
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
683
.
.
.
.
Women
Total
166
74
260
106
281
138
424
186
98
42
43
43
46
46
40
40
92
92
.
767
92
154
143
238
56
0
0
0
0
-
Total Student Enrollment. 1963-1 9 6 4
Men Students .
Women Students .
.
.
.
. . . . . . . . . . .
. . . . . . . . . .
Total . .
. . . . .
..........
Deducting those counted more than once
.
.
683
767
1450
Academic Administration . . . 47
Accounts. Payment of . . . . 18
Accreditation . . . . . . . . . . . . 2
. . . . . 117
Administration
Admission . . . . . . . . . . . . . . . 27
Advanced Placement . . . . . . 28
Advanced Standing . . . . . . . . 28
Affiliation . . . . . . . . . 2. 8. 98
Aims and Obiectives . . . . . . . 8. 9
Alumni Association. The . . . . 10
Archives. The . . . . . . . . . . . 12
Art. Department of . . . . 71. 103
Athletics . . . . . . . . . . . . . . 39
Attendance. Chapel .
.
. 31
Attendance. Class . . . . . . . . 49
Audio-Visual Center
. . . . . 13
Awards . . . . . . . . . . . . . . . . 41
Biology. Department of
89. 109
Board. Cost of . . . . . . . . . . 16
Board of Regents . . . . . . . . 116
Bookstore . . . . . .
. 10
Buildings . . . . . . . . . . . . . . . . . 10
Business Administration . 83. 107
Business Education . . . . . 85. 108
Calendar . . . . . . . . . . . . . . . 4. 5
.
. . . 31
Campus Life
Cancellation . . . . . . . . . . . 47
Chapel Service. The . . .
31
Chemistry . . . . . . . . . . . . 91. 110
Church Workers . . . . . . . . . 100
Classification of Students . . . 48
Clubs . . . . . . . . . . . . . . . . . . . 28
Coaching Endorsement . . . 96
36
Co-curricular Program . . . .
Committees of the Faculty . 118
Comprehensive Examinations . 50
Conditions . . . . . . . . . . . . . . 50
Convocation . . . . . . . . . . . . . . 34
Corrective Therapy . . . . . . . 98
Costs . . . . . . . . . . . . . . . . . . . 15
Counseling . . . . . . . . . . . . . . 42
55
Courses of Study . . . . . . . . .
Credits . . . . . . . . . . . . . . 55
Curriculums . . . . . . . . . . . 99
Art . . . . . . . . . . . . . . . . . . 103
Biology . . . . . . . . . . . . . 109
Business Administration . . . 107
Business Education
. . . . 108
Chemistry . . . . . . . . . . . . 110
Church Workers . . . . . 100
Dentistry . . . . . . . . . . . . 113
Economics
. . . . . . 107
Elementray Education . . . 106
Engineering . . . . . . . . . 114
English . . . . . . . .
. 101
French
. . . . . . . . . . . . . 103
General Liberal Arts . . . 99
German . . . . . . . . . . 103
Greek-Latin . . . . . . . . . . 101
Health and Physical Ed
112
High School Teaching
106
History . . . . . . . . . 104
Home Economics . . . . 108
Law . . . . . . . . . . . . . . . . . 114
Mathematics . . . . . . . . . . . 111
Medical Technology . . . 112
Medicine . . . . . . . . . . . .
113
Ministry . . . . . . . . . . . . . 100
Music
. . . . . . . . . . . . 103
Nursing . . . . . . . . . . . 114
Parish and Church Workers 100
Philosophy
. . . . . . . 101
Physics . . . . . . . . . . . . . . 110
Pre-Seminary . . . . . 100
Psychology . . . . . . . . 105
Secretarial . . . . . . . . . . . . . 115
Social Science Combined . . 104
Sociology
. . . . . . . . 104
Spanish . . . . . . . . . . . . . . 103
Speech . . . . . . . . . . . 102
.
Degree . . . . . . . . . . . . . 51
. . . . . . . . . 2, 140
Development
Dentistry. Pre-Dental Courses . 113
Discipline . . . . . . . . . . . . . . . . 32
Distinction. Degree with . . . 53
56
Divisional Organization . . . .
Dramatics . . . . . . . 37. 65
I
index
Economics . . . . . . . . . . . . 84. 107
Education. Department of . . 79
Education. Elementary . . . 79. 105
Education. Secondary . . . 81. 106
Electives . . . . . . . . . . . . . . . . . 53
Eligibility Requirements . . . . . 40
Employment . . . . . . . . . . . 25. 45
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . . 114
English. Department of . . 62. 101
Enrollment . . . . . . . . . . . . . . . 135
Entrance Requirements . . . . . 27
Examinations . . . . . . . . . . .
49
Expenses . . . . . . . . . . . . . . . . . 16
Home Economics . . . . . . . 86. 108
Honor Points . . . . . . . . . . . . 50. 53
Honors . . . . . . . . . . . . 41. 53. 98
Hospital Affiliation . . . . . . . . 98
Housing . . . . . . . . . . . . . . . . . 44
Humanities. Division of the . . 61
Incompletes . . . . . . . . . . . . . . 50
Intercollegiate Athletics. Purpose
and Philosophy of . . . . . 39
Journalism . . . . . . . . . . . . . . . 63
Junior Year Abroad . . . . . . 98
Faculty. The . . . . . . . . . . . . . 119
Fees . . . . . . . . . . . . . . . . . . .16. 17
Financial Assistance . . . . . . . . 18
Financial Information . . . . . . 15
Fine Arts . . . . . . . . . . . . . . . . . 34
Food Service . . . . . . . . . . . . . . 44
French . . . . . . . . . . . . . . 68. 103
Laboratories. Natural Science 13
Latin . . . . . . . . . . . . . . . . . 62. 101
Law. Pre-Law Courses . . . . 114
Liberal Arts Curriculum . . . . . 99
Library . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 83
Loan Funds . . . . . . . . . . . . . . 18
Location . . . . . . . . . . . . . . . .2. 3
General Education
Requirements . . . . . . . .
General Information . . . .
Geography . . . . . . . . . . . .
German . . . . . . . . . . . . . .
Grade Values . . . . . . . . . .
Graduates . . . . . . . . . . . .
Graduates-(1 870-1963).
Summary of . . . . . . . .
Graduation Requirements
Grants-in-aid . . . . . . . . . .
Greek . . . . . . . . . . . . . . . .
Guaranteed Tuition Plan .
Majors . . . . . . . . . . . . . . . . . 52. 99
Mathematics . . . . . . . . 95. 111
Medical Technology . . . . . 98. 112
Medicine. Pre-Medic Courses . 113
Membership in Educational
Associations . . . . . . . . . . . .
2
Ministry. Preparation for the . 100
Minors . . . . . . . . . . . . . . . . . . . 52
Modern Languages.
Department of . . . . . . . . . . 66
Music. Department of . . . 69. 103
Music Fees . . . . . . . . . . . . . . . 16
Musical Organizations . . . 38. 71
.
Health and Physical Ed . 96.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History and
Political Science . . . . . . 73.
112
43
106
7
104
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 89
Norwegian . . . . . . . . . . . . . . 67
Numbering of Courses . . . . . . 55
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 98
Nursing. Pre-Nursing Courses 114
index
Objectives and Aims . . . . . .
9
Organizations. Student . . . . . 36
Orientation . . . . . . . . . . . . . 43
Parish Work. Curriculum . . . . 100
Part-time Students . . . . . . . 16. 48
Payment of Accounts . . . . . . . 18
Personnel Services. Student . . 41
Philosophy. Department of 59. 101
Physical Education . . . . . .
39
Physics. Department of . . . 93. 110
Placement Service for
Graduates . . . . . . . . . . . . 45
Plant. The Physical . . . . . . . . 10
Political Science . . . . . . . . . . . 75
Pre-Seminary Curriculum . . . . 100
Prizes and Scholarships . . . . . 20
Probation . . . . . . . . . . . . . 48
Psychology. Department of 78. 105
Publications . . . . . . . . . . . . . . 36
Purposes . . . . . . . . . . . . . . . . . 8
Records . . . . . . . . . . . . . . . .
43
Recreation . . . . . . . . . . . . 32. 34
Refunds . . . . . . . . . . . . . . . . . . 17
Regents. Board of . . . . . . . . . 116
Registration . . . . . . . . . . . . . . 47
Registration. Change of . . . . . 47
Religion and Philosophy.
Division of . . . . . . . . . . . . . 57
Religious Program . . . . . . . . 33
Residence Requirement . . . . . 53
Room Costs . . . . . . . . . . . . . . 16
Scandinavian Language and
Literature . . . . . . . . . . . . . . 67
Scholarships and Prizes . . . . . 20
Secretarial Courses . . . . . 85. 115
Seminary. Summary of
Graduates . . . . . . . . . . . . . 134
Social and Recreational
Activities . . . . . . . . . . . . . . . 34
Social Sciences, Division of the 73
Social Sciences . . . . . . . 76, 104
Sociology, Department of 76, 104
SPAN . . . . . . . . . . . . . . . . 98
Spanish . . . . . . . . . . . . . 68, 103
Special Programs of Study . . 98
Speech, Department of . . 65, 102
Student Activities,
Coordination of . . . . . . . . . 34
Student Government . . . . . . 35
Student Personnel Services . . 41
Suspension of Students . . . . 48
Symbols . . . . . . . . . . . . . . . . 55
Teacher's Certificate . 79. 81. 106
Teaching Curriculums . . . . . . 106
Testing . . . . . . . . . . . . . . 43. 50
Transfer and Advanced
Standing . . . . . . . . . . . . . 28
Tuition and Fees . . . . . . . . . 16
University Courses . . . . . . . . . 48
Upper Division Requirements . 53
notes
Augsburg College is now in the
"centennial phase" of its development
program, pointing toward the 100th
anniversary of the college in 1969. The
centennial phase program, covering the
years 1964-1969, is the second phase of
a 20-year development program begun in
1959 in which objectives are timed to
five-year phases.
The college has the following centennial
goals for the current five-year period:
Facilities - TO construct an art building,
a 600-bed high-rise dormitory and a college
center; to remodel Science Hall, Old Main,
and Memorial Hall; to complete Si Melby
Hall and to acquire additional athletic
field space.
Enrollment - To increase enrollment to
1600 students.
Faculty - To increase by ten the number
of full-time faculty members.
Tuition - To maintain tuition a t levels
judged to keep the cost of education a t
Augsburg within the range of its
constituency.
Library - To increase the holdings of
George Sverdrup library by 50%.
-
Budget
To increase the educational
budget to $2,000,000.
Student aid - To increase expenditures
for scholarships and grants to $209,000.
Endowment - To establish a fund of
$50,000 per year for endowed scholarships.
DEVELOPMEN1
PROGRAM
Show less
AUGSBURG
COLLEGE
INTERIM 1991
..................................................................
2
............................................................................3
..........................................................3
.........
......................................... ... Show more
AUGSBURG
COLLEGE
INTERIM 1991
..................................................................
2
............................................................................3
..........................................................3
.........
......................................... ....~...................
....,.,.,.. .. .
....... .......44
..........................................................5
.............................................................34
.................................................................35
............................................36
Introduction
Calendar
About this Catalog
Options
Visiting Students
Augsburg Courses
UMAIE Courses
Other Courses
Augsburg Lifetime Sports
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The
College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics in places and ways
not possible during the regular term.
Because one Interim course equals a full-time load, students should plan to
spend the same amount of time in class and preparing for class as they would for
a four-course load during Fall and Spring semesters. Students can register for
only one course credit during Interim. There is no tuition refund for a student
who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students
generally have the option to register on a Pass/No credit basis. A few Interim
courses are graded only on the P/N system; this is indicated in the course
description.
Some courses are offered with either upper or lower division standing. Such
Interim courses have two numbers listed and the student must select. Students
registering for upper division standing should anticipate additional assignments
and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of
which at least three must be Interim courses (or one Interim less than the number
of years of full-time enrollment at Augsburg; e.g., a transfer student enrolled full
time for two years is required to complete one Interim for graduation).
For More Information
Interim Office Memorial 230)
Interim*tary,
Kay Thoat =lo25
Interim Dimtor, Dr. Don Gustafsonat 330 - 1119 Memorial 114b)
It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age,
marital status, sex or handicap as required by Title 1Xof the 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and
employment practices.
Interim Calendar 1990
.............................................................Interim Registration
...........................................................................
Late Interim Registration
.........................................................................................
First Day of Interim
October 29 -November 2
December 3
January 2
Class I 9:00 a.m.
Class I1 1:00 p.m.
........+..C..H...U
.....................................U..U...Y.m..r..La~tDay for CanceYAdd
...................Last Day for Determining Grading System with Registrar
January 3
January 16
January 18
January 30
February 4
..................................................Last Day for Withdrawing from Courses
....................................................................................................
Interim Ends
................................................................................ Spring Semester Begins
The time and number and length of meetings as well as the beginning time will
be arranged the first day of class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes Time I classes will begin at
9:00 a.m.)
Time 11: 1:00 p.m. to 5:00p.m.
Note: Martin Luther King Day will be observed at Augsburg with a special
convocation on Monday, January 21, at 1:00p.m.
About This Catalog
The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by
Augsburg but recognized by the College for Interim credit. Further descriptions
and information about these courses are available in the Interim Office, Memorial
230. Students may also register for one of the lifetime sports listed at the end of
the Catalog.
Options
International Interim - Students are invited to be part of one of the 27
international Interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of
this catalog.
Independent or Directed Study - Studentsmay elect a progt-am of independent
study (upper division 499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting responsibility for
more than one independent study per Interim. Students choosing to pursue
independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at
least one week before registration and no later than December 3. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools - Augsburg students may enroll at any other 4-14 institution which offers a reciprocal Interim arrangement. Catalogs of these
Interims can be consulted in the Interim Office. The Interim Secretary will help
students in applying for registration at other schools.
Registration for Interims at the other Twin Cities colleges will be at Augsburg during the regular registration period. Note that Interim Courses at
Macalester, Hamline and St. Thomas begin on January 7 .
Most courses taught during the Interim at other 4-14 schools are accepted
for credit by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects
courses offered for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-14 schools for the
January Interim without tuition charges provided the student's home institution
agrees not to charge tuition to Augsburg students for the January term. The
waiver of tuition does not include special fees, housing or board costs. Other
students will be charged $708 for the Interim course.
Students interested in registering for an Augsburg Interim should write to
the Interim Director for application fonns or use the forms provided by the
Interim Office at their own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
The Florida Keys: Marine Biology
of the Florida Keys and Writers of The Florida Keys
This interdisciplinay program will involve about two weeks of study i n southern
Florida. It will be based at the Newfound Harbor Marine Institute on Big Pine Key
during most of this period but there will also be a brief trip to the Everglades. Two
distinct course offerings are availablefor credit, taught by Ralph Sulerud and John
Mitchell. Descriptions for these courses can be found in the appropriate departmental
sections of this catalog (Biology and English.)
The interdisciplinay component will involve several days of field trips conducted by
the personnel of the institute. Unique communities such as coral reefs and mangrove
swamps will be studied. There will be plenty of opportunity for snorkeling, and scuba
diving is available for those who are certified. Students will also make several visits to
Key West, and will study some of the writings of Key West authors (see page 12). All
students will participate in these activities and i n certain classes i n addition to completing the specific requirements of the course for which credit will be given. It is intended
that relationships will become apparent between the biology of the Florida Keys and the
writing which has emerged from this interesting environment.
A fee of approximately $1,200 will be charged for transportation (including airfare),
lodging, most meals and the services (field trips, lab facilities, classes, etc.) of the
Newfound Harbor Marine Institute.
Marine Biology of The Florida Keys
BIO 140-41048; 340-41049
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of marine organisms
and marine ecology. Most of approximately two weeks in Florida will be spent at
the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers
laboratory facilities and field trips in addition to housing and a dining hall. Field
trips will pennit the study of diverse habitats such as those of coral reefs, shallow
bays, mangrove swamps, seagrass communities and tide pools. Organisms from
these communities and others will be investigated onsite and in the laboratory. A
marine biologist from the institute will be available to lead field trip and conduct
specialized classes. Upon termination of the program at the institute there will be a
short trip to the Everglades to experience yet another interesting environment.
Preparation for the excursion to the keys will be made during the week prior to
the trip. This will include an introduction to marine biology utilizing a variety ol
audiovisual materials. The final week will be devoted primarily to study and the
completion of course requirements.
The course will have an interdisciplinary component. Biology students will
interact with students from John Mitchell's Key West Writers course. Further
information concerning this component will be found listed under The Florida
Keys in the Interdisciplinary section of this catalog.
Evaluation will be based on overall participation in the program, a journal
based on daily experiences, and one or two exams. Upper division students will
also do a special research project which will be the basis of a paper.
Prerequisites: Permission of instructor. For upper division credit, Biology 111
and 112 or equivalent.
Distribution: BiologyIChemistry
Time: I
Room: Science 213
Molds, Mushrooms and Humans
BIO 141-41047
Instructor: Esther McLaughlin
The course will make familiar the "fifth kingdom1' of o'ganisms, fungi,often
neglected in undergraduate curricula. 'Ihe biology and classification of fungi,their mle ir
the ecosystem (rotting and other activities),and their medical, industrial and commedal
importance will all be covered in ledures, student pmentationsand field trips.
Evaluation will be via tests,quizzes, and graded presentations. Some classroom
demonstrationsof fungal typesand forms will be included.
Distribution: BiologylChemistry
Time: I1
Room: Science 205
Chemistry for Changing Times
CHE 100-41001
Instructor: Arlin Gyberg
'Ibis is a non-labontorychemistry course W on the popular book by JohnW. Hill
of the s m title. It is not a traditional chemistry come and does not assume a science
backgod. Basic science and math are introdud early and taught as needed for
understandmgthe various topics and implications. 'Ihemumedoes assumethe studentis
in-ted
in and concerned about the relationshipof chemistry to life and living.
Chemistryhas been intimately a part of liberal eduation for centuries. The early
scientists we= considered to be philosophersand their societies were philosophical
societies. In recent decades the human seeking of pemnal independem has led to
chemistrybecorning a part of everyday life to the point of actual dependare on chemistry. We live in a world of pesticides, fertdkm, plastics, "thepill", food additivesand
processed foods, vitamin supplements, the energy crisis, chemical dependency, biocides,
pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on
and on. Emotions and mental disorders can often be traced to chemical imbalance. The
common bgged out, grumpy feeling after an afternoon nap is a mult of a chemical
imbalance. The nature of a hangover is the result of a complex systemof alked body
chemistry. Even learning appears to be the mult of chemicalreaction to forma
"memory molecule". Most of the problems we face are molecular in nature. What then
but chemistry can better help us to understand ourselves, our society, our world, and our
universe? Come pin us as we take a molecular look at the hummamWion
This course will be offered in a lecture/discsussion format Films will supplementthe
lechm/discsussion periods. Daily quizzes willbe used for evaluation This course meets
a distributionneed but does not satisfy prerequisitesfor Chemistry 106or 116.
Prerequisite: High School Algebra
Distribution: Biology-Chemistry
Time: I1
Room Science 315
A Labaatory Intro&m
to Chemisty
<31M113.41002
Instructar: JoanKunz
Substances changed into new materials; colors change; solids v t e from
solution a m i stry is Lhe scimcc which trim to dcrstand these and many other
c h a n p wmning in the ma ttm around us. An intemting way to become introduced to
&anistry and to problem solving in the sciences is to do laboratory q x r h e n t s . 'Ihis
muse presents an introduction to chemistry using the laboratory as the chief arena for
instruction Studentswillbe introduced to measurements, reactions, synthesesand
chanical problem solving such as idcntifiation of simple m p u n d s in solution and
dekmination of amounts of matuials prrscnt in a sample Pmpr attention to techniques and safe practices in the laboratoryis scpeded. The course will meet each week
day fot thm hours. Course grades will be based on the quality of the laboratmy work,
tl-e I a h t m y reports ~summri;jngeach eqmimk),and an e m at the end of tlw
murse.
Distributiom Biology/Chemistry
Time:I
Room Science 315
COBOL
CSC 27141003
Instructo~:LanyRagland
A study of the COBOL progmning languagefor studentswith someprevious
howledge of pmgrammhg. This course will expand a student's knowledge of p r e
gramming and pmgmmkg languagesthrough pmentation of the features of COBOL
together with programming techniques for using those features. Thiscourse will include
lechms and programmingassignments in COBOL. Evaluation will be based on the
progaming assignments and examinations.
Pnsequisite: One course with a study of computer language (eg, CSC 170)
Time:I
Room: Science 112
Puinciples of Miaaeconornics
ECO 1l%4100Q
Instrudo~Satva Guvta
~n introdkon bmicroeconomics: the theory of the household, firm, market
structuresand income distribution the^ willbe an applicationof elementaryeconomic
theory to market policy. Grades will be based on tests in class.
Distribution: Economics/Political Science
Time:I
Room: Library 1
C 0 n ~ o r a . EcommicRelatim
y
Betzueen East and West
ECO 319-41037
Instructo~Magda Palemy-Zapp
In this course,we'll explore motivations for ecommic cooperation between countries
with different political and economic system 'Ihis will be followed by the analysisof thc
conditionsfor East-West economic cooperation and its pattans. We'll focuson m t
developmentsin pint economic and indusbial cooperation. Students will share an
understandingof economic relations at the national level and see how nations with
diffemt economic and political systems employ the principles of politics and economics
in their own domestic and international affairs. Using compamtivemeans,institutions
and systems that drive cornmaw and g o v m c e will be explored and explained,
including recent institutionalchanges in the dm&& of foreign trade in centrallyplanned economics. Then, at the global level, the effects of GAlT, EEC, and OMEA on
East-West economic dations will be examhed. At the end of the course, we'll try to
identify trends and alternativesin the 1980s. 'Ihere will be a mid-term test, a final scam
(takehome),and a
paper.
Prerequisite: Economics 112(Macro)
Time: I
Room: Old Main 21
EcrmomicMysis ofHumanActz*~~l~
and Orgm'mtbns
ECO 31%41038
Instrudac Milo Schield
Objective: To use thetoolsof modernmicm-emnomics to analyze a wide variety of
humanactionsand hurrranoqpizati011~
Issues Understandinginvestmentsin human capital (education,marriage, familyIsocial
clubs, charities, etc.) Undastanding the n a W I growth and mnsequencesof pmperty
rights (an economic theory of law, an economic theory of Western history, an economic
theory of capitalism,etc.) Understandingthen a W , growth and consequences of public
choices (publicopnizations and economicefficiency, voting, politicians, an economic
theory of bureaucracy and an economic theory of the State).
Textbooks: Henri LePage: ' T o m m w Capitalism1', RadniRadnitzkyand Bemholz: "Emnomic
ImperMsm".
Math Level: No calculus;some geometry. Rimarily vehd reasoning.
I quizzes,paper and final.
Approach: Readhgs, lechmsI~ o n sweekly
Evaluation: Quizzes (3at 100/0),final(200/0),book wviews (20%0),paper (20'31)and attendance/parlicipation (~WO).
Prerequisites Uppewlass standing or an upper-divisioncourse in Political Science,
Sociology, Philosophy or Economics, or else the permission of the Instructor.
Time: I1
Room: Science319
For more Economics listings, see Page 36
Human Relations
EDS 38841050
Instructor: Carolyn Clemmons
This class provides valuable insight into the values, communication techniques, cultural mores and other unique characteristicsof major minority groups
in Minnesota. This class is taught from a perspective of minority group members
with interaction from class members.
How do you blend and honor the diverse cultures in a classroom setting?
How might you gain more knowledge of our global society?
Students will develop interpersonal relation skills applicable to teaching and
other professional vocations. This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: II Tuesdays, Thursdays and alternate Fridays
Room: Old Main 10
Discovery Leaming in ihe World of I(mdergmten
EDE 37541005
Instructor: Bruce Drewlow
This class
students for the unique experiencesand rrsponsibilitiesof a
kindergarkmcla~~~~~)m~classwill:
A. Stms key adult/child relationships.
B. S~RSScurriculum developmentand instructionalsystems which are supportedby
current mearchand practices in education settings.
C. Stress key adult/child relationships.
D. Stress process - '%ow to learn".
E. Sharemearchhsed findingsabout developmentally appropriateclassmom organizational plans.
ER
mntinuities and discontinuities in development (characteristicsof the
kindergarten child).
G. Examine appropriatedevelopmental instructionpractices.
H. Examine appropriatecurriculumdesign and instructionalpmgrams meeting the
needs of the kindergarten student.
I. Explore current methodologies in the instruction of the kindergarten child.
J. Include guest speakem and field trips.
Objectives of the class: At the completionof thisclass the studentwillbe able to
iden*
1.Developmental needs of the kindergarten
2. Discuss the diffe~ntapproachesto kindergarten educationand the theories
behind these approaches.
3. Organizea classroomenvironment to meet the learning needs of students.
4. Identify and create a curriculumplan for teaching kindergarten that meets both t h
students1needs and the teaching style of the teacher.
Grades willbe based on projectsIdiscussion and examination. This is a one-half credit
COum.
Pmequlsites: Passing of PPST and admittance to Educationprogram in pmcess.
Time:I Mondays, Wednesdays and alternate Fridays
Room: Library 4
wtiw o f t h r n w q s
ENG 13641051
Instructo~JohnMitchell
This course offers a study of literatureas it relates to setting, in this case an environment that willbe studied and experienced biologically, ecologically, and culturally in
with the mading of essays, poetry, and fiction. 'Ihe study of the environment
co-(E
itself will involve an interdisciplina~~
program based at the Newfound H a h r Marine
Instituteon Big Pine Key about 30 miles from Key West. The main text will be The Key
WestRtnder: l'he Best ofthe Key West Writers,18B1990; in addition, studentswill read
one novel from a variety of choices. It is said that at any given time there are about 50
writas living in Key West. They have included Stephen c1-ane,John Dos Passos, Wallace
Stevens, Ernest Heminpay, Wbeth Bishop, Robert Frost, TennesseeWilliams,
Thomas Sanchez, Thomas McGuane, and nunemus others. Field trips during the twe
week stay will involve excursions into the culturally and racially diverseArt Deco District
of Miami Beach; snorkelingin the coral reefs; trips to the "back country"of the mangrove
islands; visits to the homes of writem like Emest Haningway and TennesseeWilliams;
and an excursion into the Evqlades. A wonderful interplayof environment, culture,
and literaturewill result and the student will be an informed y c e rather than a men?
tourist. Studentswillbe scpected to keep a journal and to write a final paper about 1G12
pages in length, based upon the use of environment as literary setting.
This interdisciplhq program will involveabout two weeks of study in southern
Florida. It willbebased at the Newfound Harbor Marine Institute, Big Pine Key during
most of this period but the^^ will also be a brief trip to the Everglades. Two distinct
course offerings m availablefor d t , taught by Ralph Sulerud and John Mitchell.
Descriptions for these c o r n can be found in the appropriate deparhental sections of
this catalog (Biology and English)
The interdisciplinarycomponent will involve several days of field trips conducted by
thepemmnel of the institute. Unique communitiessuch as coral reefs and mangrove
swamps will be studied. Them will be opportunity for snorkeling, and scuba diving for
thosewho are certified. Studentswill also make several visits to Key West, and will
study writings of Key West authors. All students will participate in theseactivities and
in catain classes in addition to completingthe specificr e y h m m t s of the course for
which d t will be given. It is intended that mlationships willbecome apparent
between thebiology of the Florida Keys and the writing which has emerged from this
interesting environment.
A feeof approximately$1,2mwillbe dmged for bansportation (includinga m ) ,
lodging, most meals and the services (field trips, lab facilities, classes, etc.)of the
Newfound Harbor Marine Institute.
Pm.requisites:Permission of instruct01
Distribution: EnglishISpeech
Time: I
Room: Old Main l2
The S h a t Stay -Elements of Fidm
1
I
mG~1007/MW10a)
Instructoc Kathryn Swanson
What is fiction? What is good fiction? What elements of fiction should be considered
,in making an evaluation? In this course, students will find answersto thesequestionsby
mding a variety of fictional works and by writing their own fiction.
Although the course will not involvea systematic analysisof the history of the form of
the short story, we willbegin with tales and fables and we will &a sufficientnumber of
classics for the student to appnxiate the historical developmentfrom Poe to Beattie. 'Ihe
c o w willinvolve practice in ways of aplitaature and will include study of the
basic critical terminollogy, so it would be an appmpriatecourse for studentswho have not
yet studied literatureat thecollegelevel.
Students are scpectedto readthe storiesand novel, participate in class discussions,
write an analysisp a p on a selected short story, write an original short story, and take
several quizzes and a finalscam
Students talang thiscourse for upper division d t will m d an additional novel and
p~epw
a substantialpapg/class presentation bsed on it.
All students will be asked to contniute$5 to enable printing and distributionof sel&
original fiction from theclass.
Prerrquisite: Effective Writing
Distriiution: EngIiWSpeech
Time: I
Room: Music 22
Speech Communi*:
W
m Mimniiiie, Social C h ,and their
VioftheEnglishLanpge
ENG ZL9-4l057
Instructm JohnSchmit
'Ihe speech that we use, as much as theclothes that we wear, marks us as members of
a p u p . We adopt the laripage of thecommunity to which we wish to belong, and,
conversely, by njeclingthe languageof a community we are seen to reject the community
itself. Speech communitiesare delineated linguistically, but are definedas culW units.
'Ihe l a n m of each must encompass those conceptsand name those things that the
c
u
m
l holds to be important. 'Ihiscourse will conduct an emmination of issuescentralto
analysis of the speech communitiesof women, minorities and socialstrata. Students willlx
asked to focustheir individual study on an issue of pasonal intevst.
'Ihe come will combine ledme and student-initiated discusion Each student will be
evaluated on thebasis of two examinationsand a short (8 page) p a p .
Distribution: Urban Studies,or Women's Studies, or Minarity Studies
Time: II
Room: Old Main 27
ReSisi0n.s: ConternpmaryDmma in English (1975-pment,l
ENG 24941009
Instructm Douglas Gram
Questions of ethnicity, class, language, gender, and sexuality pervade recent
drama in English. These issues are revitalizing both contemporary drama and
productions of classic texts. We will examine how dramatic works of the late '70s
and the '80s, written in English, have been shaped by and have addressed issues
ranging from racial tension and interaction to sexual preference. (We sometimes
survey cumnt drama on several such topics, like class, gender, and language in
1989, and sometimes concentrate solely on plays about one issue, like sexual orientation in 1990.) For comparativepurposes, we will also view a few films on related
topics and try to attend at least two productions in the Twin Cities. There will be
moderate fees for the local productions.
Students will keep a journal, write two in-class essays, and one short paper.
(Theremay also be occasional quizzes.) A series of group projects, which include a
long paper and some performance, will conclude the course.
Prerequisite: ENG 111(Effective Writing) is strongly recommended
Distribution: EnglishISpeech
Time: I1
Room: Old Main 18
Recreational Rhythms and Activities
HPE 232-41042
Instructor: Carol Enke
Theory and practice in teaching and performing American heritage and intemational folk dances. Exposure to New Games concepts and activities.The majority of
the course grade is based on participation in class activities, a teaching assignment,
and a written test. This is a one-half medit course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
Administration and Supemision of the
School Health Program
HPE 410-41043
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to
community health program and resources. Methods and materials in health education with laboratory experiencein classroom and community.
Periodic exams covering lecture and textbook assignments; written summaries
of professional journalarticles; in-class activities, including a presentation on a
teaching method.
Pmequisik HPE 320 (School Health C m i d u m )
Time: I
Room: Murphy Place2
CoachingofBasketbaZ1
HPE 477-41090
Instruchm Brian Ammann
?heory, tdmique and administrativeaspects of mchingbas-.
Exams, on-thefloora>aching~~es,danduscoutingreportdbethemethodsofevaluation
Thisisa
&f
cradit catrse.
Time I, Tuesdaysand Thursdaysand alternateFridays
Room: Melby 111
Coachingof Volleyball
HPE 48341054
Instructo~:Marilyn Florian
This c o r n deals with the theory, technique and administrative aspects of coaclng
volleyball. A small part of the grade willbe based on completed assignments; the mapr
portion of the grade will be based on tests.This is a one-half credit course.
Time: I, T and Th and alternate Fridays
Room: Melby 111
Officiating of Basketball
HPE---- 41041
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the game of
basketball. There will be practical experience on the floor. Students completing
the course should be ready for certification by the Minnesota High School
Association. Grade evaluation will be based upon tests, papers prepared and
performance on the floor. While there are no prerequisites, it is highly advisable
that students have some basketball playing experience. This is a one-half credit
course.
Time: 11, Tuesdays and Thursdays and alternate Fridays
Room: Si Melby 202
The 18SOs:Ameuica'sWatershed
HIS 33841056
1nstrucl.o~JohnJenswold
lkpmion! War! b b r wiolerm! Ruml mlution! Psycholo@ccrisis! mal
dislmkion! Political comption! Racial conflict!Thc 18% was a dynamicdecade of
crisis and challmge in almost every a s p 3 of American life. This rmwrlcable landmark
d d e pmvidcs a window through which we a n examine a n u m b of nwpr t h m
and W s taking s h a p in d m American d e t y , p l i tics, economics, culture, and
fordp @icy.
We'U appmach thederade thmgh the mdqpof such contemporary writers as
JaneAddams, ATbert Bevcridge, E u p e V. Debs, Theodoxv Dr&, The People's Party,
Jacob Riis, Frederick Jackson Turner, Thontein Veblen, and Booker T. Washington.
These readings - and their historical contacts- will provide the basesof ledures and
discussionson the rcIwant topics of the dmde under study.
Evaluation will be b a s d on short papers on tlac m d i n p and on one essay exarnination, as well as on classdiscussionsof the assigned material.
Prerequisites: HIS 221 or HIS 222, (US. Survey)or consent of instructor
Time: I
Room Old Main l3
The capstone of the Augsburg First Year Experience (FYE)Program is a special
interdisciplinary Interim course with places reserved for first year students. For the 1991
Interim there will be a single course with three sections, each taught by a difierent faculty
member. The course will provide fill credit and will satisfy the Fine Arts distribution
requirement. A few students who are not freshmen will be permitted in the course.
Art and Idea: The Baroque in Europe
INS 191-41011
Instructors: Julie Bolton, Merilee Klemp, Kristin Anderson
How do we see? How do we listen? How do we respond to theater? What is
the nature of art? How m ideas conveyed in art forms? What do the visual arts,
music, and theater have in common? How do they reflect the society in which they
were created? Is art timebound or timeless? All art forms are linked to a particular
time and place. We see that the visual arts, music and theater always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and
theater created in Europe in the Baroque period, the course will explore how to
appreciate and understand the various art forms, e e e the relationships among
the arts, and consider the expression of enduring themes and ideas at different
points in time.
Students will participate in the course through various readings, including
reading plays, studying scores and listening to recordings, and reading primary
source material connected to the art pieces considered. Using the resources of the
College and the city, students will also attend a special performance of the Augsburg
Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts,
and attend music performances, including the Minnesota Orchestra or the St. Paul
Chamber Orchestra. Students will be expected to attend all required performances
and museum visits, write analyses of the art works or performances, and write a
paper integrating the different arts and time periods studied. There will also be
quizzes.
Costs for tickets to performances should not be more than $15.
Distribution: Fine Arts
Time: I The class will normally meet during Time I, but students will be expected to
attend a limited number of off-campus events (someevenings andlor weekends)as a part
of the class work.
Room: Tjomhom - Nelson Theater
The Paideia Approach: Thinking and Talking
About What You Read
I N S 120-41055
Instructors: Marie McNeff, Vicki Olson
Students will participate in a series of seminars, following the Paideia
seminar format as developed by Mortimer Adler and Paideia Associates.
Students will read selected readings, which will then be discussed in Paideia
seminars. One seminar will use Charlie Chaplan's "Modern Times" for viewing
and then seminar. Open to students with an interest in learning through and
about the Paidcia Program.
Students will read selected readings and view selected films for seminar
discussions, develop and/or hone habits of mature, intellectual talk; observe
seminars conducted in Minneapolis and St. Paul Public Schools; study the
Paideia Proposal; design their own rules and norms for effective seminars;
evaluate their own behaviors during seminars; lead seminars.
Methods of evaluation will include interviews with students and observations of students participating in seminars. Reflective writing will be a part of
the evaluation methodology. The evaluation of the course will be based, in part,
on seminar participation: "The good seminar participant (1) is neither too
impulsive nor overly hesitant in responding, (2) checks periodically on the
purpose and direction of the talk, (3) allows people to be heard, (4) is an active
listener, (5)spreads out the discussion, (6) is considerate, (7)criticizes a point
thoughtfully, (8)makes room for productive silence, (9)is well prepared." (From
"%minar Strategies": portion of essay by Grant Wiggins, Coalition of Essential
Schools, Brown University.)
Time: I
Room: Science 319
Social Change: The Ultimatum of
Community Development in India
I N S 241-41053
Instructor: Vincent Peters
Life in the global community of today's world demands an understanding of
many issues from perspectives not easily achieved without intimate study from a
viewpoint far different than one's own. This course seeks to challenge many
common assumptions regarding the differences between "rich" and "poor,"
"East!' and 'West," while examining the process of social change in the context
of an emerging nation.
South India provides a rich experience of lives in transition, as reformation
sweeps through the culture on every level, bringing socio-economic develop
ment, political empowerment, and redefinition of social and gender roles.
Students immerse themselves in the culture of South India through dialogue,
homestays, and cultural events, and as a result will find their own world view
greatly challenged and enhanced.
We will spend time in Madras, the smaller city of Vellore and villages near
it, in Bangalore and finish with four days in New Delhi which will coincide with
the colorful celebration of Republic Day.
There will be some assigned readings. Evaluation will be based on participation in discussion and field activities, maintenance of a journal and two tests.
The comprehensive fee of $2,695 includes air and surface transportation,
accommodations (half in hotels and half with families), breakfast daily and two
group dinners in addition to the twelve dinners with families.
Registration for this Interim must be made before October 26 at the Office of
International Programs.
W m k LifeTransitions
INS24541010
Instructar: Diane Busico
Are YOU so~~dbyyourfeelingsandconcemedaboutlifechoicesfacing
you? Would you like to have a betterundmtanding of y o d and others?
?he course will explore the process of adultpsychologid development from age 18
on. 'Ihroughbooks and articles, students will see the life come unfold and followvarious
passages through thelife mume Questionswhich naturally arise during the bansition
periods conaming,for example, carem, marriage, and family, will be bein the
context of the life course. StudentswiUbe expeckd to develop a journal andbe involved in
teamwork Upper class students will be scpected to assume team leadershiproles.
Distribution: Women's Studies
Time: I
Room: Old Main 10
Histimj of &eRomrmce Languages
LIN 3124UlZ
Instrue. Donald Steinmek
?he Romance languageshave played and continue to play a mapr mle in history.
Most people are familiarwith the names of the mapr R o m languages: Portuguese,
Spanish,Fm&, Italian,Romanian,but~arealsootherlesshmlanguagesinthis
p u p , such as Galidan, Catalan, P r o v d , l
,
Sardinian,Rom,and others. This
coursewillbe concerned why theselanguagesare so similar and why they&.
Basidy, the similarities stem from the fad that theselanguagesall have the same
source, the poplar Latin speech (oftenmked to as Vulgar Latin) which was spokenby
ordinary people - traders and rmrchants, soldiersand sailors, ruraland &an settlers of all
kinds - within the Roman Empire at its greatest extent. They differin part because
differences in dialect traditionally tend to grow with the passage of time and, very
importantly, these languages have all experienced the influences of various other
languages - such as Arabic in the case of Spanish, Celtic and German for French,
Slavic for Romanian, etc.
'Ihe length of thecoursewill not permit going into great detail regall these
changes,but the mapr developmentswill be emmined mthlly, particularly in thetheof
SpanishandFd
By the end of the c o r n , the student will have seen samplesof almost all theabove
Romance languagesand should be familiar with the basic aspects of thepopular (or
Vulgar) Latin which result in the similarities and alsobe aquainted with m y of the
factos which account for the diffenmm.
Grading for thecourse will be based on the studenfsg e n d pqaration for all
assignments, on specific performance for two tumin assignments, and on a final
examination
Pnmquisites: at least thee terms of some Romance Language or a linguisticscourse
Time:I
Room Old Main 22
Math and Ifs Applications: SSucceed Wth Math
MAT 1324013
I n s t r u e . Suzanne Do&
Are you a math avoider? Do numbers and symbols s<rare you? Do you wonder why a
student mapring in socialscience or h d t i e s needs to know some math?Would you
like to irrgroveyour math SHS,
be mom at ease wib math, and maybe even learn to like
math (a little)? If you answered "yes" to any of the above, thiscourseis for you.
In thismuse we will wok on solving problem and puzzles to help you be comfortable when dealing with numbers and to generally impmw your quantitativem n i n g
skills. W e w i l l s e e m a n y ~ o f m ~ t i c s i n b u s ~ a n d d s c i ~ .
Evaluation willbe based on homework problems, a pmblansolvingjournal, and
several short papes. kwillbe no quizzes or tests.
Time 11
Room Science212
Ma& ofbrterest
MAT 173-41014
Instrum Ken Kaminsky
Have you ever wondenxi why women have been charged more thanmen for
annuities and &ved
lower p e n s i o n ~ tthan
s men? Or why women have paid less
than men for life irmmme?Or how life inspremiums calculated? Or how
instalhmt loan payments are figured out? Or how much money to invest in order to
accumulate a certain lump sum or annual payment at a certain date in the fuhm? Then
thisc o r n may be meant for you. Theseand other interestingand usefultopics in the
mathematics of financialkmsadions willbe c o d .
'Ihisc o r n should be usefulfor studentsin businessand ecomrnics or for any
students intemtd in cawen in finmedated fields. Evaluation willbe based on classmom participationand quizzes.
Prerequisites Group III on math placement test ar equivalent
Distnlution. Mathematicsmhysics
Time I
Room Science 212
Creative Arts Therapies: A Clinical Overview
MUS ll(F41017
Instntctor: Roberta Metzler
An introductory course for students interested in interdisciplinary approaches of the various arts therapies, emphasizing the individual contributions
of dance, drama, music, art and other arts to the therapeutic process. The class
will visit clinical treatment facilities in the area. Evaluation will be based on
three tests and field trip reports.
Special fee to cover transportation: $15.
Time: I1
Room: Music 24
Electronic Music Composition
MUS 23&41063/430-41015
Instructor: Robert Karlen
An opportunity for students to explore, experience, and create some of the
sounds found in 20th Century music. Through a "hands+nl' approach, participants
will be involved in:
1.Making multi-track recordings on half-track, quarter-track, and cassette decks
through an eight-track mixer.
2. Individually creating, modifymg and mixing sounds from traditional sound
sources as well as from analog and computercontrolled synthesizers.
The study and application of practical electronic technology used in the production of music today will be combined with aesthetic considerations necessary for the
creative aspects of the art.
Much of the work in this course will be done in small groups. Lower division
students will work with up to four channel-four track recording involving techniques of speed changing, splicing, reversing tape direction and filtering using
primarily traditional and non-traditionalsound sources. Upper division students
will also use electronicallysynthesized sound sources including computer controlled
keyboard, overdubbing and overlaying up to seven tracks.
Students must have the use of a portable cassette recorder, and provide themselves with a 7-inch reel of blank recording tape and a blank cassette tape.
Prerequisite: Music theory or permission of instructor for upper division status.
Distribution: Art-Music
Time: I1
Room: Music 5
Beginning Nonoegian I
NOR 111-41018
Instructor: Frankil Shackelford
Course 111is for students with no previous background in Norwegian. The
course aims to develop basic skills in speaking, listening, reading, writing, and
cultural understanding. Classroom practice focuseson both presentation of vocabulary and structures and the use of the language in everyday contexts.
The finalgrade is derived from daily assignments, quizzes, and a final exam.
Distribution: Foreign Language
Time: I
Room: Old Main 25
What Do You Think Of That?
PHI 250-41019
Instructor: Kenneth C.Bailey
There are many puzzling issues in our lives and world which deserve some
clear and careful thought. What shall we think and say about such contemporary issues as "Freedom of the Will"; "Can Computers Think?"; and 'What are
the Grounds of Moral Responsibility?". In this course we will discuss these and
other concerns that confront our age, in an attempt to understand them more
clearly.
Discussions will be based upon readings from a wide selection of authors,
some traditional (such as John Locke, Rene Descartes, and William James); and
some very much in the forefront of contemporary discussion (such as Ayn Rand,
B.F. Skinner, Sidney Hook, and John Hospers). Their views are provocative, to
say the least, and they will challenge you to ask, again and again, 'Well, Now.
What Do You Think of That?".
Grades will be based upon a mid-term examination, a final examination, and
class discussions.
Distribution: History/Philosophy
Time: I1
Room: Music 22
Introduction to Weather
PHY 106-41020
Instructor: Noel Petit
A study of the science of meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four
basic areas observing the weather changes and understanding the world's
climate. Related topics to be included are: hydrology (study of the earth's water
cycle), pollution, economic effects of the weather, and weathefs impact on world
events. This course is designed to be an elective or satisfy the MathematicsPhysics distribution requirement for the liberal arts student.
The course will have two weeks of class lecture and laboratory followed by a
two-week trip through the Southeast United States visiting major weather
facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi; Tampa, Miami, Cocoa
Beach, Daytona Beach and Gainesville, Florida. At each site there will be a tour
and explanatory program for the functions of that facility. Topics of the visits
will be severe storms, control of the water in the Mississippi River basin, automated weather observation at sea, television station weather facilities, hurricane
tracking, weather satellites, and agricultural weather.
During the trip the student will maintain a journal of weather and site visits.
Daily weather maps will be created using portable weather satellite reception
systems carried on the trip. This trip will not only allow visits of operational
weather facilities, but also will allow the student to experience the full range of
climates across the U.S. from north to south.
Daily quizzes and lectures will be given during the travel. Grades will be
based upon the journal, two hourly examinations and an individual project
completed during the trip. The cost will be approximately $700. Initial deposit
due by October 26.
Prerequisites: High School Algebra
Distribution: MathematicsRhysics
Time: I
Room: Science 28
Introduction to Space Science
PHY 320-41021
Instructor: Ken Erickson
This course is designed for students in science and engineering who are
interested in acquiring a basic knowledge of the major topics required for further
study in the field of space science.
The course will provide a survey of the earth's space environment including
solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics.
Topics include solar flares, solar corona, the solar wind, the bow shock, rnagnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphereionosphere coupling with special emphasis on magnetospheric substorms,
current systems, particle precipitation, and aurora. Evaluation will be based on
assignments, two exams and a paper.
Prerequisites: PHY 245 or consent of instructor
Time: I
Room: Science 205
Spreadsheet Physics
PHY 15141022
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 123)have been used extensively in business for
years. However, it is also possible to use spread sheets to solve physics problems
without using "high-powered" mathematics. Spreadsheets allow the student
who is not an expert in mathematics to experience physics on a more intuitive
level. We will use Lotus 123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will be based on spreadsheet
projects, homework, and a final exam.
Prerequisites: Math level lII
Distribution: Mathematics/Physics
Time: I
Room: Science 30
Understanding the Middle East Through Literature
POL 241-41062
Instructor: Renee Taft
Literature in the Middle East can be a sensitive barometer of the manner in
which individuals have sought to cope with the challenges and crises experienced by their societies and have defined themselves within and against societies
which an? themselves in the process of change and redefinition. In this seminar,
students will examine a number of novels as well as expository prose in English
from Egypt and the Arab world, Israel and Iran. Because the theme of common
concern in our time is the Arab-Israeli conflict, emphasis will be placed on gaining a
better understanding of its ramifications. The seminar will emphasize close reading
and analysis of texts, classroom discussion and essay writing. No prerequisite
required although some basic knowledge of the Middle East is preferable. Final
examination and one paper comparing two or more authors read.
Distribution: Economics/Political Science
Time: I
Room: Music 23
Alternative Politics
PoLW1058
Instructm RandallKindley
'Ihe qanding role of alternativepolitical movements is one of themost fascinating
socialphenomena of the last quarterof thecentury. Politid plies, inhest p u p s and
~ m tmovanenk
s
that will fit our conventional view of left and right are becoming
significantpolitical playersat the national and local level in the United States and abmad.
'Ihe Gram, for example, have become parbmentary contendersin many Empean
countries. Youth and c h d mowmats have figured prominently in thepolitical changes
that swept EasternE m p e in 198P1990. Inbhremb, en-talist,
anti- nuclear,
religious and anti-tion
p u p s are gaining in memkrship and activism while
traditional competitionbetwemDemocl.at and Republicanwanes. Will the politics of the
21st Century be based on these new political cleavages?
In thiscourse, we will scarnine the phenomenon of alternative political m m t s
from a menational, national and local pmpective. Seved issues will be I-aised:What
accountsfor the pmpagation of thesenew political foms? What are the visions and goals
of these p u p s ? How are thesevisions and goals tramlabed into pragmatic political action?
How do their ideals, as w d as thepolitical systems in which thesegroups m embedded,
shaped#emms in objectivesand strategies? Finally, what does their growth mean for the
way politia will be conducted at thelocal, national and intemational level in the years to
come?
Essentially,thiscourse will be exploratoryand we hope to developa practical scheme
for comparing and analyzing theemergenceand behavior of thesealtemative political
p u p s . Reawillbe a mixtureof theoretical literature and publicationsof some of
thesepups. Thegreateremphasiswillbemthelatters~themaprityofclasstimewill
be devoted to presentations by prominent individualsin local alternativemovenwnts and
discussionsabout their political goals and strawes. Grades in the course willbe based on
class participation, a termpaper and a final exam
h q u i s i t e x 1Political Science course or permissionof instructor.
Time:I1
Room Murphy Place 3
TheLegalRights oftheAm&
Employee and
E m p l o y e r h a~llatmeandJudkialPempecttve
POL 37641099
Instruclor. Phil Fishman
This new course will scarnine the currentpolitical and legal rights and responsibilities
of theAmerican employeein the contempmy labor market Various forms of employment issues, including contra3rights, wrongful tamination, workers compmsationfor
pbrelated injuries, safety in the work place, protection against legal dkrhination on the
job, drug and alcoholtesting and rights of the employee to "whistle-blow!' Whemer
possible, the oppositeposition of theemployer willbe pmented. The role of theAmerican
labor union movement and employer's political action p u p s will be a d M where
devant. M willbe field trips to observeadual court and/or administrativelaw
pI.ocRedings. Students will alsomeet with employment la-.
Studentswill p q m e s p e d mini-termpaper and final examination.
h q u i s i t e s Junioror Senior status; 1course in Political Science or Economics.
Time: Wednesday Jan.2,6304k3and each Monday and Wednesdaythereafber.
Room Old Main 16
Psychobgy ofthe Legal System
PSY 3354024
Nancy Steblay
l l w US. legal system will be investigated from the perspectiveof psychologicaltheory
andpradice A ~ c f o c u s w i l l b e o n ~ s o c i a l p s y ~ l o g y o f m
with d d m a t i o n of such topics as jury selection, eyewitness evaluation and jury decision
Instru-
Class mdingsand discussionwill also a v e r suchW e r a m s as morality,justice,
ethics and victimization. Guest-1
will include members of the legal and psychological communities.
Evaluationn-ethods include test and w r i b work; studentswill alsobe mponsible
for contributionto classmomdiscussion.
Prerequisites: a general psychology course
Time: 11
Room: Old Main16
The Self as Revealed in Myths and Symbols
PSY 340-41023
Instntdotr Norm Ferguson
This course will explore concepts of self from psychological, cultural, and
theological perspectives. A variety of myths and symbols will be examined with the
intent of gaining knowledge about how they function as representationsof "the
self."
The objective of the course is to gain a deeper understanding of one's individual
self and of how the conceptualizationsof your self have been molded by a variety of
social, cultural, and historical influences. The content of the course will include
topics as: the impact of science on myth; the mythologies of romantic love, war, and
peace; the process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of the assigned readings.
Students will be expected to be prepared for class by doing the readings and to be
actively involved in the class discussions. Students will be given some of the
responsibility for leading discussions. Evaluation will be based on: (1) class partiapation, (2) a course journal, and (3)four or five short (60@-800word) papers.
Prerequisites: PSY 105(GeneralPsychology)
Time: I
Room: Murphy Place 2
Idealism and the Adolescent
PSY 3704025
Instructor: Duane E.Johnson
Inquiry into the nature and presence of idealism in the life of the adolescent person.
Theoretical bases for such idealism will be considered. Idealism W e d toward other
persons and society will be the main focus.-This course will be conducted as a seminar
with a high level of student contributionand prticiption. Attendance at each class
session is requhd.
Procedures will include class discussion, frequent short papers, and frequentoral
reports. Each student will be r e q M to seek out and interview pmons in the adolescent level of development. Typewritingor equivalent word processing will be required.
Studentsare required to read TheMoral Life of Children by Robert Colesbefore the start of
the Interim Thisbook will be available in the Augsburg Bookstore by November 1.
Content of the book will be discussed in the first few class sessionsand will provide a
base for further learning in the course.
This course is offered only on PIN basis.
Prerequisites: PSY 105, General Psychology
Time: I
Room: Old Main 23
The Bz%k, h p a g e and Intqmtation
REL 445 41006
Instructor: Philip Quanbeck
A study of theuse and funciton of language in the Bible. The importance of recognizing the varied character of language for understanding thebiblical text. Grades will be
based on class prticipation, a presentation to the class and an examination.
Prerequisites:REL 111 or REL 221
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room: Old Main 11
The Theology of Mm'age
REL,34341026
Instructor: Cathy Paulsen
Mamiage has been described in terms of a free fall, a decision which we often make
with a portion of our brain and all of our heart. This course will take nothing from the
1
I
I
heart, whether you are manied or not, but it will inaxme your sureness and the possibility for meaning/intimacy in your life with a significant other. Within the context of
Christian tea*,
many theories, with particular attention given to the work of C. G.
Jung willbe studied and applied to the marital relationship and secondarilyto the
family.
discussion, and visiting resourcepersons. Evaluationwill be
Thew willbe,-l
based on class participation, one paper, and two tests. Two books willbe required.
Prerequisites:REL 111 or REL 221 or permission of instructor.
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room Music 24
Biblical T
&
i
Then andNow
REL4354060
Instructor:~~-en
An opportunity for students to mearch s@c Biblical texts to examine their place
in Scriand how it has been interpwtd by theologians down through the centuries,
including current interpwlations by feminist, process and liberation theologians.
Each student will mearch and pment findings to the class on one specific text.
Evaluation is based on class participation and the mearch paper. No exams.
Prerequisites REL 111 or REL 221.
Distribution: Religion (only one Interim Religioncourse may be used toward
graduationrequirements.)
Time: II
Room Old Main 23
A t m , God and Money: How SciencP,
Religion a n d E c m i c s M k
REL 43641061
Instructors: Mark Engebretson,JohnBenson, and Tom M q a n
Science, theology and economic thought are intricately intertwined and reflect
one another in the development of Western Civilization. "Atoms, God and Money
will examine three historical periods: Medieval, 18th Century and 20th Century, to
show how the three areas of thought change together and influence one another.
Course content will be drawn from texts and video series by James Burke and from
writings of Kenneth Boulding. Class time will be divided among a variety of
activities including: discussion, lecture, presentations, small group tutorials and
simulation games. Drawing from the ideas developed in the course, participants
will work as teams to construct Space Colonies.
Course evaluation will be based upon: Midterm and Final exams, group project
presentation, and a final paper on a topic in the area in which one is taking the
course for credit.
Prerequisites: Junior or Senior status and one prior religion course
Distribution: Religion (only one Interim Religion course may be used toward
graduation requirements.)
Time: I1
Room: Science 123
Exploring Human Services
SWK 25741027
Instructor: Mary Lou Williams
Students will volunteer 20 hours per week under the direction of an agency
representative. In addition, students will attend a specific small group seminar 3
hours per week during which agency experiences will be shared and readings
discussed. Evaluation will be based on performance in agency, written subjective
summary, brief journal summary, exam on readings.
Time: I
Room: Murphy Place 1
Exploring Human Services and Social Work
in Great Britain (lanuay 2-26,1991)
SWK 34611028
Instructor: Rosemary Link
Experience the excitement of a changing Europe through British eyes. Explore
modern social policies in the context of ancient culture. Join British students and
faculty and meet a variety of human service professionals in health, corrections,
family and child welfare. Encounter the breadth of the nation's traditions through
visits to galleries, museums, theaters and historic sites, such as Canterbury, and
Stratford. In London we visit a wide range of agencies and explore this lively city
with the help of English social work students. We visit the West coast port of Bristol
and benefit from University faculty expertise in advocacy and child welfare. We mix
practical experience, observation and dialogue to understand how the country's
social services reflect culhual values. The fee ($2,295) includes travel and accomrnodations, breakfast daily, two lunches, six dinners and two theater tickets.
Registration for this Interim must be made before October 26 at The Office of
International Programs.
Field Work LU
S W K 466-41030 (fullcourse)
S W K 466-41029 (l/2 course)
Instrudar: Francine Chakoli
Course content w
i
l
lbe continuation of Field Work I. - educationallyfocused
field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field placement, plus one hour
per week in a faculty facilitated supportive seminar held on campus. Evaluations
will be made in writing by the field instructor using previously developed contract
and social work evaluation forms.
Prerequisites: S W K 462 (Field Work II)
Time: To be arranged
Principles of Sociology
(with emphasis a the Health Care Systnn)
SOC 121-41031
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups,
interaction, inequality and social structure. It is an essential tool for discovering the
world and one's place in it.
The emphasis for illustrationsand exercises will be directed to the health care
system. Crosscultural comparisons will be drawn. The course will be useful for
future health care providers and related professionals and for consumers as well.
This course covers the same concepts and meets the same objectives as the
regular term course. Therefore students can expect daily written and/or reading
illbe given.
assignments. Three exams w
Distribution: Psychology/Sociology
Time: II
Room Library 1
Racial and Minority Group Relations
SOC 265-41032
Instructor: Jerry Gerasimo
This course considers the dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and the role of self- understanding.
The course format will include lectures, films,readings, and an opportunity for offcampus participant observation. Members of the class can expect evaluation to be based
on a combination of class participation, a research project, and a final examination. The
course is offered only on a P/N basis.
Distribution: Minority-Urban
Time: I
Room Old Main 18
Beginning Spmdsh
SPA 1114(B3
Instructo~Staff
Beginrung Spanish I is the first half of the beginning sequence, the goal of which is to
introduce the student to the most basic vocabulary and grammar in order to prepat him
or her either to go on to additional study of Spanish or to use it at an elementary speaking-understanding level at the end of the m n d course. The emphasisis on spoken
Spanish, but secondarygoals to develop reading and writing skills as well. After
Inkdm, students will be prepared to continuewith Spanish 112in the spring.
The approach used in class will be proficiency oriented and grammar explanations
willbe given as needed to clan@thosein the text. Evaluation will include class participation, a test on each chapterand a written and an oral final scam
Distribution: ForeignZanguage
Time: I
Room Old Main 29
Evaluating Continental Literatrwe
SPA 250-41034
~ I ' I S Gu*
~ ~ E
ROZ4?tlt&
The objective of the course is to enable studentsto discuss continentalliterature
through theuse of valid critical tools. It will involve both theory and subsequent evaluation of the reading selectionsfrom different points of view. We shall read half a dozen
short stories, severalplays, one novel and a number of poems.
Studentevaluation willbe based on thw written repork, participation in class
discussions, and a finalscam This course is designed for foreign language studentsbut
anyone with an interest in European continental literatureis welcome to m 1 1 . Students
interested in Spanish350 (Introductionto Literam for Language Students)should see
the instructor for special arrangements.Offered in English.
Prerequisites: Sophomore standing or consent of instructor
Distribution: English-Speech
Time:I
Room: Old Main27
Documentary Video
SPC 347-41035
Instructor: Deborah Bart
Documentary video is a video production course which integrates lecture
and criticism with hands-on experience dealing with non-fiction subjects.
Students will work in production teams, gaining experience in field production
and editing. The production teams will produce a 30-minute documentary piece.
Evaluation will be based upon student journals, critiques and a paper.
This course requires additional lab time for editing.
Time: I
Room: Foss A-V Seminar
Theater Crafts
SPC 495-41036
Instructor: Michael Burden
Theatei Crafts will introduce students to several methods used in producing
props and costume accessories for the stage. Class time will be project oriented.
Projects will include felt hats, masks, jewelry, mold casting, hand props and a
final project to be selected by the student. The class will also include theater
tours and attendance at a prop-oriented show.
Prerequisites: SPC 222 or 228 (Intro to Theatre or Technical Production) or
permission of instructor.
Time: I1
Room: Tjornhom-Nelson Theater
Augsburg is part of a consortium called UMAIE, Upper Midwest Association
for Intercultural Education, which offersoverseas learning experienm during the
Interim. Further information about the following courses can be obtained from
Kathleen Lutfi at the InternationalPrograms Office, 2018 Eighth Street (330.16551 or
from the Interim Office. Registration for these Interims ends October 26,1990. These
courses a~ offered on a P/N basis only and generally carry a lower division number.
Ancient and Modern Maya of the Yucatan
Archaeology in Yugoslavia
Art in France and Italy
Australia's Business Climate
The British School and Family
The Culture, Heritage and Diversity of Eastern Europe
Ecology and Natural History of The Yucatan
E m t in Transition
Europe and the Rise of Modern Science
-- Exploring Human Services and Social Work in Great Britain
Greece Art and Artifact, Myth and Drama
Guatemala: Centuries of Tradition- Century of Change
Hawaii: Mu1ti Cultural Communication in Organizational Settings
Intermediate German. 2,000 Years in Trier
Literary Landscapes of England and Ireland
Modern European Business and Worklife
Molart to Brahms: Music in Germany and Austria
Museums, Music and Monuments (Germany,Austria, Italy, Hunga y)
Peace Studies: Nonviolent Revolution in Europe
Social Change: The Ultimatum of Community Development in India
The Soviet Union and Eastern Europe in the Gorbachev Era
Southeast Sea Adventure: Tropical Ecology in Malaysia and Bali
Spain. 1492 to 1992 and Beyond
Theatre in Britain
This is New Zealand
Towards Peace an Conflict Resolution. Study in Ireland
Translating All That Business About lapan
*
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the college. Most cany a tuition
cost plus other expenses which are the responsibility of the student. They are
offered only on a P/N basis. Fuller descriptions and details for registering are
available in the Interim Office.
Sailing in the Virgin Islands (January8-24 1991)
HPE 455-41039
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and
practice of sailboat cruising. The course will take the participant to a competent
level of sailboat handling (anchoring, mooring, helming and crewing). The
student will live aboard a 43-46 foot fixed keel sailboat with five/six other people
and will function as an active crew member. Actual on-the-water instruction will
be the major part of the course. Sailing will include cruises to the various islands
and cays in the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. No smoking is allowed.
The course cost is $2,400, which includes airfare, for Augsburg day students
and qualifying 4-14 students. Others will have to pay regular Interim tuition in
order to receive academic credit.
Prerequisite: Permission from Marilyn Florian or Carol Enke of the Health
and Physical Education department.
Total payment is due October 31,1990.
Distribution: Lifetime sport (also one course credit).
Outward Bound
HPE 21241067
Check for informationin the InterimOffice for material on dog sledding and snowshoeing
on the Minnesota-Canadianborder or for white water cImoeingand desert campingon the
Rio Grande in theDecembeT27 through January27period.
l'hereis a cost of approximately$1,275 (theOutward Bound o ~ a r b t i o has
n some
scholarshipsavailable).
LPaders o n L e a i p : The NatimlAgendu
POL39841065
Washington, D.C.: News Cap;tolof The Wmld
POL 39841066
These Interims begin December 30and continue until January19,1991. Information
on either of the above pmgrams, housing and financial assistanceis available from Dr.
Milda Hedblom in Memorial 117k
ThefOllming&hity 1s d & I e fo shdcnb during Inhim and s h r h f s may rqisbjbr this
as(orn w
l
n
r mum. This &fy dm not mwy @cia! d i t , Inrf dm ma+ fhe
lfdirnesports requiremenffmgmduntim. Sludmk mnyprticipk in fhis c b ~uithuulr&tEn'ng
fw thewutse,Imt will tx qwtd fa F/mjfmw h e h or mf ll~esludent+tmfor the colme.
class as&I
American Karate
HPE 002-41045
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate, taught
by a certified Third Degree MKA Black Belt instructor. Fee of $25.00.
Distribution: Lifetime Sports
Time: 120&1:00 MWF
Room: Melby
Racquetball
HPE 002-41044
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I; M,W and alternate Fridays
Room: Melby
Hisotry of Economic Thought
ECO 219-41406
Instructor: Richard Herzog
A chronological study of the major economic thinkers in the context o
the political, economic and social settings of the time. Emphasis will be or
tracing long-term secular trends in economic thinking in an attempt to
provide a framework for understanding and analyzing current social
problems.
I.
Ancient Economic Thinking
11.
The Medieval Period
111.
Mercantilism
IV .
Classical
V.
Socialist/Utopian
VI.
Modern
Primarily lecture/dimssion depending on class size. If small class
(less than 101, seminar style may be more appropriate. A major research
paper (minimum of 10 pages) would be required. Final exam would be
essay on three of five topics.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 11
NEW COU'RSE
A I S 290-41069
ART 290-41068
S. Chapman
TRIBAL ARTS & CULTURE
An o v e r v i w of the v i s u a l arcs of the he'rfcan Indians v i t h i n r h e United
S r a t e s v i t h some a t t e n t i o n rtl Canada, Gntral and South America. In
addition to the visual arcs of the Eastern Woodland, P l a i n s , Pacific a d
Southwest fndians, some c o n t e n t w i l l hclude drama, d a c e , p o e t t y ,
mythology, r i t u a l s and r e l i g ~ o n . Scu&zsts -1
produce art work such ar
weaving, baskecs , p o t t e r y , jewelry, sedqture or p.rinrs. This wurst
is c r o s s f k i t e d v i t h the Arr Department.
Objectives, Content. aad Procedzres a m & s e e d on page 2 bf this
Proposal.
Evaluation w i l l be done fn amjuoctien w i t h t h e A r t
Department. A complete syllabus w i l l be developed v i t h the assistance
of che A r t D e p a r a e a t . Herhods of e v a l w c i w ill be Included.
Distribution: Fine A r t s
HPE 271-41070
Time: X I
Room:
OFFICIATING FOOTBALL
I.
~ e v e i o pknowltdgt mu s k i l l s mctizary t o ~m a' reglsttted
official nith the Hinnesota State Ugh School League.
2.
Develop appreciation far the fole of t h e official i n the total
aducational prrrcess.
Cmtenr:
OM4
Will k based an the rules mb -its
set f0M
the national
Federation for Swru and rules and r~gularlomsof tne Hinnesota
State High Schcvl League.
Procedures: Lectures, dermnstrat~ons.film. simlated 9-
situations
Evaluation: Written tcst
-
T h i s i s a one-half credit course.
H I S 140-41964
EAST EUROPE
Time: 11, M,W, a l t . Fri.
UNDER THE HAPSBURGS
-
Room: S i Melby
R.D. Zehnder
the East C e n ~ d
f u r c ~ e= a h of the rabs'hqs and itr
inheritors f o e z i n g on three themes: 1) %acfrgrpu..xd, 4 e v t l ~ * n tand -=ent
~nditzon
of t \ e peoples o f East Cent-d. E u m p t
thc Balkans w i t h
eye .to
fallowin; c ~ z t n events
t
in Erst Europe ~ ' p l - Q
an ricotic but &-
He w i l l lccir a t
vacation for tilose b e a d y bared with PEZLS and O s l o 2 ) The i..ceniws instltutlons of the & k e g s t k a t d b w c d them b m e w i a
t!!e c ! a l l e r . q e of Refgration, Libera-,
Hati-,
always as t h vsi+'-q
~
t e a m in Lke s t - ~ g g l e uith Gutavus Admf;.=s,
H z w l m n , and .
&-B
3) The brZLizn+ raltrt-al ac3ievemenrs of
s
f mt&e
.. t??es%h t ~ b d e r miles
ocean at t h e hterfaca of Geman, kt3, and SLavic s ~ c ~ e ~ fe s , HEZFreud.
W t will visit Vienna ~JI 1776 L!mgb *e fib ha2eus unless t h e
ma<*=
is realp by class. By t . ? e end of te= e v e r n n e ulll be q e c t e d to aiscuss
Easr !C==?e Fntelligently mer ccffee md m i l l do an fn-depa prrrjecr paper on
an East Europe s m e r vacatien w i t % r h s t o r i c a l f02 tome aspect, of th.
Habsbur: tultural or institutional e~::=ibution thaf you f k d psf-iF21uly
iatorescL7q. mare w i l l also be some farm of an -ma#.
Distribution: Hi rtory/Philosaphy
Time: I 1
Room: OM13
J, Shackel ford
- --
-- - - - - -
~ 1 1 1be p r e ~ r a t ~ - ~ ~ ' ~ & icjectim
~ - & t ef g e o c e ~ i r~ oi ~s - 1 ~ by a
SuceeasiW of u i e n t i l u from copemit o I-ton;
~ d l u r=forn
l
d the
discovery af the ~ t ~ m l a t t oofn t h e b l e d ;
-cgenm of a*pcrirntal
e t h o d s ; tbt o r p ~ a i ~ t l nofn the scl*ntlEi~*Oterprbe. and c-n
for t h e
&act o f science on rrligiow and mr.1 P t t t r s . shy'wr+ tb* t b - t t s t c d
theerlrs a t tb meitnta W o n mat in
perid? my dld t h e nrv Ideal
i ~ these quntiuar v ~ l require
l
er
aftto r c t w l t b opp~zitirn? c o ~ i d e t a t of
c ~ f i t l d c rthe r o c i a l llrd a f e 1 l e - l
a f r r t o f Rtfor-tion AM Cauntcrold nytb about t h e
b f o t m t ? o n m o p e . In the V r o u ¶ s we rill d b p c l
proqrtsstvc ~ t u c mof sciemtific d * q e l o ~ n tand c~let o ra ~ d c r r t m d i n go f
memr of tP. macept=l changes mt form gut of om tnttllactual h*rft.qr.
~lrrtrrretioa'vill Laclde lectnres and dlrelusia.
Bud en e x a d ~ t l o m(short W * r a rml -yrl
&
r
,
Prerequisite: 3 History course
m l m t l m u11l k
plpcr.
Time: ? I
Room: OM13
MATHEMATICS OF CHANCE
Zheng
The goal of this course I5 t o discuss with students a b u t various f i n i t e
mathematics t o p i c s , including Sets, counting Thcturfques. Probbil l t y md
S t a t i s t i c s . f lass sessions Include I r c t u e s , dCscussions and small grgup
rxercises. Course evaluatjon will be based on class-particlpatlvn,
hmemrrk, a midtrm exam and f i n a l exam. (Studmts who have hhd Probability
and Statistics fraR other courses shoutd contact the instructor before
n g i s t c r i n g far this tovrsc),
Students who have taken MT 121 aay n o t take t h i s course; however, students
who take thls course may l a t ~ rregister for HAT 121.
Prerequisites: MAT 104 or Group TI1
Distribution:
I N S 401-41071
Time: I1
Room: 5212
Math/Physics
THE C I T Y AS MYTH & METAPHOR:
& THE WILDERNESS
THE GARDEN
3. G r i f f i n
This course will l o o k a t t h e c i t y a s a garden and wilderness, e x p l o r i n g these
metaphors i n the broadest sense. Not only w i l l we look a t the c i t y per re,
but we w i 11 consider how these metaphors affect perceptions o f women L minorities.
The course w i l l approach the t o p i c primarily by way o f the humanities. Thus
there w i l l be a focus on the discussion o f t e x t s , but these texts w i l l be
supplemented by the resources of the Twin C i t i e s themselves.
Prerequisite: SENIOR HONORS STUDENT
INTERNSHIPS:
Time: I
Room: FC 42
For information on January Interim internships please contact
the Internship o f f i c e i n Murphy Place, Rm. 8, by December 14.
OTHER CHANGES:
HPE 232
REC'L RHYTHMS & ACTlVITlES meets Time: I , M,U, & a l t . F
Cancelled courses:
HIS 338, THE 1890s: AMERICA'S WATERSHED
MAT 132, MATH AND ITS
APPLICATIONS
INTERIM
Show less
......................................................................
2
..........................................................................3
..........................................................4
.....................................................4
............
................. Show more
......................................................................
2
..........................................................................3
..........................................................4
.....................................................4
............
................................................................5
................................................................-6
................................................................39
.................................................................40
lntroductlon
Calendar
About Thls Catalog
optlons . . . . . .
Vlsltlng Students
lnterlm Courses
UMAlE Courses
Other Courses
Augsburg Ufetlme Sports
...............................................42
Contents
Interim is an integral part of the school year at Augsburg
College. The College follows a 41-4 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is particularly intended to
be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class and
preparing for class as they would for a four-courseload during
Fall and Spring semesters. Students can register for only one
course credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale.Students generally have the option to register on a Pass/
No Credit basis. A few Interim courses are graded only on the
PIN system; this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and
the student must select. Students registering for upper division standing should anticipate additional assignments and a
more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses. The
number of required Interim courses is adjusted for transfer
students. Transfer students should refer to their transfer credit
evaluation form, or consult the registrar.
It is the policy of Augsburg College not to discriminate on the
basis of race, creed, national or ethnic origin, age, marital
status, sex or handicap as required by Title D( of the 1972
Educational Amendments or Section 504 of the Rehabilitation
Act of 1973,as amended, in its admissions policies, educa tional
programs, activities and employment practices.
Interim Office (Memorial 230) - Interim Secretary, Kay
Thomsen, 330-1025; Interim Director, Dr. Diane Pike, 3301025.
October 26 - October 30 ............................Interim Registration
November 30 ...................................Late Interim Registration
t
Day of Interim
January 4 .............................................
Class 1990 a.m. (first day only)
Class I1 1:00p.m.
Last Day for CancellAdd
January 5 .
Last
Day
for
Determining
Grading System
...........
January 15
with Registrar
January 15 ..............Last Day for Withdrawing from Courses
A Ends
January 27 ....................
February 1...................
S P M Semester Begins
February 5 ..............................................
Interim Grades Due
The time and number and length of meetings as well as the
beginning time will be arranged the first day of class.The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day Time I classes will
begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 590 p.m.
Note: Martin Luther King Day will be o b d at Augsburg with a
special convocation on Monday,January 18, at 1:OOp.m. Check with
your instructor for class scheduling on this day.
I
The catalog lists courses by departments. Departments are
listed in alphabetical order. At the end of the book are listings
of other courses not offered by Augsburg but recognized by
the College for Interim credit. Additional descriptions and
information about these courses are available in the Interim
Office,
Memorial 230. Students may also register for one of the
lifetime sports listed at the end of the catalog.
International Interim -Students are invited to be part of one
of the 24 international interims offered by the Upper Midwest
Association for InternationalEducation(UMAlE).Thesecourse
opportunitiesare listed near the end of this catalog.
Internships: Deadline: Friday, December 11.January Interim
internships must be planned in advance. Students electing an
internship must meet departmentalrequirements and present
a signed internshiplearning agreement plan to the Internship
Office (Murphy Place, Rrn. 8) no later than the last day of Fall
classes (Friday, December 11).The Learning Agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office.
Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed
study (lower division 299) for Interim. Faculty members are
strongly discouraged from accepting responsibility for more
than one independent study per Interim.Studentschoosing to
pursue independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar a copy of the proposed study plan
approved by the supervising faculty member and the
Introduction
I
direded/independent study registration form. These forms
must be submitted by November 30. Appropriate study proposal and registration forms can be obtained in the Interim
Office.
Interims at Other Schools -Augsburg students may enroll at
any other 4-1-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interims can be consulted in
the Interim Office. The Interim Secretarywill help students in
applying for registration at other schools. Registration for
Interims at the other ACTC colleges will be at Augsburg
during the regular registration period. Most courses taught
during theInterim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement.
Augsburg College welcomes students from other 4-1-4 schools
for the January Interim without tuition charges provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing or board costs. Other
students will be charged $825 for the Interim course. Students
interested in registering for an Augsburg Interim should write
to the Interim Director for application forms or use the forms
provided by the interim office at their own school. There is an
application processing feeof $10. Students are welcome to stay
on campus but are not required to do so. Requests for Interim
housing should be made to the Interim Office.
I
Introduction
1
Alt 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings. The poses will
extend from 3minutes toan hour.You willbe introduced to the
2B and 4B pencils, colored pencils, and the felt tip pen.
Grades will be based upon quality and improvement.
There will be a fee of $35 to be paid on the first day of class.
Dlstrlbution:Alt/Muslc
General Educatlon Perspectlve:Aesthetics
Maxlmum Enrollment:25
77me: I
Room: Old Maln 17
610 102-A
lnst~ctocErwln Mlckelberg
A discussion of the many contributions and impacts made by
plants in almost every area of society. Historically, plants have
influenced explorationof the planet, militarycampaigns,health
care, religious beliefs, crime, and many other areas. We will
look at everything from the spice trade to the Lindbergh
kidnapping and the influence of plant life on each occurrence.
Two multiple choice examinations will be the evaluative
instruments.
Dlstrlbutlon: Blology/Chernbtry
General Educatlon Perspectlve: Natural World I or 2
Madmum Enrollment: 30
lime: 1
I
Room: Sclence 205
BIO 105-A
Instructor Esther McLaughlln
This class will develop an increased understanding of the
current environmental and health implications of such topics
as nuclear power (fission and fusion), genetic engineering,
waste disposal, biological warfare, carcinogens, agricultural
fertilizers, and pesticides. Additional topics of class interest
may also be discussed.
Three written examinations, of equal point value, will be
required. A four to six page referenced research paper on a p r e
approved topic may be substituted for one examination. The
papers will be evaluated on style and content, reflecting a
thorough understanding of the subject. Photocopy fee of $10.
Dlstrlbutlon: Blology/Chemlstry or Urban/Women/
Mlnorlty
General Educatlon Perspective: Natural World-2
Madmum Enrollment:20
lime: I
Room: Sclence 2 13
BUS 22GA
Instructor: Stuart Sfoller
Extensive use of the board game Monopoly to introduce nonbusiness students to the fundamentals of accounting and
finance. The game is somewhat modified, requiring students
to record Monopoly transactions on double entry accounting
ledgers. Financial statements must be prepared to obtain
money from the banker, and a banking committee must r e
view these financial statements to approve all loans.
The outcomes of this course will provide non-business majors
with the basics to: record business transactions, understand
and use financial statements and communicate effectively
with financial institutions.
Evaluation by quizzes, assignments to be handed in, and a
final.
Madmum Enrollment:25
Tlme:1
I
Room: Old Maln 10
BUS 30 1-A
Instructor Mllo Schleld
An analysisof ethical arguments which uphold the morality of
a market-based economy. The course has three components: a
review of critical thinking (with emphasis on ethical concepts),
an indepth review of two author's arguments, and a review of
market failures, their causes and their remedies.
Students will complete worksheets on critical thinking, prepare written analysis of each authors' arguments, take three
quizzes, prepare a final report, and take a final comprehensive
exam. Since class participation is necessary to demonstrate
verbal fluency with this subject, attendance is a factor in
grading. Students will not be judged on their individual beliefs
or ideologies. Students will be judged on how well they can
analyze, defend, and attack the arguments.
Prerequlsltes: One course In ethlcs or upper class status
or Instructor's permlsslon
General Educatlon Perspectlve: Crltlcal ThlnklngSklll
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln 23
BUS 368-A
Instructor Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be em-
ployed, involving film, television documentaries, radio
speeches, and readings from current periodicals in addition to
text material. A seminar model will be used, with substantial
participation expected on the part of students.
Students will be evaluated based on a paper, two 20 minute
sessions of seminar leadership, class participation, and a midterm and final examination.This class should be of interest to
anyone majoring or minoring in International Business or any
field of Business Administration, as well as anyone with an
interest in Japan.
Prerequlsltes: BUS 242 or consent of Instructor
Madmum Enrollment:20
Time: I
Room: Muslc 22
INTRODUCTION
TO COBOL
CSC 27 1-A
Instructoc Noel Petlt
A study of the COBOL programming language for students
with some previous knowledge of programming. This course
will expand a student's knowledge of programming and
programming languages through presentation of the features
of COBOL together with programming techniques for using
those features. This course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequlslte: One course wlth a study of computer
language (e.g., CSC 170)
Madmum Enrollment:20
rime: I
Room: Foss 42
Computer Science
ECO 112-A
lnstructoc Jeanne Boeh
An introduction to macroeconomics, national income analy-
sis, monetary and fiscal policy, international trade and economic growth. Application of elementary economic theory to
current economic problems.
Dlstrlbutlon: Economlcs/Polltlcal Science
General Education Perspectlve:
Maximum Enrollment:25
rime: I
Room: Fos 43
ECO 1 13-A
lnstructoc Ed Sabella
An introduction to microeconomics, the theory of the house-
hold, firm, market structures and income distribution. Application of elementary economic theory to market policy.
Dlstrlbutlon: Economlcs/Polltlcal Sclence
General Educatlon Perspectlve: Soclal Wodd
Maximum Enrollment: 25
77me: 1
I
Room: Old Maln 29
ECO 495-A
Instructoc Magdalena Paleczny-Zapp
Students will critically review the failures and successes of the
Soviet Planned Economy from 1917-1985. The main focus of
the coursewillbe Perestroika-restruduringtheSoviet economy
- and evaluating Gorbacheds economic program in terms of
economic growth, income distribution, consumer welfare,
technological performance, military power and environmental quality. The historic events of August 1991and their impact
on the future of the Soviet Union will be discussed in an
interdisciplinary manner.
Method of evaluatlon: Actlve class parflclpatlon; flnal
take-home research essay.
Prerequlslte: ECO 1 12 or consent of Instructor
Madrnum Enrollment: 15
Tlme:I
Room: Foss 43
EDE 375A
Instructor: Bruce Drewlow
This class prepares students for the unique experiences and
responsibilities of a kindergarten classroom. The course will
stress issues associated with adult/child relationships, curriculum design and development, classroom organization,
research plans, and developmental instruction practices. Fieldwork is a key component of this course. Guest speakerswill be
included to share their unique experiences and perspectives.
Grades wlll be based on projects, dlscusslon, and
examlnatlon.
Thk; Is a one-half credlt course.
Madmum Enrollment:20
nme: I
Room: Ubrary 1
EDU 353-A
lnstructoc Rlch Germundsen
This seminar style course presents an examination and comparison of selected Western and non-Western educational
systems as well as an investigation of possible careers in
international education. Special attention will be directed
toward Scandinavian and Central American models. There
will be lectures, discussions, presentations by students, and
guest speakers. Student evaluation will be based on class
presentations and investigative projects.
Madmum Enrollment: 15
Time: I
Room: Ubrary 12
EDU 388-A
lnstructoc M.I.K. (Mlke) Mueller
This course is the study of prejudice, discrimination, and
oppression as it affects persons of color, the handicapped,
limited English speakers, and females. Topics include racism,
sexism, homophobia, and economic issues.Emphasis is placed
on preparing potential (or practicing) teachers for classrooms
which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films, and
complete a project. This coursesatisfies the Minnesota Human
Relations requirement for teachers and social workers. This is
a onehalf credit course. It is offered only on PIN basis.
Prerequlslte:Passlng of PPST and admlttance to
Education Dept. In process.
Madmum Enrollment:25
lime: I1
Room: Llbrary 1
ENG 2 19-A
Instructor: John Schrnlt
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speakdifferently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from
different language communities.
This course will examine the dialects of various Englishspeaking communities and attempt to describe and understand their rules of speech:their grammatical rules, phonological rules, and their rules of discourse. It will include lectures,
student presentations, and student-led discussions. Besides
presenting a topic, students will write a paper on the presentation topic and take a final exam.
Dlstrlbutlon: Urban/Women/ Mlnoriiy
General Education Perspective: Intercultural
Awareness
Madmum Enrollment:25
rime: 1
I
Room: Old Maln 27
ENG 249-A
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality
pervade recent drama in English. These issues are vitalizing
both contemporary drama and productions of classic texts. We
will examine how dramatic works of the late '70s, the '80s, and
the '90s, written in English, have been shaped by and have
addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such
topics, like class, gender and language in 1989, and sometimes
concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.)For comparative purposes, we will also
view a few films on related topics and try to attend at least two
productions in the Twin Cities.There will be moderate fees for
the local productions.
I
Students keep a journal, write two in-class essays, and one
short paper. (There may also be occasional quizzes.)A series of
group projects, which include a long paper and some performance, conclude the course.
Prerequlslte:Engllsh I I I (Effectlve Wrltlng)Is strongly
recommended.
Dlstrlbutlon: Engllsh/Speech
General Education Perspective:Aesthetics
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln I8
ENG 282-A
ENG 482-A
Instructor: John Mltchell
This course will provide an introductory survey of contempo-
rary American poetry by poets whose work has come into
prominence since World War IIor mid-century. Emphasis will
be given to the vision and sensibility of each poet and to the
themes of their poems, especially those images and statements
that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will
be expected to formulate reasonableinterpretationsof selected
poets and poems and to express their discoveries in class
discussion and short papers. A final examination will be given,
and two interpretivepapers about three to five pages in length
will be assigned. For upper division credit, the student must
also read and give a written class report on a book that
discusses contemporary poetry; this choice must be approved
by the instructor.
Prerequlsltes: lntro to Uterature - for students enrolling
for upper dlvlslon credlt
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 15
Tlme: I
Room: Old Maln 21
English
I
ENG 282-8
Instructor Joan GrlftYn
An introduction to the mythology, heroic literature, and poetry of fifth to fourteenth century Ireland and Wales, this
course will also be an excursion into the Celtic culture that
produced works like the Tain and Mabinogion, stories that
influenced later Arthurian literature and modem fantasy. We
will consider how Celtic literature preserves ancient IndoEuropean traditions and how those traditions were changed
by the coming of Christianity. Finally, we will consider Celtic
contributions to medieval civilization.
Course grades will be based on participation in class discussion (and attendance), papers, and two exams.
Dlstrlbutlon: Englkh/Speech
Madmum Enrollment:25
Tlme:1
I
Room: Fos 42
THEATREINAND AROUND
LONDON
ENG 269-A
InslTuctoc Ron Palosaad
A study of live theatre in London. Students see at least ten
performances and visit museums, galleries, historical sites,
and other attractionsof London and s m u n d i n g areas including Stratford, Stonehenge, and Oxford. Evaluation will be
based on attendance at required plays, participations in discussions, three short papers, and a short final exam. Cost
includes travel, accomodations, breakfast daily, ten theatre
performances and four group dinners.
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 30
FRE 243-A
lnst~ctocRuth Aaskov
What is the attraction of French literature, its human and
artistic significance for the reader? With these questions in
mind we will read and analyze 8-10 shorter French literary
works available to us in English translation.
What will we be reading? A bit of Rabelais and Montaigne, of
Descartes and Pascal. We will explore the classical theater, the
social critic Voltaire, and the 19th century novel. Twentieth
century authors like Gide, Codeau, Sartre, and St. Exupery
will reveal concerns of life that supersedenational boundaries.
We will sample one piece of francophoneliterature from West
Africa, reflecting the struggle between indigenous and Westem culture. At mid-point each student will choose another
short work for personal study and presentation for the class.
Evaluation of your work will be based upon your active
participation in class, your timely reading and discussion
preparations, four quizzes, your independent study project,
and an endaf-the course discussion of the papers.
This literature course is intended to help you in further reading, critical thinking, and communication about literature.
Prerequlsltes:Sophomore standlng orpemlsslon of
lnst~ctor
Dlstrlbutlon: Uterature
Madmum Enrollment:25
77me: I
Room: Old Maln 27
GER 2 B A
lnst~ctocDon Stelnmelz
What do the works of Sholem Aleichem (which inspired
"Fiddler on the Rool"), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They
were written in Yiddish. How did expressionslike "chuspe,"
"shnook," "klutz," "kitch," "schmaltz," and "shitik" get into
English? Again, the answer is Yiddish. Yiddish is closely
related to German and in this Interim you can learn to read
Yiddish as well as you can read German.
w77y 7'1 ~7ySl i t c 013
Grades wlll be based on performance and at least two
tests.
Prerequlsltes: One year of college German or pemlsslon of lnst~ctor
Madmum Enrollment: 15
nme: I
Room: Foss 2 1B
HPE 232-A
Instructoc Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. Exposure to New
Games concepts and activities. The majority of the course
grade is based on participation in class activities, a teaching
assignment, and a written test.
This is a one-half credit course.
Tlme: I Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
HPE 475A
Instructor:Ed Saugestad
The purpose of this class is to equip students with theskillsand
knowledge needed to assist in the prevention and caring for
trauma associated with physical activity. Content includes: the
identification and care of common injuries related to various
sports, procedures for preventing injuries, taping and wrap
ping, therapeutic measures, medical resources and legal considerations. Ledure, discussion, demonstration, and A-V r e
sources are utilized. Students will practice various training
techniques. Evaluation includes both written and practical
skill examinations. Small fee for taping materials.
This is a one-half credit course.
Prerequlslte:BIO 103
Madmum Enrollment:20
Time:I Tuesdays,Thursdays, and alternate Frldays
Room: Melby 1 1 1
HPE 477-A
lnstructoc Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and a
scouting report will be the methods of evaluation.
This is a one-half credit course.
Time:I Tuesdays, Thursdays, and alternate Frldays
Room: Melby l l l
HPE 483-A
lnstructoc Marllyn Florian
This course deals with the theory, technique, and administrative aspects of coaching volleyball. A small part of the grade
will be based on completed assignments; the major portion of
the grade will be based on tests.
Thls Is a one-half credlt course.
Time:1
I Mondays, Wednesdays,and alternate Fridays
Room: Melby l l l
neurrn urla rnysrcur taucurrorl
UPâ¬48 I-A
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the
game of basketball.Therewillbe practicalscperienceonthe floor.
Students completing the course should be ready for certification
by the MinnesotaHigh SchoolAssociation. Gradeevaluationwill
be b a d upon tests, papers prepared and perbrmance on the
floor. While there are no prerequisites, it is highly advisable that
students have some basketball playing experience.
This is a one-half credit course.
rime: I1 Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
UPâ¬47CFA
Instructor: A1 Kloppen
This course will focus on developing a philosophy toward
sports officiating. Students will acquire a knowledge of: proce
dures in umpire certification, rules of slow pitch softball
(Federation), rules of fast pitch softball (Federation), the m e
chanics of pmper position in umpiring one and two umpire
systems, and procedures in securing assignments. Students
will apply knowledge in practical game type experiences.
There will be a written evaluation and quizzes on rules and
mechanics of umpiring softball.
Thk Is a one-half credlt course.
Madmum Enrollment:20
Time: I Tuesday, Thursdays,and alternate Fridays
Room: Melby 202
UPE 487-A
lnstructoc Jeff Swenson
The Coaching of Wrestling course is designed for individuals
who aspire to become wrestling coaches at the elementary,
junior high, high school or college level. Philosophies, techniques, strategies, nutrition and weight control, weight training, mental toughness training, and complete organization of
program will be covered.
This is a one-half credit course.
Time:1
I Tuesdays, Thursdays, and alternate Frldays
Room: Melby 203
HIS 22GA
HIS 32GA
Instructoc Khln Khln Jensen
This course will focus on Asian immigration to the United
Statesin themid-19th centuryand turn of the 20th century. The
Chinese, Japanese, Korean, and Filipino experience will r e
ceive special attention. The course concludes with a component on the changes in the U.S.immigration laws in the postWorld War I1 period. Students will study the pattern of Asian
immigration, the areas they settled in, the contributions made
by these ethnic groups to the American economic scene, and
the mle of "new Asian immigrants" since the end of the
Vietnam war. The course will highlight the politics of the
immigration laws and the gradual opening of the United
States to some Asian immigration. Inter-active videos will be
used.
There will be a mid-term and a final project (a paper, topic to
be selected the first week of the term in consultation with the
instructor) due the last day of the term.
Upper division students will be required to complete a longer
paper than for lower division credit. They will also be expected
to complete a book review on a book related to the course theme
and provide an oral progress report of their paper to the class.
Prerequlsltes: None for lower level; more requirements
for upper level.
History
Dlstrlbuiion:Hlstory/Phllosophy
Madmum Enrollment:25
lime: I
Room: Old Maln 13
TOPICS IN U.S. HISTORY:
A HISTORY
OF
HIS 33 I-A
lnstructoc Chris Mmball
Thepoet Walt Whitmanoncecalledbaseball"Americalsgame."
In the century since Whitman uttered those words, baseball
has occupied a pmminent (and permanent) place in American
life in some ways equivalent to business, politics, religion and
race. In this course, then, we will examine the relationship
between the United States and its national pastime.
Our focus will not be on the game between the lines, the great
players and teams. Instead, we will take up several topics
which can illuminate the historical evolution of this country.
Some of these include: pmfessionalization and its impact on
amateur baseball, the mle of ethnicity and ethnic rivalry, the
color line, the emergence of the "big" leagues at the expense of
the "minor" leagues, women's baseball, labor relations and the
empowerment of the players, the impact of television, and the
ballpark as an urban place. Special attention will be paid to
baseball in the Twin Cities and students will be asked to do a
short research paper on some aspect of baseball history in this
region.
Grading will be based on the research paper, class participation and a final exam.
Prerequisites: One (I) hktory course or consent of
Instructor
Dlstrlbutlon: Hlsto~y/Phllosophy
Madmum Enrollment: 30
lime: I
Room: Old Maln 29
I
History
INS 12GA
lnstructoc Ann neener
Students will participate in a series of seminars, following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates.Studentswill read selected readings, which
will then be discussed in Paideia seminars. Students will also
view selected films for seminar discussions; develop and/or
hone habits of mature, intellectual talk; observe seminars
conducted in Minneapolis and St. Paul Public Schools; study
the Paideia Proposal; design their own rules and norms for
effective seminars and evaluate their own behaviors during
seminars and lead seminars.
Method of evaluation will include interviews with students and
observation of students participating in seminars, reflective
writing related to seminar content, and seminar participation.
Madmum Enrollment:20
lime: 1
Room: Sclence 3 19
INS 210A
lnstructoc Wlllam D. Green
This course introduces college students to the experiences of
first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in
their first year, discuss the academic and emotional pressures
that first year students typically face, and explore ways to cope
with these pressures.
Madmum Enrollment: 15
lime: I
Room: Muslc 23
Interdisciplinary
INS 225A
I n s ~ c t o rAmln
:
Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover the
ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari'ah), Islamic economicand political systems,
and Islamic patterns of life. There will also be a consideration
of the differences between the Islamic sects (Sunnis, Shi'its,
Sufis, etc.). There will also be some effort to deal with the
similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin
Cities.
Dlstrlbutlon: Mlnorlty/Urban Studles
Madmum Enrollment: 30
Time:1
I
Room: Foa 20
INS 245-A
lnstructoc Dlane Budco
Women assume multiple roles within the work and family
domains in contemporary society; for example, the roles of
executive, wife, and mother. Each role has related expectations
for behavior, presents an opportunity for personal growth and
also exerts pressure. When the roles are considered jointly,
they may competefor time and energy and require conflicting
types of behavior.
The subject of this course is the interaction of the work and
family roles of women. To investigate this topic, students will
read several books related to women's roles in the work and
family domains. The assessment of this component of the
course is based on written responses to questions assigned for
small group discussion. A second component of the course is
a group project on the work and family roles of women. The
assessment of this project is based on the group's presentation
of their work to the class. Examples of past student projects
include an historical overview of the work and family roles of
women, an overview of the possible choices for the combination of the work and family roles over the life course, a
summary of issues related to the work-role, a summary of
issues related to the family-role, a survey of the work and
family issues most important to women in different age brackets, and an indepth case study of the lives of three women.
Dlstrlbutlon: Women/ Mlnorlty /Urban
Madmum Enrollment: 30
Time: I
Room: Old Maln 10
INS 275A
Instructor: Bruce Relchenbach
The conquering Spaniards discovered in the Americas highly
developed and intricately structured cultures. We will study
three of these ancient cultures from the viewpoint of the
anthropological archaeologist, analyzing their history, religion, government military codes, agriculturaltechniques, and
daily life.
The course will be taught with lectures, slides, and student
presentations. Evaluations will include objective tests and a
paper.
Madmum Enrollment: 30
Time: 11
Room: Music 22
Interdisciplinary
MAT 173-A
lnstructoc Ken Kamlnsky
Have you ever wondered why women have been charged
more than men for annuities and received lower pension
benefits thanmen? Or why women have paid less than men for
life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or
how much money to invest in order to accumulate a certain
lump sum or annual payment at a certain date in the future?
Then this course may be meant for you. These and other
interesting and useful topics in the mathematics of financial
transactions will be covered.
Evaluation will be based on classroom participationand quizzes.
This course should be usehl for students in business and
economics or for any students interested in careers in financerelated fields.
Prerequlslte:Math Placement Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Madmum Enrollment:20
Vine: I1
Room: Old Maln 16
MAT 253-A
Insfructor: Bev Durkee
Our objectives are the explorationof
this new geometry of fractals, its
rules, its visuals, how it reveals the
beauty of mathematics, how to create images of such complex forms
and experience it as a form of artistic
expression via computer graphics.
Mathematics
The class will observe the pattern of self-similarity and consider the transformationsused to construct fractals such as this
fern and the existence of self-similarityregardless of the power
of magnification used in examining it. The class will also
consider the well known Mandelbrot set and Julia sets in color
and in three dimensional rendition.
Class lectures will provide introduction to the mathematics,
and computer programs will provide students with the opportunity to construct their own visuals.
Studentswill be tested on themathematicsthrough a midterm
exam. Students will create a portfolio of visuals similar to the
one above and from pieces of the Mandelbrot or Julia sets
which display the mathematical character of thosevisuals and
including a major creative project. Finally students will keep a
journal noting their reflections on the interconnections between mathematics and the artistic creations being studied or
created.
Prerequislte: Math Placement Group 111 or higher
Dlstrlbutlon: Mathematics/Physlcs
General Education Perspectives:Aesthetics
Madmum Enrollment: 15
Tlme: I
Room: Science 1 12
MUS 204-A
lnstructoc 0.
Nlcholas Raths
An introductionto the fundamentalsof music and musicology
as they occw within the context of Rock's inception (1950s)and
maturation (1960s) periods. This course will examine the
historical background, musical content and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paperexam and a group performance project. For
Music
non-music majors.
Dlstrlbutlon:Art/Muslc
Mcudmum Enrollment: 30
77me: I
Room: Choral Room M-2
MUS 129
Instructors: Stephen Gabrlelsen
l'Improvisationin Music" meets everyday for three hours, and
each student will improvise daily at class meetings, using a
variety of improvisational techniques and styles.
Prerequlslte:Mlnlmal ablllty on a muslcal Instrument or
the Instructor's pemlsslon.
Madmum Enrollment:Permlsslon of Inslructor requlred
to enroll
77me: I
Room: Muslc 4
MUS 394-A
Instructor Cynthla Lohman
"How can I use my creativity when I sing?" "How can I stop
feeling tense and inhibited when I perform?" "How can I reach
my full potential as a singerlactor?" These are common questions voiced by performers.
To answer these questions it is necessary to acknowledgethat
performing is a holistic activity, involving mind, body, and
spirit. Because all people possess a creative spirit which can
directly empower their performing, this course focuses on
exploring each participant's unique ability for selfsxpression.
Through exercises, designed to acquaint them with their own
performing power, students learn and practice the basic pro-
cess of singing/ading, and apply it to the study and performance of scenes from opera and musical theatre.
Students will participate in the course through study and re
hearsal of the assigned literature, completion of reading and
listening assignments, daily inclass experience of singinglacting
exercises, and participation in a final paformance of all scenes.
Prerequlsltes:Pennlsslon of prlvate volce Instructor, or
audlllon.
Dlstrlbution: Flne Arts
Madmum Enrollment:20
Tlme: I
Room: Muslc 10 (Cholr Room)
NOR 1 I 1-A
Instructor: Frankle Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and
the use of the language in everyday contexts. Evaluation will
be based on participation, daily assignments, quizzes, a midterm, and a final exam.
Dlstrlbutlon: Modern Languages
General Education Perspecthe: InterculturalAwareness
Madmum Enrollment:25
Tlme:I
Room: Old Maln 25
PHI 175A
lnstructoc Davld Apollonl
We will begin by studying some common conceptions and
misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in
love with someone, and how this differs from just being
friends, liking that person, and desiring that person sexually.
In the remainder of the course, we will consider the following
ethical issues concerning sex: (a) Sex and morality -Is there
such a thing as ethics for sex? Is there such a thing as sexual
immorality? (b) Sex and marriage -Is the use of birth control
moral? Is promiscuity bad? What strengths and weaknesses
does the institution of monogamy have? Is adultery immoral?
(c)The morality of alternative sexual preferences and lifestyles
-Is sexual perversion a viable concept? Are homosexuality
and lesbianism sexual perversions? Or are they merely alternative sexual preferences?
Dlstrlbutlon: Hlstory/Phllosophy
General Educatlon Perspective: Human ldentlty
Madmum Enrollment:30
Tlme: I
Room: Old Maln 16
PHI 2 W A
Instructor Mark Fuehrer
This course aims to provide an analysisof the natureof human
sleep and dreams and relate this analysis to states of waking
consciousness. We shall read philosophical texts on these
topics by Aristotle, Freud and Malcolm.
Evaluation shall be by final examination and reports. Student
discussion will also be a factor.
Prerequlslte: 1 course In Phllosophy
Madmum Enrollment: 15
Tlme: 1
Room: Old Maln 22
mrrosopny
PHY 151-A
lnstructoc Jeff E. Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively in
business for years. However, it is also possible to use spread
sheets to solve physics problems without using "high-powered" mathematics. Spreadsheetsallow the student, who is not
an expert in mathematics, to experience physics on a more
intuitive level. We will use Cotus 1-2-3 to solve problems in a
wide variety of physics areas including planetary and projettile motion. Some of the problems investigated might be in
areasother than physics. Grading willbebased on spreadsheet
projects, homework, and a final exam.
Prerequlslte: Math Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Maximum Enrollment:20
7ime: I
Room: Sclence 30
PHY 325A
Instructor Stuart Anderson
From the realm of subatomic particles to molecular clusters
and beyond, the study and manipulation of matter often
demands the nearly total absence of the atmosphere in which
we live and breathe. This is the realm of high vacuum, without
which most of what we know as modern high technology
would be impossible. This course will acquaint the student
with the tools and techniques employed to produce, control
and monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces under
these conditions. Experiments will exploit a variety of chambers, pumps and gauges as well as a quadruple mass spectrometer. Considerable emphasis will be placed on laboratory
experiences;only one-third of the class period will be used for
formal lectures and discussion. Grades will be determined on
the basis of weekly evaluation of laboratory notebooks, two
exams, and a formal research paper.
Prerequlsltes:PHY 121, 122,245 (or equh~~lent),
MAT
124/ 125 (or 145/ 146),224 (or 245).
Madmum Enrollment: 10
lime: 1
I
Room: Sclence 30
POL 359-A
Instructor: Maya G. Pankratova
The former Soviet Union was, among other things, a huge
experiment showing the possibilities and failuresof a totalitarian government to change at will people's traditions, values,
and customs.
Numerous peoples living in the territory of the former Soviet
Union had differing beliefs and customs which influenced
women's lives. In the early stages after the revolution, the
Bolshevik authorities sought to destroy all the institutions
supporting the old regime, including the family and religion.
Accordingly, they encouraged women's independence and
denied their family obligations. In a later stage, the policy was
reversed and family values positively stressed. But, objective
situations contradicted the policy in both cases.
Students will be expected to read several books, plus some
articles. There will be discussion and some written assignments. A final paper will be assigned.
Prerequlsltes:Sophomore status; one course deallng
wM FSU or number of Department
Dlstrlbutlon: Polltical Sclence
Madmum Enrollment:20
lime: 1
I
Room: Muslc 24
PSY IOSA
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior. The
field of psychology, including its major sub-areas is emphasized. Lectm, lab, and discussion. Evaluation by tests, lab
reports, computer exercises, and class participation.
Dlstrlbution: Psychology/Soclology
Madmum Enrollment:20
nine: 1
I
Room: Murphy Place I
PSY 20 1 -A
lnsfructoc VlctortaUhYeileld
The methods of Psychology are used to study behavioral and
socialinfluencesonhealth,includingtheinteractionof though ts,
emotions, and biological systems. Consideration will be given
to life styles, health system policies, stress management, and
illness prevention and treatment.
Prerequlslte: PSY 105
MaAmum Enrollment:25
Tlme:I
Room: Old Maln 23
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a decision
that we often make with a portion of our brain and all of our
heart. This course will take nothing from the heart, whether
you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life
with a partner. In the context of Christian teachings, many
theories will be studied, with particular attention given to the
work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one
paper, and two tests. Two books will be required.
Prerequlsltes:REL I I I or REL 22 1 or permlsslon of
Instructor
Dlstrlbuifon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
Madmum Enrollment:25
77me: I
Room: Muslc 24
REL 345A
lnstructoc Eugene Sklbbe
The Lutheran Church is the largest Protestant church in the
world. We will not only examine the Lutheran Church as it is
at the present time, but also study its origin in the 16thcentury,
its development over about 450 years, and its cultural influence. An anthology including several monographs and the
professor's lectures, together with reserve reading, will provide an overview. Ledure and class discussion will deal with
examples of Lutheran witness to the Gospel in art, music,
philosophy, sociology, and theology. Requirements include
four exams.
Prerequlsltes REL I I 1 or REL 22 1
Dlstrlbutlon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
General Education Perspecifve: Chrlstlan Falth
Maxlmum Enrollment:25
rime: I
Room: Old Maln I8
REL 366-A
lnstructoc Brad Holt
This course will focus on two regions of Africa: the West and
the South. Students will be introduced to traditional African
culture and religion, the introduction of Christianity, and the
present development of indigenous churches in West Africa.
The new "Independent African Churches" will be studied, as
well as attempts to formulate "African Christian Theology." A
major &ion of the course will focus on contemporary r e
sponses of churches in South Africa to the apartheid system of
racial segregation.
Prerequisite: REL I I I or REL 22 1
Distrlbutlon: Religion (only one lnterlm course may be
used toward graduation religion requirements)
Madmum Enrollment:25
Tlme:1
I
Room: Music 23
REL 445
lnstructoc Phil Quanbeck
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language for
understanding the biblical text. Grades will be based on class
participation, two presentations to the class and an examination.
Prerequisites: REL I 1 I or REL 22 1
Distrlbutlon: Religlon (only one Interim course may be
used toward graduation rellgion requirements)
Madmum Enrollment:25
Tlme: I
Room: Old Main I I
SWK315A
Instructor: Blanca-Rosa Egas
This course introduces students to a health system in a developing country.It helps to realize that people in Ecuador prefer
holistic health care and facilitates students to develop awareness regarding Ecuadorians' values, attitudes and belief system. The course allows students to experience environmental
and psychosocial contrasts in rural and urban settings in the
coastal and highland regions of Ecuador. Students witness
modem health delivery and folk practices and different health
conditions. The visit to Vilcabamba, the world's well-known
sanctuary of longevity, allows interaction with individuals
over 100 years old. The assessment of the historic and current
Ecuador's worth provides a creative perspective, a positive
attitude, and abetter understanding of Latinos in the USA. The
cost of $2,395 includes travel, accommodations, breakfast
daily, two lunches and two group dinners. For more information contact Blanca-Rosa Egas at 330-1713. For registration
contact Kathy Lutfi at 330-1655.
Students are evaluated on course participation, one final examination and four reflection papers.
SOC 23 1-A
Instructor: Rlta Wekbrod
The human family is examined as a social system within
alternative contexts in American society and crosscultural
variants. Students will select one crosscultural or subcultural
variant for special study and analysis. Family problems are
seen within their cultural and institutional contexts.
Prerequlslte: SOC 121 prefened
General Educatlon Perspective: Intercultural
Awareness
Madmum Enrollment:25
lime: 1
I
Room: Old Maln 13
SOC 265-A
Insiiuctoc Gordon Nelson
This course examines the nature of human groups who, for
reasons of birth, accident, appearance, or behavior, have been
"set aside" and viewed as "different" by the larger society.
Members of the class are encouraged to reflect on the extent to
which suchgroups havedevelopedmeaningful cultures which
have made or could make significant contributions to the selfunderstanding of persons who are part of the larger society. In
addition to lectures and films presented in class, the course will
include an opportunity for off-campus participant observation during which members of the class will be asked to focus
on a particular cultural group other than their own. This
observation will become the basis for a class presentation by
each member, either individually or as part of a group. Members of the class can expect evaluation to be based on a
combination of class participation, their respective class p r e
sentations, and a final examination.This course is offered on a
P/N basis only.
Dlstrlbutlon: Mlnorlty./Women/Urban
General Education Perspective: intercultural
Awareness
Madmum Enrollment:25
lime: I
Room: Fos 20
socrorogy
I
BEGINNINGSPANISHI
SPA I1 1-A
Instructoc GabfielaSweet
Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but
secondary goals are to develop reading and writing skills as
well. After Interim, students will be prepared to continue with
Spanish 112 in the spring.
The approach used in class will be proficiency oriented, and
grammar explanationswill be given as needed to clarify those
in the text. Evaluation will include class participation, a test on
each chapter, and a written and oral final exam.
Dlstrlbutlon: Modern Languages
General Educaffon Perspective: Intercultural
Awareness 11
Madmum Enrollment:25
nme: 1
I
Room: Old Maln 25
SPC 226-A
lnstiuctoc Martha Johnson
This course will explore principles and styles of movement
used in the art of acting. The goal will be to increase the
student's ability to communicate through movement, by examining the principles of discipline, spontaneity, clarity, timing, concentration, and rhythm. Movement exercises will be
based on short scenes, monologues, and poems. Some principles of Asian theatrical movement will be introduced.
Course requirements will include assigned readings, exercises, a written play review of a live, professional performance
students will attend, two graded movement pieces, and one
final reflective paper.
The class is designed for those who desire to increase their
skills as actors, and also for those preparing for any field
involving public presentation: teaching, law, ministry, etc.
Maximum Enrollment:20
lime: I
Room: ?j'ornhom-Nelson Theatre
SPC 32 1-A
lnstructoc James Hayes
This "hands-on" course will give students the opportunity to
refine their public speaking skills in a contest format.Students
will be required to enter three different forensics events at
three interscholastic tournaments held during the month of
January. In addition, the class will prepare a videotaped
program of their work as an instructional aid for future forensics contestants. Evaluation will be based on peer and instructor critiques of written and oral work, selfevaluation, and, to
some degree, competitive success.
Prerequlsltes:SPC 1 1 1 or consent of Instructor
Madmum Enrollment:25
lime: 1
I
Room: Foss 2 1a/2 1b
SPC 495-A
Instructor: Anne Holmquest
The focus of this semintir is Conflict Resolution. The purpose
is to consider conflict theories which are competing answers to
the question: what causes conflict in communication and how
should it be resolved? We will simulate small group conflicts
in an attempt to study the application of resolution methods.
e
q
wreading (onebook and
Students will be evaluated on r
articles), a paper, small group performance and occasionally
Speech, Communication & Theatre
I
will be asked to give an oral report on research.
Madmum Enrollment: 20
Tlme:I/
Room: Foss 43
UMAIE
Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Additional
information about the following courses can be obtained from
Kathleen Lutfi at the International Programs Office,620 21st
Avenue South. (330-1655) or from the Interim Office (3301025). Registration for these Interims ends October 23,1992.
These courses are offered on a P/Nbasis only and generally
carry a lower division number.
Australia's Business Climate
Brtaln: Focus on the Evolution of Ow Modern World
Vlew
The Caribbean:A Reglon of Cultural and Natural
Diversity
Communicaffon and CuRure in Japan
An Ecological Study of Coral Reefs in The Philippines
and Hawall
Ecuadoc A Study of Hoilsffc Health Attltudes and
Services
Europe and The Rise of Modern Science
Family In Focus: Policy and Servlces in Sweden and
Denmark
Field Blology In the Galapagos Islands and Mainland
Ecuador
Geography of the Baltic States
A Greek Odyssey
Hawaii: MuWCuHural Communicaffon in Organizational
Settings
The lndustrlal Revolution in England and Scotland
International Business and Culture in a European
Environment
Law In London
Uteraw Ireland
Museums, Muslc, and Monuments In the Great Cltles of
Europe
In Search of the Anclent Romans
South Afrlca: Cultural Plurallsm and Soclal Change
Speclal Programs for Speclal Chlldren In The United
Kingdom
Theatre In and Around London
Thls Is New Zealand
2000 Years In Trier:lntermedlate Geman
Vamonos:Spanlsh Language and Culture In Venezuela
These courses are offered by lnstltutlons or groups not
connected wlth Augsburg College,but have been
approved for credlt by the College. Most carry a tultlon
cost plus other expenses whlch are the responslbllliy of
the student. They are offered only on a P/N basis. Fuller
descr/ptlonsand details for registering are available In
the Intertm Offlce.
HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cnrising. The course will take
the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will
live aboard a 43-46 foot fixed keel sailboat with fivelsix other
people and will function as an active crew member. Actual on
the water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,600, which includes airfare, for Augsburg
day studentsand quahfymg4-1-4 students.Others will have to
pay regular Interim tuition in order to receive academic credit.
Total payment is due October 31,1992.
Prerequlslte: Pennlsslon from Joyce Pfaff of the Health
and Physlcal Education Department (6 12) 330 1247.
Dlstrlbuiion: Ufeffme Sports: also one course credk
HPE 2 12-A
Check for information in theInterimOfficefor material on dog
sledding and snowshoeing on the Minnesota-Canadian border or for white-water canoeing and desert camping on the Rio
Grande in the December 26 through January 26 period. There
is a cost of approximately$1,275 (the Outward Bound organization has some scholarships available).
POL 398-A
POL 398-A
Information on either of the above programs, housing, and
financial assistance is available from Dr. Milda Hedblom,
Memorial 117A, 330-1197.
Other Courses
lrls
@ Printed on recycled paper.
Show less
Introduction
Undergraduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2020 - Summer Semester 2021. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged
to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2020
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg University 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 the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. 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 be based 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 University, or consider doing so, please know that those of us who await you here find the
university 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, PhD
President
2
About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. 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 – their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota are
extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and
St. Paul, as well as Minneapolis-St Paul International Airport.
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 Established a Direction
3
August Weenaas was Augsburg’s first president (1869-76). 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 businessperson. 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 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of
Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness
Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980-97). 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, the Oscar Anderson Residence Hall, and the James G.
Lindell Library.
4
William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its
identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—
in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1,
2017.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both
internally and externally. These centers are:
Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the
educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either
on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity
for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day
program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a fivecollege consortium that allows day program students to take courses on other campuses without additional charge
while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University,
Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities
section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare
for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies.
6
Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently,
in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom
instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not
all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s
mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms
and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the
heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE,
Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making
them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are
delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience
of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at
the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students
may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information about
the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
7
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom 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
8
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
9
Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved by:
American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
10
Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief,
national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial
status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admission
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
University is committed to providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents on October, 2014)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
11
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
12
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at http://www.augsburg.edu/dps/crime-alerts-and-logs/. For a
printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action,
grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg
University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail
account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward
their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account.
Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail.
Resident day program students will be assigned a campus mailbox; commuter day program students may request a
campus mail box. Students should check their campus mailbox regularly.
13
Admission
Augsburg University 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 University 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
University.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee.
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 and
official transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent prior to registration and orientation. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores
Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students,
and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application
Requirements.
Recommendations
One letter of academic recommendation (optional). A letter may be submitted by a teacher and/or counselor.
Essay
First-year applicants are required to provide written responses to the essay question(s) listed on the application.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included within the application and discussed individually with an admission counselor. On occasion, the Admission
Committee may defer a decision on a candidate’s admission until additional information has been received. For
example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
14
Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within
three weeks after the application file is complete and has been evaluated by the Admission Committee. Notification
of admission status for completed applications begins in October.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online for with no application fee at augsburg.edu/transfer or
commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Recommendations
One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic recommendations
may be required by the Admission Committee before an admission decision is made. On occasion, the Admission
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 Admission Office will inform the candidate.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
Have a minimum of 12 transferable credits and
15
Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more
transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University
advisor when considering the Adult Undergraduate program.
Application for Admission
Students should complete the application for admission and submit it to the Admission Office. Students may apply
online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit
the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
16
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available
basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned 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. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United
States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
17
Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus
Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2020-2021
Semester
Year
$19,647.50
$355.00
$1,228 per credit
$39,295.00
$710.00
$4,912 per 4 credits
$1,228 per credit
$190.00 per term
$4,912 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2020-2021
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$426.00 per credit
$426.00 per credit
18
$1,704.00 per 4.0 credits
$1,704.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid
programs.
19
The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, 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, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
20
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
21
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
22
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
7.
Unsubsidized Direct Loan
Subsidized Direct Loan
Federal Perkins Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
23
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
24
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
25
Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade
point average. Residence Life staff are professional and student team members available to support students in their
academic and co-curricular experiences. Through their efforts residential community members become acquainted with
life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the
lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps
students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Residence Life and Dining contract: http://www.augsburg.edu/reslife/housing/
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and
dressers.
26
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
27
Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students may
also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance
and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new
students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University.
It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
28
Student organizations provide students the opportunity to become involved in various interests, passions, and activities
at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an
organization around a common purpose while making an impact on both the Augsburg and greater community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to
gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship
opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater
communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program.
Orientation Leader Training is designed to grow the existing awareness, knowledge, and skills of student leaders so that
they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by
learning to work across social identities and backgrounds while implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the
transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about University resources and services, hear about academic
programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a
university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats,
peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the
wide variety of activities on campus.
29
Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called LEAD
Fellows (Leaders for Equity, Action, and Democracy). Through the LEAD program, students develop deep community
relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be LEAD
Fellows are students with diverse ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
university’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
30
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
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 may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+
Student Services, University Events, Center for Global Education and Experience, International Student and Scholar
Services, the Copy Center, Shipping and Receiving, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this
area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student
Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of
Augsburg University.
31
Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
32
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their university years.
We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the
student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
33
which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history
to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students
choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in
which they intend to complete their project and reflection work. This option requires students to write
learning outcome goals that integrate their on-the-job experience with classroom learning and complete
reflection assignments describing an academic and work connection. Staff of Career and Internship Services
supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management, notetaking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty advisor in their major department, developing the facultystudent mentoring relationship.
While all students are required to meet with their faculty advisor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and
Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic
success. In addition, the program helps students transition to college through one-on-one meetings with their academic
advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to
complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as
a tutor is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation
or Suspension. Students on Probation are required to meet with their academic advisor and complete all necessary
34
requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on
the student’s record, which will prevent registration until the necessary Probation requirements have been completed.
Students who do not complete the requirements as needed, may be suspended. For more information see the
Satisfactory Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain equal access
to Augsburg’s programs and services. 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as provide appropriate documentation of their disability. CLASS also
provides informal screenings for students who suspect they may have a learning-related disability. These screenings are
meant only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053 or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic
standing, and graduate within six years. The program serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation
necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent
residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in
college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
35
Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at
612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
36
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
Academic year research
$1,000 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some outside the
U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
Other Initiatives
Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
Fund student travel to national academic conferences to present research findings.
Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges,
Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
37
students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access to
campus support services in order to ensure their educational success. Participation in StepUP offers students leadership
opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through
leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a
community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that
students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
38
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latinx Student Services
Mission
The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx
students at Augsburg.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in
recognition of the changing demographics and needs of current Latinx students at Augsburg University.
During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admission and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations
organize various activities during the academic year to increase the network of friendship and support for Asians, other
students at Augsburg, and the surrounding community.
Pan-Afrikan Center
Pan-Afrikan Center at Augsburg University promotes programs that support the personal, social and academic success of
students of African descent. Our programs focus on exploring Black identity, education, advocacy, and community
building. We strive to develop leaders that will contribute to social progress, democracy, and create sustainable changes
in our communities.
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional, and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
39
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA+ Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Brave Space
Trainings; the LGBTQIA+ Student Leadership Retreat, Queering Career series; and the LGBTQIA+ Newsletter offer
learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the
department honors LGBTQIA+ and allied students, staff, and faculty each year during Lavender Celebration, where the
recipients of the LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, Karen Neitge Scholarship, and
LGBTQIA+ scholarship recipients are honored.
For more information, visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at
@augsburglgbtqia.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety
of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike.
It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
40
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups to foster positive change
within the campus environment.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international students
and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness
and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
41
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their immigration status while completing their academic programs.
Examples of ISSS responsibilities include:
Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
42
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “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.” This strong commitment to a global perspective provides the foundation to include study abroad or
away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have over 200 programs in over 60 countries, including the United
States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students
and faculty interested in study abroad and away, and provides advising on program options, finances, and academics.
Services provided through CGEE:
Study abroad and away program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of global and experiential education within the curriculum, in our campus life and to engage the community
surrounding the campuses in the Twin Cities and Rochester, across the United States, and the world.
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to
examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry
in England, or gain fluency in a foreign language in many countries around the world.
Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, and Exchange programs), students can
choose from Augsburg Affiliate Programs.
Attend a virtual information session to learn how you can study abroad or study away in the USA.:
studyabroad.augsburg.edu.
Augsburg in Central America, Mexico and Southern Africa
The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern
Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available.
Augsburg in Central America
Social Change in Central America: Peace, Justice, and Community Engagement (Guatemala, Cuba, and Costa Rica) – Fall
or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
43
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first eight weeks of the program in Guatemala,
travel to Havana, Cuba for a two-week seminar, and spend the final six weeks in Costa Rica. See a full program
description on the CGEE website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to
advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are
available in a number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the CGEE website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish
and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context.
Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican
Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a
full program description on the CGEE website.
Liberal Arts, Language, and Social Change – Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various
Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and
professional pursuits. This is an excellent program for those who also need to meet General Education Requirements.
Students can satisfy general education requirements in Natural Sciences (with a lab), Fine Arts, Social Science,
Humanities, Recreational Wellness, and Language. There are also internships and independent study options available.
See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a
full program description on the CGEE website.
Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modernday media, including responsible journalism on critical issues such as (im)migration and the environment. Through
hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from
the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply
with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from
diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and
internships are also available, as well as courses fulfilling general education requirements. See a full program description
on the CGEE website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and
MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on
the CGEE website.
44
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the CGEE website.
Augsburg in Southern Africa
Nation-Building and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa.
Available courses are: HIS 327, POL 353, RLN376, ENV 100 and INS 312/POL 354. Internships are also available in eight
different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
CGEE website.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in the United Kingdom,
China, Greece, Hong Kong, Japan, Lebanon, Norway, and South Korea. Diverse disciplines are available and all
coursework is in English, with the opportunity to study the host country language. Travel grants are available for these
programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight
days to five weeks and offerings change annually. Scholarships are available for some programs.
Augsburg Affiliate Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliate programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study in disciplines and
locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces
are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg
CGEE and Exchange program portfolio.
Application Process
In order to Study Abroad or Away, students should follow these steps:
Attend an information session (in person or online).
Research programs .
45
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements.
Talk with Student Financial Services staff about payment options. Talk with family members and other staff on
campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and
eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and
study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process
includes a required Course Equivalency Form, where students list the courses they want to take on their program and
obtain approvals by faculty advisor(s), a Registrar’s Office representative, department chairs or other assigned faculty to
meet the course equivalencies.
Credits, Grades and Residency
Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus
are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader
and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to an off-campus study program may be withdrawn from the program. In that case, the student is
responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs
on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
46
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses
are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad
and Away team partners with Student Financial Services to create a cost estimate for each student considering a
semester, academic year, or long summer program. Cost estimates include both program fees billed to a student
account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward
the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are
available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and
other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg
programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional
cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to scholarships
and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe only
the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee.
Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
CGEE Travel Grant. Augsburg students automatically receive a $1,500 CGEE Travel Grant on our Semester programs
at our sites in Central America, Mexico and Namibia/Southern Africa, or a $1,000 CGEE Travel Grant on our
exchange semester programs.
The CGEE Inclusion & Access Scholarships are for students who have not traditionally been represented in study
abroad, specifically students of color, students with disabilities, LGBTQIA students, veterans, first generation
students, and those with financial need. Awards up to $2,000.
Summer Discount: Students who participate in one or more sessions in Mexico will receive a $400 discount per
course/session.
Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students
are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program
selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation on
the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country
47
and culture, there may be different ways to define accessibility and different expectations in terms of accommodations
that can or should be made. To start exploring accommodations for off-campus study, Schedule an Appointment with
CLASS.
Continuing Education Program
The mission of Augsburg University continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Maheen Zaman, Honors Program Director, at zamanm@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students
may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
48
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air
Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the
United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of
four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force
Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership
Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
develop physical fitness, and practice military customs and courtesies). College students enrolled in the
AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree
requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, visit the University of Minnesota Army ROTC website.
49
Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as
an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will
receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of
offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing
immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were
dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible
credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a
tuition charge.)
50
Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen Center
website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
Students must register the internship for the academic term that coincides with the internship experience.
Students fill out the online Site Agreement Form on the Strommen Center website under the Internships &
Augsburg Experience section.
Obtain the Internship Registration form (paper form) from the Strommen Center website under the Internships
& Augsburg Experience section and obtain the required signatures.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship
based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or
department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
51
ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the
joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay
their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
A
AB+
Grade Points
4.00
3.67
3.33
B
3.00
BC+
2.67
2.33
C
2.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
Undergraduate: Satisfactory
Graduate: Unsatisfactory
C1.67
D+
1.33
D
1.00
Poor
D0.67
F
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for
graduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
52
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each
as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four
semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded
only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate
they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the
deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's
Office will manually change the earned letter grade to P, LP or N after final grades are posted.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the
family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested
an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the
grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is
determined by the faculty member in consultation with the student but must not exceed the time period described
below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is
sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion.
If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the
session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student
requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a
longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact
the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made
for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a
53
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record.
A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a
course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit.
Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Office of Academic Affairs.
54
Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any
consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to
the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued
access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent
semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll.
The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and
AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be
deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This
shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active
duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties
and aid in this process.
55
Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial
Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline
being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week
during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Active Students (Registered, Leave of Absence, Term Off)
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers)
may elect to satisfy the general education and departmental requirements outlined in the catalog in effect
during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active
student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect at
the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or
better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by
petition.
56
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in
collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated
on an individual basis.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s
major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg.
(Refer to the Graduation section of the catalog.)
Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit
Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average.
Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
57
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may
be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
58
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used
when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the
credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o Students may apply no more than eight semester credits with P grades toward a major and no more than four
semester credits with a P grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined
those limitations along with their major and minor requirements in the catalog.
59
2. Completion of a Major—Requirements for each major are listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
4. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic
programs require a higher grade point average or a specific minimum grade in each course. See the departmental
section for details about the grade and grade point average for individual majors and minors.
5. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
Transfer courses count against the senior residence requirement. Therefore, students are encouraged to
complete transfer work prior to the final 32 credits for the degree.
Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation
requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic
Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
60
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following
standards could result in suspension from the university.
Requirements
At the end of each fall, spring, and summer semester, the university will review the academic progress of all
undergraduate students registered for that semester.
In order to remain in good academic and financial aid standing, you are (1) required to maintain an overall Augsburg
GPA of 2.00 and complete at least 66.67% of the credits you have attempted (i.e. registered for) or (2) required to
complete and follow a SAP plan (if you are on probation). SAP assistance, plan requirements, and deadlines can be found
here: https://www.augsburg.edu/advising/majors/probation-advising/.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as
defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat Courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student
will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards and appropriate notation will be placed on the permanent transcript.
61
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the
permanent transcript. Students are required to complete and follow a SAP plan (augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next semester attempted, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s semester term GPA and semester term completion rate will be
evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate and completing all other
Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic
Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent
transcript. Students are required to complete and follow a SAP plan of assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do not
follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation
of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the
Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the
Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year
(including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application
for readmission. Recommendations on how to be successful in the readmission process may be outlined in the
suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than
66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less
than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
62
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
63
Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
articulate and solve problems in creative, analytical, and integrative ways
64
Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
65
First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required
developmental and writing courses by the end of their third term. The developmental courses subject to this policy are:
ENL 101
ENL 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.)
In some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by
Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice
questions and other information are available on the Academic Advising website -- students are encouraged to study for
the exam. Students may retake the Math Placement Test once during their first term of enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation
for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to
advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must
take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s
MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer
an equivalent English composition course from another institution or Advanced Placement English Language and
Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that
sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by
Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take
Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take
Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101)
with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their
exploration of modern language at the level identified by the placement test. This online placement is administered by
Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those
specific languages. Students speaking other languages can take a test through Language Testing International and
receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for classes
taught in English and may need to complete an English Language Learning course(s). This placement is administered by
Academic Advising.
66
Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness
Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this
requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
Skills Development
67
The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
68
Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement,
that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
69
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
70
Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art and Design
Art History
Studio Art
Graphic Design
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Philosophy (BA)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Education (Community-Based) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS - offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
71
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Theology and Public Leadership
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Music Business
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
72
Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the
design without affecting the student’s proposed completion date. The deadline for initial submission of the program
design to AAC is the first term in which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with an academic major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
73
Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
74
Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
75
399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits
per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
76
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians.
Natural and Social Sciences
Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology,
Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
77
American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian Studies Major
Nine courses, including:
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
One of ENL 255 or AIS 264
o ENL 255 - American Indian Literature
o AIS 264 - American Indians in the Cinema
HIS 236 - American Indian History
RLN 370 - American Indian Spirituality and Philosophical Thought
Four elective courses, of which at least three must be upper division, chosen from the following:
o AIS 208 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 264 - American Indian in the Cinema
o AIS 299 - Directed Study
o AIS 304 - Engaging Native Communities
o AIS 305 - Indigenous Issues of the Americas
o AIS 320 - American Indian Women
o AIS 332 - Native American Storytelling
o AIS 364 - Indigenous Filmmakers
o AIS 396 - Internship
o AIS 399 - Internship
o AIS 405 - Indigenous Activism and Resistance in the Americas
o AIS 408 - Native American Women and Film
o AIS 490 - Indigenous Issues of the Americas
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o ENL 255 - American Indian Literature
o ENL 355 - Themes in American Indian Literature
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
*AIS Majors may complete the Keystone requirement by taking AIS 490 (travel seminar), AIS 405, KEY 490 or another
approved keystone course.
78
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163,
MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
79
Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a
major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for
community engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 15-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Jenny Moeller: Administrative Assistant
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
GST 200, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
ART 102 - Design
ART 107 – Drawing
ART 240 - Art History Survey
One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
80
Five additional studio arts courses
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
ART 102 - Design
ART 107 – Drawing
ART 240 - Art History Survey
One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
One course in graphic arts from:
o ART 132 - Photography I
o ART 223 - Print Making I
One course in fibers: ART 280 - Hand Papermaking and Book Arts I
One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
Two second-level courses in two different disciplines
Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
81
Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History Major
Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
o ART 102 - Design or ART 107 - Drawing
82
o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
ART 107 – Drawing
ART 240 – Art History Survey
Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
83
Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the
underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves
as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz (Chair), Benjamin Binder, Amanda Case, Vivian Feng, Michael
Wentzel.
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
BIO 151 and 151L - Introductory Biology
BIO 253 and 253L - Introductory Cellular Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 245
o MAT 146 and 146L - Calculus II
o MAT 245 - Calculus III
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 255 and 255L - Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
84
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 486 and 486L - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty advisor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
85
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite
for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied
with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper
division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry
courses applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dale Pederson, and Kelsey RichardsonBlackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student
research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty advisor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
86
Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the
Academic Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of MAT 145, MAT 163, MAT 164, or PSY 215
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
87
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 440, BIO 481, or ENV 320.
Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different
BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L – Freshwater Ecology
o BIO 440 and 440L - Plant Physiology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 and 486L - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2
semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician
Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and
Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult
with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
88
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at
the time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For
courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than
a D- grade in lab. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting
the requirements of a major. All biology courses applied toward the major must be traditionally graded.
Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of
the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
89
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, Matt
Beckman, and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Student also participate in research off campus through
internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
90
Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Henry
Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Abnormal Psychology
o Either PSY 299 or two semesters of PSY 360
PSY 299 - Directed Study (Research in Biopsychology)
PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 255 and 255L - Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
91
o BIO 474 and 474L - Developmental Biology
o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for
all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be
upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
92
Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger, Jacob Enger, Cory Erickson, Kellie Groon, Marc D. Isaacson, Soebin Jang,
Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department
93
offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
for international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following
policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a
minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate
programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to
ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
94
o
o
o
o
MAT 114 – Precalculus
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems
majors)
o MAT 173 - Mathematics of Finance
o MAT 273 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Introduction to Literary Study
o ENL 241 - Introduction to Cinema Art
o ENL 250 - American Voices
o ENL 251 - Introduction to African American Literature
o ENL 255 - American Indian Literature
o ENL 260 – Authors
o ENL 270 – Themes
o ENL 280 – Genres
o ENL 290 - Explorations in Language and Theory
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
95
Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
96
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
97
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students
to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work
with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The
five required courses are intended to be completed during the last three years of school with the capstone class taken
during their senior year.
One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
98
Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
99
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
100
Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
101
International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
102
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
103
Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
104
Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
MIS 375 - E-Commerce
MIS 479 - Business Analytics
One of MAT 163, MAT 164, or MIS 379
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 171, MAT 145, or MAT 122
o MAT 171 - Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
105
o MAT 122 - Calculus for Social and Behavioral Sciences
One of MIS 270 or CSC 352
o MIS 270 - Data Management for Business
o CSC 352 - Database Management and Design
Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
106
Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
107
Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Jessica Allen, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
108
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
109
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
110
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior
to graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
BS ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; 4 credits or summer of approved research;
participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review
by the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course.
A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
111
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
112
Communication Studies, Film, and New Media
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film,
and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, Rebecca John, David
Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Wesley Ellenwood, Darcey Engen, Doug Green,
Rebecca John, Elise Marubbio, Jila Nikpay
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher
Houltberg, Rebecca John, Emily Lyman, Julie Longo
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
One of COM 111, COM 112, or COM 115
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
One of COM 254 or COM 355
o COM 254 - Interpersonal Communication
o COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 352 – Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (may not count the same course twice):
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 260 - Environmental Communication
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
113
o COM 399 - Internship
o COM 405 - Nonverbal Communication
o COM 415 - Advanced Critical Media Studies
o COM 480 - Public Relations/Promotional Communication
o COM 495 - Communication Topics
o COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
o ART 132 - Photography I
o ART 201 - Introduction to Graphic Design
o ART 215 - Introduction to Web Design
o BUS 242 - Principles of Management
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o FLM 399 – Internship
o MKT 252 – Marketing
o Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements
in the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
COM 111 - Public Speaking
COM 280 - Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 254 - Interpersonal Communication
o COM 260 - Environmental Communication
o COM 281 - Research Methods
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 352 - Persuasion
114
o
o
o
o
o
o
o
o
COM 355 - Small Group Communication
COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
115
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
116
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 221 - Intermediate Expository Writing about the Arts
o ENL 226 - Introduction to Creative Writing
o ENL 228 - Broadcast and Online Journalism
o ENL 229 - Screenwriting
o ENL 241 - Introduction to Cinema Art
o ENL 290 - Explorations in Language and Theory
o ENL 324 - Creative Non-Fiction
o ENL 371 - History of Cinema
o ENL 427 - Advanced Studies in Media, Ethics, and Theory
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
o RLN 216 - Religion and Science in Popular Culture
117
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the following courses:
CSC 240 - Information Security and Assurance
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
New Media Minor
Four core courses and 8 elective credits:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
118
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
119
Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
Four courses are required from the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 304 - Engaging Native Communities
AIS 332 - Native American Storytelling
ENL 355* - Themes in American Indian Literature
POL 122 - Social Justice in Urban America
120
National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 264 - American Indian in the Cinema
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
ART 290/390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education at one of their international locations, while others may be done through a study abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
121
Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
122
One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
123
o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement)
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
124
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
125
Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:
Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the Education
Department are available through the department website. Students complete a semester of full-time student teaching
at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
126
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson (Chair), Jennifer Diaz, Sally Durand, Suzanne Gikas, Terrance Kwame-Ross, Audrey Lensmire, Rachel
Lloyd, Jason Lukasik, Joaquin Munoz, Barbara West
127
Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill
liberal arts requirements:
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
128
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
EDC 481 - Student Teaching: Initial License (12-14 weeks)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Endorsement
Social Studies (5-8th grade)
POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
129
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Endorsement
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
130
K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
131
Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
One of EDC 481 or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
132
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
133
Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
Students must be admitted to Education Department to take courses beyond this point.
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
134
Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
135
English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Robert Cowgill (Chair), Stephan Clark, Douglas Green, Sarah Groeneveld, Dallas Liddle, John Schmit, Lindsay Starck,
Kathryn Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
136
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two
200-level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 420 - Advanced Studies in Writing (Keystone)
One of ART 215, ART 201, or PWC 330
o ART 215 - Introduction to Web Design
o ART 201 - Introduction to Graphic Design
o PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
Three literature, language and theory electives, with at least one at the 300-level or higher
Three writing electives, with at least two at the 300-level, chosen from:
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 – Screenwriting
o ENL 320 - Fiction One
o ENL 321 - Fiction Two
o ENL 322 - Poetry One
o ENL 323 - Poetry Two
o ENL 324 - Creative Non-Fiction
o ENL/THR 325 - Playwriting I
o ENL/THR 326 - Playwriting II
137
o
o
o
o
o
o
o
ENL 329 - Screenwriting II
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
PWC 300 - Playwriting
PWC 310 - Themes in Playwriting
PWC 320 - Writing for Television (course being developed in 2020-2021)
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300-level two-course writing
sequence.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post-Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394,
410, and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
138
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Effective Writing I (ENL 101), Effective Writing II (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
139
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
140
Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our
day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of
the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Lars Christiansen
(Sociology/Urban Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban
Studies), Sarah Groeneveld Kenney (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling
(Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political
Science, Program Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
141
One lower division elective chosen from:
o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indians
o COM 260 - Environmental Communication
o ENL 270 - Themes: Environmental Literature (this topic only)
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 281 - Research Methods
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
COM 260 - Environmental Communication
ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
142
o
POL/WST 341 - Globalization, Social Struggle and the Environment
SOC 380 - Disaster and Resilience
Natural Sciences
BIO 152 and 152L - Evolution, Ecology, and Diversity
BIO 420 - Conservation Biology
BIO 425 and 425L - Freshwater Ecology
BIO 481 and 481L - Ecology
CHM 115 and CHM 115L- General Chemistry I
ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
143
Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen,
Michael Lansing, Barbara Lehmann, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah
Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At
least three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163
or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to
fulfill each of these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
144
Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics (CGE)
o WST 341 - Globalization, Social Struggles and the Environment (CGE)
o WST 357 - Mexican History, Culture and Cosmovision (CGE)
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies (CGE)
o AIS 208/408 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 305 - Indigenous Issues of Central America
o AIS 320 - American Indian Women
o ENL 365 - Contemporary Post Colonial Fiction
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
145
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
146
Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for
individuals, schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael
Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut , Kassondra Valek, Steve Verlennich, Jackie Voigt
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
147
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
148
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 220 - Motor Learning and Development
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply
for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one
of MAT 114 - Precalculus or MAT 145 - Calculus.
HPE 104 - Components of Fitness
149
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 – Internship
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 353 and BIO 473
BIO 353 and 353L - Comparative Vertebrate Anatomy
BIO 473 and 473L - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
BIOL 2610 - Human Anatomy and Physiology I
BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or MAT 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Abnormal Psychology
Complete one elective chosen from:
o HPE 215 - Exercise and Health Psychology
o HPE 220 - Motor Learning and Development
o HPE 305 - Stress Management
o HPE 450 - Current Health Issues
o HPE 452 - Advanced Biomechanics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Exercise Science Minor
BIO 103 - Human Anatomy and Physiology
150
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 351 and 351L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 114 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 220 - Motor Learning and Development
o HPE 280 - Coaching Theory
o HPE 304 - Advanced Fitness Training
o HPE 315 - Exercise Testing and Prescription
o HPE 357 - Measurement in Health, Physical Education, and Exercise Science
For a complete list of courses and descriptions, see the Course Description Search.
151
History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things
came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
We cultivate a critical understanding of past and present that will help students become thoughtful, informed, and
engaged participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Michael J. Lansing (Chair), Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
Asia: HIS 104, 162, 186, 323, 362, 368, or 386
Africa: HIS 104, 187, 327, 346, or 387
Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
152
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 111, MAT 145, MAT
146, MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to
waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
153
Honors Program
Introduction
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Maheen Zaman, Honors Program director, at zamanm@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements receive special transcript notation, special graduation
recognition, résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg.edu/honors.
Students applying for the Honors Program also automatically apply for the university’s highest academic scholarships:
the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted credit. Contact Academic Advising or the Honors Program
director for further information.
Students may enter the Honors Program at any point in their academic career, so long as they have the time left to
complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year.
All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the
junior colloquium (HON 340).
Honors Program Requirements
All Honors students must complete the university’s General Education core requirements, including RLN 100, RLN
200, ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine
Arts, Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also
fulfill the foreign language and physical education requirements.
Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this
circumstance to their advantage where it helps them toward degree completion. For example, students may take
154
HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by RLN 100, RLN 200, or ENL 111,
respectively.
At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors
requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt
from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year.
In order to graduate with the Honors Program distinction, all Honors students must participate in a substantial
research process. This may be accomplished in a variety of ways, including HON 260 Honors Review, HON 470
Independent Research Collaboration, and URGO summer research.
All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation.
Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits.
Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements,
participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All
transfer credits are subject to the approval of the Honors director. (This effectively means that some students may
only take 20 Honors credits at Augsburg.)
Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
education. Such student created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
Student-created courses (created in collaboration with faculty)
Full course (10-20 students)
155
Reading Groups (29 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Curriculum
These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require
it.
First year at Augsburg: Fall
Required course:
HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements)
Electives that also satisfy Gen Ed requirements:
HON 100 - Religion, Vocation, and the Search for Meaning I
First year at Augsburg: Spring
Required course:
HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill)
Electives that also satisfy Gen Ed requirements:
HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement)
Subsequent years at Augsburg
Required course:
HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/LP/N grading, fulfills Honors Grants,
Fellowships, and Awards application requirement)
Electives that also satisfy Gen Ed requirements:
HON 200 - Religion, Vocation, and the Search for Meaning II
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
Other Electives:
HON 380 - Student Created Learning Experience (1, 2, or 4 credits)
HON 499 - Independent Study (1, 2, or 4 credits.
These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a
department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the
Honors director.
Certain courses cross-listed in other departments
Final year at Augsburg: Fall or Spring
Required course:
156
HON 490 - Honors Senior Seminar
Electives:
As needed
For a complete list of courses and descriptions, see the Course Description Search.
157
Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty advisor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local
and global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty advisors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty advisor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
158
For a complete list of courses and descriptions, see the Course Description Search.
159
International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
160
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
161
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
162
each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Post-Colonial Fiction
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
163
Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, and
American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and
Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of
the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Cédric Briand, Randi Cowmeadow, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Diane
McDonagh, Kate Reinhardt, Joseph Towle
Degree and Major Requirements
Spanish Major
CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers
of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
164
One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
165
Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and
to tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 220 - Intermediate Expository Writing
ENL 385 - Language and Power
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
166
Mathematics, Statistics, and Computer Science
Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative and computational
problems. Our majors and minors develop the ability to understand both applied and abstract quantitative
relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and
implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and
skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing
a major in Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or
Computer Science go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in
Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or
other sciences. The department offers the following programs:
Computer Science (BA, BS, and Minor)
Computational Philosophy (BA)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Rebekah Dupont, Richard Flint, Matthew Haines,
Scott Kerlin, Amy Larson, Wilmina Marget, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offred and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computer Science Major, Bachelor of Arts
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
167
o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
o PHY 261 – Electronics
o MAT 355 - Numerical Mathematics and Computation
o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing (recommended)
o MAT 271 – Discrete Mathematical Structures
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met
by MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
168
o
o
o
PHY 261 - Electronics
MAT 355 - Numerical Mathematics and Computation
One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 145 and 145L - Calculus I
MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to
substitute a third MAT elective from those listed below)
One of MAT 146, MAT 246, or MAT 304
o MAT 146 - Calculus II
o MAT 246 - Linear Algebra
o MAT 304 - Graph Theory
One additional mathematics elective chosen from:
o MAT courses above 200 (beyond those applied to above requirements)
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 320 or CSC 345
o CSC 320 - Algorithms
o CSC 345 - Principles of Computer Organization
One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 - Discrete Mathematical Structures
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Philosophy)
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 – Discrete Mathematical Structures
One of CSC 160 or CSC 165
169
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
CSC 320 – Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
One of PHI 410 or CSC 495
o PHI 410 - Topics in Philosophy
o CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students
must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Arts
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
One of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or
other approved “theoretical structures” course.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
170
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting
courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC
165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC
362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count).
Among these seven electives (or additional courses) there must be:
At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical
Systems, or other approved “theoretical structures” course.
At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations
in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied
projects” course.
At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability
Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for
Business and Economics, or other approved “statistical perspectives” courses. Note that MAT 373 applies to the
requirement for “Four additional electives chosen from MAT courses numbered above 250, at least three of which
are numbered above 300. “ The other choices apply to the requirement for “Three additional electives chosen from
MAT courses numbered above 250, or the following list of supporting courses,” which applies to some focus areas
but not others.
At least five courses from a focus area approved by the department. Students are encouraged to have their plans for
a focus area approved by the department before junior year. Sample focus areas include:
o Actuarial Science (with University of St. Thomas)
o Business
o Computational Mathematics
o Data Analytics
o Economics
o Finance
o Mathematical Biology
o Mathematical Chemistry
o Physics
o Statistics
o Teaching Mathematics
o Theoretical Mathematics
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond a course is expected.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
171
Teaching Licensure in Mathematics
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following seven electives:
ESE 330 - 5-12 Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
One of MAT 324: Analysis or MAT 363: Dynamical Systems
One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in
Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects”
course.
One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics
major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the
endorsement.
Mathematics Minor
Five courses including:
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special
Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses.
Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One
of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT
271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics.
172
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better in each course that applies toward the minor in Mathematics.
At least one MAT course numbered above 250 must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses for Mathematical Economics majors:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
An introduction to statistics - one of:
o MAT 163 - Introduction to Statistics
o MAT 164 - Introduction to Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
A project-based statistics course - one of:
o BIO 481 – Ecology
o ECO 490 - Research Methods in Econometrics
o MAT 374 - Statistical Theory and Applications
o MKT 352 - Marketing Research and Analysis
173
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
Two electives chosen from the following:
o MAT 373 - Probability Theory
o MAT 394 - Topics in Statistics
o No more than one of the following:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
CSC 352 - Database Management and Design
MIS 270 - Data Management
MIS 479 - Business Analytics
o A second project-based course:
BIO 481 – Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 252 - Marketing Research & Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science
Department:
PSY 491 - Advanced Research Methods
Advanced statistics electives taught in the ACTC or in transfer
An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must have a designate other than MAT.
Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective
and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1,
MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or
Computer Science. Departmental honors recognizes:
Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty advisor
during junior year. Detailed requirements and information on the application process are available from the
department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
174
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics or Computer
Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take
MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
175
Medieval Studies Minor
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills
necessary for its serious study.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Douglas E. Green
(English), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 332 - British Literature: Renaissance and Reformation
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
176
Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
Augsburg University is accredited by the National Association of Schools of Music and its music programs fulfill all NASM
curricular standards; the music therapy program is accredited by the American Music Therapy Association.
Faculty
Full-time
J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma
Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea
Stern
Consulting Chair
David Myers
Fine Arts Coordinator
Cathy Knutson
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
177
Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Music
Music Business
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts
Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg
University. Students intending to pursue a music major in any of the three music degree programs must declare their
major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree
application by the end of their fourth semester of study. More detail is included in the Music Department Student
Handbook posted on the Music Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant course work.
Music Core
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
178
MUE 145 - Piano Chamber Music
Additional Requirements
Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Reinaldo Moya
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field
observations and internships. These experiences prepare students for careers in fields such as arts management,
179
promotion, the recording industry, and general music business. The program affords both the performing artist and the
business student the opportunity to pursue music business studies. The Music Business concentration has two tracks:
the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of
Arts in Business Administration with Specialization in Music Business (designed with business emphasis).
Faculty Advisor: J. Anthony Allen
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is accredited by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required
180
in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades,
applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s
future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
MUS 220 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting***
MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
MUS 344 - Instrumental Conducting***
MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
ESE 300 - Reading/Writing in the Content Area
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
181
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
182
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty Advisor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
MUS 135 - Class Piano 1
MUS 136 - Class Piano 2
MUS 152 - Class Voice
MUS 158 - Class Guitar 1
MUS 237 - Class Piano 3
MUS 238 - Class Piano 4
MUS 258 - Class Guitar 2
MUS 271 - Introduction to Music Therapy
MUS 273 - Functional Music Skills
MUS 315 - Psychology, Culture, and Community in Music
MUS 340 - Music Therapy Methods I
MUS 345 - Music Therapy Methods II
Two 300-level Music Therapy practica (MUS 374 or MUS 375)
MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
MUS 385 - Music Therapy Clinical Improvisation
MUS 458 - Senior Recital
Two 400-level Music Therapy practica (MUS 474 or MUS 475)
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
183
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 231 or MUS 232
o MUS 231 - History and Literature of Music I
o MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty Advisor: J. Anthony Allen
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
184
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
185
Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
186
Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Department of Nursing Faculty
Martha Aleman, Kaija Freborg, Kristin McHale, Joyce Miller (Chair), Anna Sanchez
Staff: Sharon Wade
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
187
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a
plan of study.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
188
Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings with practicum courses
(NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on weekday evenings for fourhour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses
and practicums at home and abroad are scheduled throughout the year. Students complete their community health
practicum locally or have the opportunity to go to Pine Ridge, SD or Nicaragua (which is offered every other year). Check
with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
189
Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni, Larry Crockett
Degree and Major Requirements
Philosophy Major
Eight courses including, including at least four upper division courses:
One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the university, but it recommends
for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics,
and Computer Science)
See the Mathematics, Statistics, and Computer Science section for more information.
Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
190
student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses:
Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
For a complete list of courses and descriptions, see the Course Description Search.
191
Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair),
Jeff Walter
Degree and Major Requirements
Physics Major, BA
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
192
o
o
o
o
o
o
o
o
o
o
o
o
o
o
PHY 261 and 261L - Electronics
PHY 317 and 317L - Biophysics
BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
193
o
o
o
o
o
o
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one
independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 and 486L - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
194
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
195
Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan
(emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
196
Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 – Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
197
One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
198
Political Science Minor
Five courses, including:
POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Notes
199
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
ECO 312 - Intermediate Macroeconomics
ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
200
Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), David Matz, Bridget Robinson-Riegler, Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
201
Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
Students take ten courses, including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
At least one course from the following:
o PSY 261 – Personality and Cultural Context
o PSY 359 - Assessment
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas- research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within
the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
202
PSY 235 - Psychology and Law
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 360 - Psychology Laboratory
PSY 400 - Keystone Internship
PSY 491 - Advanced Research Seminar
SOC 277 - Introduction to Criminology
At least one course from the following:
o PSY 359 – Assessment
o PSY 385 - Counseling Psychology
o PSY 410 - Clinical Neuropsychology
At least one course from the following:
o POL 170 - Law in the United States
o POL 370 - Constitutional Law
Concentration in Social Psychology
Both the Psychology and Sociology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 400 - Keystone Internship
SOC 121 - Introduction to Sociology
SOC 375 - Social Psychology
At least one course from the following:
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
PSY 105 - Principles of Psychology
Four additional PSY electives
203
A minimum of two courses must be taken at Augsburg. If a student minoring in psychology elects to complete internship
courses, no more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
204
Religion
Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious
expressions, experiences, systems, and cultures. Personal perspective and experience also come into play, creating
different and even conflicting attitudes and opinions about religion’s value and place in the 21 century.
st
But while religion is deeply personal, it is seldom private. Its impact is everywhere and affects everyone, from the most
committed believer and practitioner to the most convinced atheist. Because of the significance of religion in the public
sphere, “Religion and Public Life” serves as a guiding theme that emerges in various ways in the courses offered by the
Augsburg University Religion Department as we welcome students of all religious persuasions – and none – to explore
the role of religion:
In their own lives with a view toward how their beliefs, values, and commitments inform their place in society;
To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom
students may engage in their future professional and social contexts;
In considering their own career choices in service to the world through religious institutions and organizations;
For a deeper understanding of religion’s impact – past and present – in the world they inhabit, regardless of any
student’s own religious position.
All courses in the Religion Department are designed to enhance religious literacy and interreligious competency.
Religious literacy involves gaining an appreciative knowledge of the religious and spiritual practices of the world.
Interreligious competency is connected to intercultural competency and involves developing the skills and attitudes that
facilitate relationships with people who hold different religious or core commitments than one’s own.
The above learning outcomes arise from Augsburg’s educational mission that is “guided by the faith and values of the
Lutheran Church.” This tradition, at the core of Augsburg’s own vocation in higher education, encourages inquiry,
welcomes diversity, wrestles with life’s complexities, and engages the world while preparing students of all backgrounds
and persuasions “…to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.”
Faculty
Lori Brandt Hale (Chair), Russell Kleckley, Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Philip Quanbeck II, and
Hans Wiersma
Majors
The Religion Department offers two majors: Religion and Theology & Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and
encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other
perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLNEL100 and continue the exploration of vocation, the search for meaning, and
role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of
Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of
social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II,
develops themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are
described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential
Religion major or minor.
205
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1)
Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith
Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing
four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students
choose to add religion as a second major. Examples of double majors include students in biology, sociology, and
history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—
skills that make our graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN216: Religion and Science in Popular Culture
RLN222: Spirituality, Religion, and Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN214/MUS234: Church Music and Worship
RLN216: Religion and Science in Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN237: Giants of the Christian Faith
RLN240: Religion and the Rise of Science
RLN243: Religion in America
RLN245: The Lutheran Heritage
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN330: Theology of Death and Dying
RLN331: Christian Ethics
RLN342: Martin Luther and the Reformation
RLN340/HIS378: The Medieval Church
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
206
RLN205: Exploring Topics in Religion (depending on topic)
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN261: Jesus and His Interpreters
RLN409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN275: Judaism
RLN276: World Religions
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN407: Interfaith Scholars Seminar I (2 semester credits)
RLN408: Interfaith Scholars Seminar II (2 semester credits)
RLN409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections
of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
207
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young
people, and to develop the necessary skill set for effective work with children and youth.
YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 230 - Global Peace and Social Development
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
RLN 214/MUS 234 - Church Music and Worship
COM 111 - Public Speaking
Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
208
ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
POL 325 - Politics and Public Policy
SOC 390 - Social Problems Analysis
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
PSY 203 - Lifespan Development
PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency.
CCS 100 - Introduction to Cultural Studies
COM 329 - Intercultural Communication
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a
second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Prerequisites
RLN 100 is a prerequisite to all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion Department.
209
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
210
Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
211
Social Work
Professional social work is for students who have the desire to better the lives of people and communities through the
empowerment of individuals and advancement of social justice. Social workers are licensed professionals who work in
various sectors of society. You will find social workers in nearly all major social settings from clinics and hospitals, to
schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social
work program immerses students in the skills and theories of social work and interweaves that body of knowledge with
biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural
professional social work through two year-long field placements in a range of human service agencies during the junior
and senior year.
Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies
you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed
Social Worker. Augsburg’s students success in passing the exam on their first attempt is over 90%.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the national accrediting body, the Council on Social Work Education. For more information about the MSW program,
consult the Graduate Catalog.
Social Work Faculty
Laura Boisen (Chair), Bibiana Koh (MSW Program Director), Erin Sugrue (MSW Field Director), Christina Erickson (BSW
Program Director), Melissa Hensley (BSW Field Coordinator), Susan Conlin, Ankita Deka, Barbara Lehmann, Paula Watts
Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
Social Work major must complete the application materials and be officially admitted to the Social Work program before
beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who
do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to Social Work majors.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these three courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
o SWK 230 - Global Peace and Social Development*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
212
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, MAT 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required social work course. All
Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement at Augsburg’s Mexico Campus:
SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate social work perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
213
SOC 265 - Race, Class and Gender
And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director
assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations,
public and private, across the Twin Cities.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental
honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social
Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N
(pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this
paper or project. Please consult with the advisor or BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are
sent in the spring of each year.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. The Social Work department also offers a rotating selection of faculty-led, short courses to
countries such as China, Slovenia, South Africa, Mexico, and India. Students are also encouraged to study abroad for
elective credit.
Social Work Course Sequence
The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and
are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer
relationships and strong connections to faculty.
For a complete list of courses and descriptions, see the Course Description Search.
214
Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunities to improve the world we have created and in which we collectively live. The sociological
perspective provides an important way to critically understand how human beings come to think and act as they do in a
variety of social contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and employ
sociological concepts to solve social problems.
We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for
learning. Internships enable our majors to draw upon sociological theories and research skills while they explore
different career paths. Students also may take an independent study, special topics course, or field study toward that
end.
The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in
the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of
research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the
nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal
justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources,
conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major
also provides excellent preparation for advanced study in areas such as law, human services, counseling, social work,
urban planning, and ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen, Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields from human services to criminal justice to business to public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, critical
analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection
between of the individual and collective perspectives reflected in the sociological imagination. The five core courses
intentionally develop those skills in our students. The electives allow students to focus on content areas and develop
additional courses related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
215
Five elective courses, at least three of which must be upper division:
Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Sexualities
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 320 - Sociology of Law
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 375 - Social Psychology
o SOC 377 - Organizational Crime and Deviance
o SOC 380 - Disaster and Resilience
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Social Problems Analysis
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for 4 credits in order to
count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular
careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban
studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
216
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
217
Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training,
and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Sarah Myers, and Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras,
Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Richard Remedios, Kimberly Richardson, Harrison
David Rivers, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
218
Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4
THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 221 - Expository Writing about the Arts
o ENL 330 - Shakespeare
o ENL 338 - British and Commonwealth Drama
o ENL 358 - Readings in American Drama
o ENL 368 - Readings in World Drama
219
o PWC 300 - Playwriting
o PWC 310 - Themes in Playwriting
o PWC 320 - Writing for Television (course being developed in 2020-2021)
o PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Themes in Playwriting
PWC 320 - Writing for Television (course being developed in 2020-2021)
PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
220
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
THPs may be repeated
Crew work required classes/coursework does not count toward practicum credit
Work-study hours do not count towards practicum credit
221
3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of extraordinary amount of time required of the student.
Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
222
Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, political philosophy, history, environmental studies, art and architecture to understand metropolitan
areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with
experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived
experience. Coursework often includes walking tours, field trips, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Lars Christiansen (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Nancy Fischer (Sociology),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o SOC 380 - Disaster and Resilience
223
And two additional urban-related electives, approved by the Program Director. For electives, please see the
following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities
that suit your career interests, including off-campus study, ACTC courses, or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
224
(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
225
Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on
experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is
one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted
and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into
their chosen professions.
Minor Requirements
20 credits including:
YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
226
Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, PhD
Eric Jolly, PhD
Mark Johnson ‘75
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
Rachel Pringnitz ‘02, ‘07 MBA
Bishop Laurie Skow-Anderson, ex officio
John Schwartz ‘67
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
227
Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica;
MS, Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg University.
Karen Kaivola (2013). Provost and Senior Vice President for Academic and Student Affairs and Professor of English. BA,
Georgetown University; MA, PhD, University of Washington.
Joanne Reeck (2008). Chief Inclusion Officer. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Catherine Bishop (2011 ). Chief Student Success Officer. BA, Macalester College; JD, William Mitchell College of Law.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Tom Carroll (2014). Director, Financial Planning and Analysis. BA, Loras College; MBA, Keller Graduate School of
Management, DeVry University.
John Coskran (2020). Senior Finance Manager and Chief Financial Officer. BS, Carleton College; MBA, Augsburg
University; MS, DePaul University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria
Technical and Community College.
Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg
University.
Sarah Griesse (2006). Dean of Students. BA, Wittenberg University; MA, The Ohio State University; PhD, Loyola
University-Chicago.
Nancy Guilbeault (1980). Director, Center for Wellness and Counseling. BA, MA, PhD, LP, University of Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson-Schulte (2018). Director of Academic Administration and University Registrar. BS, MS, St. Cloud State
University.
228
Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Dawn Miller (2016). Chief Human Resources Officer. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost of Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Ruby Murillo (2017). Director, Latinx Student Services. BS, Iowa State University; MS, Miami University.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Jamie Randall (2019). American Indian Student Services Director. BA, MFA, Augsburg University.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Jeremy Updike (2018). Director of Rochester Program. BS, University of Wisconsin-Platteville; MS, University of
Wisconsin-La Crosse.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin-Lacrosse.
229
Faculty (Full-time)
A
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminary; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University
of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Jeffrey Brown (2019). Director of Training, and Assistant Professor of Clinical Psychology. BS, MAEd, University of
Wisconsin-River Falls; PhD, Fielding Graduate Institute.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
Mark Carlson-Ghost (2019). Program Co-Director and Associate Professor, Clinical Psychology. BA, St. Olaf College; PhD,
Wayne State University.
230
Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Assistant Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies, Film, and New Media. BA, University of
Minnesota; MFA, Syracuse University.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
231
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota–
Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Suzanne Gikas (2017). Assistant Professor of Education. BA, University of Essex; Postgraduate degree, Christ Church
College; MEd, Phd, Kent State University.
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Sarah Groeneveld Kenney (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South
Dakota.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
232
Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg
University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Russell C. Kleckley (2002). Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman
School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
233
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Wilmina Marget (2018). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, Augsburg College; MS
and PhD, Iowa State University.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas.
234
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg University; PhD, University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State
University.
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
235
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska;
DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State
University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
236
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of WisconsinStout; EdD, University of Minnesota.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD,
Colorado State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus, Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
237
Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD,
Yale University.
John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
238
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita, Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of
Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus, Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
239
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
240
Show less
Introduction
Graduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Seme... Show more
Introduction
Graduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2020 - Summer Semester 2021. It is subject to change without
notice.
The catalog is intended to complement other University publications including the Student Guide and University
website. It is important for students to be familiar with all University policies and procedures. Students are strongly
encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree
requirements.
Published 2020
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part
of a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, nursing, physician assistant studies, and social work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and
in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, PhD
President
2
Welcome from the Provost and Chief Academic Officer
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives
informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative
learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world
experiences; and equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—
whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the
neighborhood, the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Vice President for Academic and Student Affairs
3
About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, campus was added in 2002. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
Master of Arts in Education
Master of Arts in Teaching
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner)
Doctor of Psychology in Clinical Psychology
4
Augsburg offers the following dual degrees:
Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of 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 university facilities – whether a student in
Minneapolis, Rochester, or one of Augsburg’s international locations – and to participate in university activities such as
music and dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
Abroad Locations
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 disciplines.
6
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom 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
7
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
8
Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees)
Council on Social Work Education (CSWE) (Bachelor, and Master level degrees)
American Music Therapy Association (AMTA) (Bachelor, and Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved or monitored by:
American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
Augsburg University 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. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
9
Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion,
gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual
orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status
with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by
federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by
Board of Regents in April 2017).
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender
by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the University’s Title IX Officer:
Katie Bishop| Chief Student Success Officer | Academic Affairs
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the University has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
10
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The University
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
11
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under
the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for
derivative.
Student Rights
The University has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member
chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail.
12
Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply
for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start
of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
University must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and
unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have
additional application requirements.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from
World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it
is equivalent to a United States bachelor’s degree or greater.
Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree
seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an
Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional
materials required by the program.
International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
13
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
TOEFL (Test of English as a Foreign Language)
www.toefl.org
Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking
sections. (The Augsburg University TOEFL code is 6014.)
IELTS (International English Language Testing System)
www.ielts.org
Score report of 6.5.
MELAB (Michigan English Language Assessment Battery)
www.cambridgemichigan.org/melab
Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
14
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
15
Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Clinical Psychology program students will be considered at least half-time if enrolled in the Clinical Research Project or
the PsyD internship, even if registered in less than 3 credits. See the Doctor of Psychology program description for more
information.
Tuition and Fees
Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$955 per 1.0 credit
$1162 per 1.0 credit
$759 per 1.0 credit
$509 per 1.0 credit
$794 per 1.0 credit
$719 per 1.0 credit
$715 per 1.0 credit
$608 per 1.0 credit
$902 per 1.0 credit
$845 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
16
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financialaid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
Federal Unsubsidized Direct Student Loan
17
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
18
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on
Financial Aid Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
19
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student
account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins
Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have
been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
20
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the University, the
withdrawal date will be the last date of academic activity determined by the University.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
21
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
22
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
23
Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
24
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain equal access
to Augsburg’s programs and services. 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as provide appropriate documentation of their disability. CLASS also
provides informal screenings for students who suspect they may have a learning-related disability. These screenings are
meant only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053 or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO)
for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
25
Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated.
As a University requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF
P
N
Grade Points Description
4.00
Excellent
3.67
3.33
3.00
Undergraduate: Good
Graduate: Satisfactory
2.67
2.33
2.00
Undergraduate only: Satisfactory
1.67
1.33
1.00
Poor
0.67
0.00
Failure
0.00
Pass*
0.00
No Pass
*The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate
courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
26
Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must
achieve at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to
course completion; however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of
the work by the instructor and the filing of a grade before the final day of the following academic term (including
summer) in the student’s program. If the work is not completed by the specified date of the following academic term,
the grade for the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate
but do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require
a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
27
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the University and program. Students who are readmitted may need to complete additional coursework
28
and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the University, and thus from the Continuation Program and the final project course, at
any point during the continuation period and receive a W notation on the transcript for the final project course.
Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the
University and program. Students who are readmitted may need to complete additional coursework and will need to
pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would
replace the previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
University.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
29
received by the Dean of Professional Studies’ office. A hard copy of the program’s response should be submitted to the
AVP-Graduate Studies. The Dean of Professional Studies will send a copy of the program’s response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The
Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the
procedures and ask questions of both the student and the program representative. The student and program
representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member,
staff member, or student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will
need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university and graded B or better.
Courses must have been taken at the graduate level and course content must be comparable to program requirements
at Augsburg.
The maximum number of semester credits that can be transferred is:
Master of Arts in Education (6)
Master of Arts in Teaching (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
30
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
31
Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help to ensure that students are prepared adequately, the
curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of
populations in need of psychological services and in a broad range of roles. Students who complete the clinical
psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient
has mastered the fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the
required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the
doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual
skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on
an individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure
that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
32
Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the
theoretical and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree programs is accredited, inactive by
the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. The program has also
applied for accredited on contingency status with APA for newly admitted students, and this application is currently
under review. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
Matriculation through the PsyD in Clinical Psychology degree program curriculum is designed to help prepare students
to sit for the national licensure examination and generally to meet licensure requirements in the state of Minnesota.
33
Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and
enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State
licensure requirements may be obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
Successful completion of the Clinical Research Project
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month
following meeting this requirement, assuming the internship final evaluation has been received earlier.
All courses other than electives are considered core courses. Students are required to retake a core course if they
receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a
grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-”
or better.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must
complete the program within seven years after matriculation, with the practica completed by the end of the fourth year.
Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship
enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including
two years of practicum training that typically occurs during the second and the third academic years. Students are
expected to maintain full-time enrollment in the program until all course requirements have been completed. The
continuous registration policy will be enforced for all students who have completed all coursework except for the
Clinical Research Project. Such students must be continuously enrolled for 1 credit hour of Clinical Research Project until
the paper has been successfully completed and a grade has been submitted.
34
Extensions allowing enrollment beyond the seven-year limit may only be granted by the program directors. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within
a short period of time.
Additional requirements for academic progress are described in the Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and
Practicum Seminar eligibility and requirements may be found in the Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three
years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the
Student Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a
requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen
their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological
issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this
process is a committee of faculty members who will review the material and make recommendations and suggestions.
Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student
Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. The Director of Clinical Training helps students identify an appropriate location for internship and
prepare the documentation necessary for internship application. During the course of the internship, the Training
35
Department continues to monitor the progress of the student and maintain contact with the student and his or her
supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24
months are possible. Since the needs of students differ during the internship process, all internship sites must receive
the approval of the training staff. A student may not apply for an internship without the approval of the Director of
Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship
are described in the Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also
required to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are
strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The
transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along
with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be
given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. All courses that were
taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to
Augsburg in full, provided grade minimum and other course requirements were met both at Argosy and at Augsburg.
Course credits transferred to Augsburg from Argosy do not count towards the total number of transfer credits allowed
when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be
dismissed from the PsyD programs.
Residency Requirements
PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic
years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At
least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which
the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that
same campus.
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
36
Criteria for Enrollment Load
Augsburg graduate students are classified as enrolled half-time if registered in at least three credits during a semester,
and full-time if registered in at least six credits for a term. In the Clinical Psychology program, however, students
enrolled in the Clinical Research Project or a half-time internship during a semester will be considered half-time even if
registered in fewer than three credits. Students enrolled in a full-time internship during a semester will be reported as
enrolled full-time even if registered in fewer than six credits.
Admission to PsyD
Requirements
A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orA graduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests
and programs Augsburg University accepts as evidence for English proficiency.
o TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based
TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg
University TOEFL code is 6014.)
o IELTS (International English Language Testing System) www.ielts.org Score report of 6.5.
o MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score
report of 80, and score report must be accompanied by an official letter from the testing coordinator.
o Successful completion of a previous undergraduate or graduate degree at an accredited college or
university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
o Score reports must be sent to Augsburg directly from the testing center.
o Score reports must not be more than two years old.
o Foreign Credential Evaluation: Augsburg requires foreign credential evaluation for any transcript(s) from
an institution outside of the United States.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director(s).
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or
better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of
these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three
courses are required:
Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
37
Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Jeffrey Brown (2019). Director of Training, and Assistant Professor of Clinical Psychology. BS, MAEd, University of
Wisconsin-River Falls; PhD, Fielding Graduate Institute.
Mark Carlson-Ghost (2019). Program Co-Director and Associate Professor, Clinical Psychology. BA, St. Olaf College; PhD,
Wayne State University.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
38
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K-6 Methods: Math (3 CH)
EED 560 - K-6 Methods: Science (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 525)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
39
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
40
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general
educators to facilitate inclusion of special education students into the regular education classroom.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
41
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other
students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course
offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
42
Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. If a student fails to maintain a 3.0 Augsburg cumulative GPA, they
may be dismissed from the graduate program. Students dismissed from the MAT program may still complete their
license in the Adult Undergraduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form – augsburg.edu/gpe/
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all institutions that went toward your Bachelor’s degree, and all transcripts of
relevant coursework thereafter, including graduate work.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. When graduate coursework is met with a course exception, additional
graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
43
Academic Policies
Cumulative GPA Requirement
To complete the MAT program, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the
Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate
degree in the MAE program (without a license)
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
44
Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
Program Requirements
30-31 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and selfpoliticization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (10 CH)
EDC 501 – Graduate Proseminar (1 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Paideia Institute (2 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
ESE 500 – Reading and Writing in the Content Area (3 CH)
45
ESL 530 – Language, Culture and Schools (3 CH)
SPE 530 – Instructional and Behavioral Practices (3 CH)
SPE 510 – Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Public Achievement (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
EDC 5xx – Grant/Professional Writing (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
SPE 525 – Transition and Community (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the
instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they
wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the
inquiry project.
The inquiry project can be completed at any time in the program. The project completion will be introduced in EDC 501
(Graduate Proseminar) and discussed in greater detail in EDC 511 (Tools of Inquiry)
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
46
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements. All MAE students seeking an additional
license are required to enroll in EDC 501, Graduate Proseminar, in their first term.
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional course work may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program
at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective
will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
ESE 525 – Creating Learning Environments* (3 CH)
ESL 510 – History and Structure of the English Language (3 CH)
ESL 520 – ESL Literacy* (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
ESL 540 – ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
EDC 220 – Educational Technology
EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 – Second Language Acquisition
ESL 320 – Introduction to Linguistics
ESL 410 – ESL Testing and Evaluation
47
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/Minnesota American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 524 – Foundations of Literacy (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
EED 550 – K–6 Methods: Math* (3 CH)
EED 560 – K–6 Methods: Science* (3 CH)
SPE 510 – Implementing Assessment Strategies* (3 CH)
SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 – Theory to Practice* (3 CH)
SPE 525 – Transition and Community* (3 CH)
SPE 530 – Instructional and Behavioral Practices* (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
MAT 137 – Mathematics for Elementary Teachers I
EDC 220 – Education Technology
EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 – Practicum in Public Achievement
EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission Requirements
Students admitted into the MAE programs must have:
A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
48
Completed application form – augsburg.edu/gpe/
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from your bachelor degree granting institution, and official transcripts of any relevant
coursework thereafter sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. Should a graduate level course be met through course exception, those
graduate credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAE Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at end of program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
49
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the University’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
50
Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Assistant Professor of Education. B.S., M.S., Ph.D. University of Wisconsin-Madison
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota
Suzanne Gikas, Assistant Professor of Education. BA, Essex University; Postgraduate Degree, Centerbury, Christ Church,
UK; MA, PhD, Kent State University
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota;
PhD, University of Minnesota
Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota
Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at
Chicago
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of
Minnesota
Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University
Barbara West, Director of Student Licensure. BS, St. Cloud State University; MS, Syracuse University
51
Master of Arts in Leadership
MA in Leadership Mission
The Augsburg University Master of Arts in Leadership views leadership as an interactive process between leaders and
followers working together to accomplish desired outcomes. The MA in Leadership program explores both the nature
and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should
possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is
designed to help individuals develop their capacity to formulate a sense of vision, navigate changing environments, and
persuade and inspire others to act.
Program Learning Outcomes
Graduates should be able to:
Deepen and assess their self-knowledge as a leader and capacity to be a reflective practitioner
Recognize the interdependent relationship between leaders and followers
Understand and affirm the importance of cultural competence in leadership
Critically evaluate the theory, research, and practice of leadership in organizational and community settings
Diagnose and develop plans for navigating change
Formulate strategies to motivate others to achieve desired goals
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
52
ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as
well as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Responsible Leadership for the 21st Century
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
electives courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 539 - Communicating a Self in the Modern Organization
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Integrating the Theory and Practice of Responsible Leadership
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a
coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership
training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of
Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
53
Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an abbreviated
application for their second degree. The student must be finished with either the MA in Leadership or the MBA before
starting the second program.
Admission for both degree programs will be processed as the applications come in on an ongoing basis. Applicants must
hold a bachelor’s degree from a regionally accredited four-year college or university to qualify. Official transcripts from
the applicant’s undergraduate degree along with transcripts from any college or graduate work that was completed
after graduating are required, as well as a current résumé and two recommendations.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Integrating the Theory and Practice of Responsible Leadership
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
54
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Responsible Leadership for the 21st Century
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Integrating the Theory and Practice of Responsible Leadership
55
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the
additional degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
•
•
•
•
•
Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership
courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional
electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in
another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are
exempted from ML 505. The normal application process is used for students who wish to pursue the certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership
program.
56
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
Bachelor’s degree from a regionally-accredited, four-year college or university
Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Resume/CV
Application Checklist
The following materials must be submitted to the Office of Admissions:
Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter from an immediate supervisor, assessing leadership potential
Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and
leadership potential
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
57
Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
University policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
58
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MA in Leadership, Augsburg University. Attorney at Law and Vice
President for Wells Fargo Bank (retired).
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
59
Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to
envision new models of care across practice settings. Students select from two tracks of study—Transformational
Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and
responsibilities throughout the healthcare system and in emerging care settings in communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
60
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
61
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health
Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training
A Criminal Background check
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation addressing the applicant’s character and ability for graduate study
62
Current resume
An interview with graduate program faculty and/or staff members may be requested.
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See
detailed information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are
required to drive to Rochester and Minneapolis on a rotating schedule.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of
working adults. Fall and spring classes typically meet 6 times per semester for 5 hour periods. Some variation of class
schedules may occur. Summer classes may meet weekly for 5 hours for 7 weeks and others meet six times per semester.
Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis.
Some classes may use Zoom technology where students will Zoom from home. Some driving for class is required, as
students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to
Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom
technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
63
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
64
Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of
two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning
site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used
for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or
Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used.
65
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
A current Curriculum Vitae
66
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.”
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
A successful, personal interview with Augsburg Nursing faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student
must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for
the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be
dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
67
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
68
Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 56 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (56 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500
level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum
course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning. Other courses are offered in an immersion format of two days of class per semester with 3 half-day seminars.
The FNP courses (final two years of study) are offered on Monday and Tuesday or Thursday and Friday, approximately
six times a semester, class time hours will vary. Web-based assignments are integrated into all classes through Moodle.
Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses
may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context
and course content and a set number of practicum hours are condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for
69
Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the
classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is
inclement, Zoom technology is used.
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 405 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing to complete the required 405 hours for the DNP portion.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 405 which equals 9 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 24.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
70
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
A completed application form and payment of application fee.
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of five years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Successful personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/University requirements
Evidence of HIPAA training.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of April 2018 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
71
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Michelle Higgins, DNP, MSN, FNP, Instructor.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program.
Staff
Sharon Wade, Nursing Programs Coordinator.
72
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous educational experience. The Augsburg MBA is practical and “hands-on,” focusing
on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and
take the appropriate action. Toward the end of the program, Augsburg MBA students work on a consulting project for a
business organization or social entrepreneur. Students are divided into groups of four or five and write strategic,
business and marketing plans for the organization or entrepreneur. In the past 15 years, students have written plans and
made recommendations for facility expansions, new products, and new marketing programs. In the end, the MBA teams
present their final recommendations to the CEO and the leadership team.
The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a
faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects
Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Interim Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
73
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development
plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in
teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of
class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand
your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and
academic abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
Course(s) must be taken at an approved, regionally-accredited institution.
Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities
during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition
(for the course selected), lodging, and travel in-country, as well as some meals.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
74
A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration
courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
MBA 580 - Management Consulting Project (begins in semester 6)
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneur concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
75
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and
Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595
Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and
Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include the MBA
program director, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
Bachelor’s degree from a regionally-accredited four-year institution
Minimum of two years of relevant work experience is preferred
Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
76
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B77
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
78
Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future
of creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
Teaching
Publishing
Features
Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in
the fourth. Cross-genre work is allowed and encouraged.
79
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
First Year
o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the
student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must
complete reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted
remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their
declared genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from
their thesis (students should prepare for this work during their second year). To earn credit for the residency,
students must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading semesters, including three in the student’s
primary declared genre and at least two in a different genre.
Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as postMFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
80
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
81
Applications Must Include
Completed online application
One letter of recommendation
A personal essay
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample:
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft
paper and thesis courses carry two credits each.
To include a concentration in Teaching or in Translation in the MFA, students must complete 10 courses or 50 credits.
For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
82
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas,
Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
83
Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
Faculty Associates
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
84
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
85
Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning experiences that allow them to discover and realize their full potential. To engage students in life changing
experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health,
healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s
degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands
of healthcare.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program with core music therapy courses,
courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by the program director.
Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
86
Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits)
MUS 232 History and Literature of Music, 1750 to Present (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a
bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals
that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency
Plus+ Master of Music Therapy track.
Admission to MMT
Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification
An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s).
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
87
Tell about a moment that helped encourage you to begin a career in music therapy.
As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you
qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life?
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa
State University; PhD, University of Minnesota.
Debbie Bates, Instructor.
Kimberly Donley, Instructor.
Nancy A. Jackson, Instructor.
Juyoung Lee, Instructor.
Dawn McDougal Miller, Instructor.
Emma Moonier, Instructor.
88
Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all
cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program
promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development.
Accreditation
At its June 2019 meeting, the Accreditation Review Commission on Education for the Physician Assistant Inc. (ARC-PA)
placed the Augsburg University Physician Assistant Program sponsored by Augsburg University on AccreditationProbation until its next review in June 2021.
Probation is a temporary status of accreditation conferred when a program does not meet the Standards and when the
capability of the program to provide an acceptable educational experience for its students is threatened.
Once placed on probation, programs that still fail to comply with accreditation requirements in a timely manner, as
specified by the ARC-PA, may be scheduled for a focused site visit and/or risk having their accreditation withdrawn.
Specific questions regarding the Program and its plans should be directed to the Program Director and/or the
appropriate institutional official(s).
Chair and Program Director Dr. Alicia Quella (phone: 612-330-1325, email: quella@augsburg.edu)
Read the program’s response to the accreditation status.
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
In addition, clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate
and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote
the development of practical skills through the use of simulated patients, technical skills workshops and labs.
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is
designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and potentially beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
89
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
90
Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below).
One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application.
We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
Selection Process
Competitive applicants will be reviewed by the admissions committee.
The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science
GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
91
As the committee completes application review, candidates are selected for an interview. The interviews are generally
conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current
students, and to view the classrooms and labs.
As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim.
Accepted candidates must complete and pass a background check prior to matriculation and annually through the
program.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook.
Technical Standards
All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and
achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a
narrow field of medicine does not alter the requirement that all students take and achieve full competence across the
entire curriculum.
Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the
program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either
with or without reasonable accommodations.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or
without reasonable accommodation, multiple abilities and skills including: perception/observation, communication,
motor/tactile function, cognition, and behavioral and social attributes.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Patient encounters (at a distance and close at hand)
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills
must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to
communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team,
other professionals, patients and their families. The student must be able to produce a written write-up in the clinical
rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to
comprehend written material sufficiently well to understand accurately common medical records, laboratory reports,
and pharmacological prescriptions.
Specifically, students are expected to:
92
Received communication
Observe changes in mood, activity and posture
Perceive nonverbal affective and gesture communication
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Dissect cadavers
Examine gross specimens in gross anatomy and pathology laboratories
Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic
states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies
Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is
enhanced by the functional sense of smell
Perform a complete physical examination, including observation, palpation and percussion and auscultation
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and
interpreting common imaging tests
Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively
assisting the surgical team)
Move in the clinical setting so as to act quickly in emergencies
Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination,
digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic
cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple
obstetrical procedures
Cognition
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature and individual teaching settings and
in clinical settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
Rational thought
Measurement
Calculation
Conceptualization
Analysis of information
Synthesis of information
Organization of information
Representation (oral, written, diagrammatic)
Appreciate three dimensional spatial relationships among structures
Appreciate logical sequential relationships among events
93
Memory
Application
Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis
and treatment of patients)
Ethical reasoning
Sound judgment
Behavioral and Social Attributes
Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of
patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments,
display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In
summary, PA students must be able to:
Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Positively represent the Augsburg University PA Program and the PA Profession
Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
Alternative testing (extended time, limited distraction)
Assistive technology
94
Alternative format textbooks and course materials
Notetaking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program
must complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg
PA Program will not substitute for any part of the clinical phase.
Employment while in the Program
Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment
may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered
due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician
assistant students’ learning progress or responsibilities while in the program.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission
of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances
and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to
leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
95
Readmission Policy
Readmission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program.
The process of applying for Readmission is the same process for general admission into the PA Program through the
Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application.
Additionally, at the time of application, the applicant must submit a letter outlining the reason for requesting
readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to
any student.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Vanessa Bester, EdD, MPAS, PA-C, Associate Director, Assistant Professor.
Jenny Kluznik, MPH, MPAS, PA-C, Academic Coordinator, Assistant Professor.
Ryane Lester, MPAS, PA-C, Instructor.
Holly Levine, MD, Medical Director, Assistant Professor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Skye Peltier, MPH, MPAS, PA-C, Instructor.
Amanda Perkins, PharmD, Instructor.
Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor.
Eric Van Hecke, MPAS, PA-C, Instructor.
96
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
MSW Mission
Our mission is to develop competent social work professionals for advanced multicultural practice which promotes
social justice and empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
97
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month
program.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically
meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed
during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed
at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities
between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
98
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full
foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before
beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the
time their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques.
In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a
portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
99
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and
complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
100
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP)
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 - Multicultural Macro Practice Policy
SUMMER
101
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
102
In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
Foundation or advanced standing coursework
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
Complete a minimum of ten MBA courses after completion of the MSW degree.
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. MBA application materials include: completed
application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the
MBA program director. Admission to one program does not guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
103
MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice
of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic
assessments, individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
Bachelor’s degree from a regionally-accredited college or university
Cumulative undergraduate GPA of 3.0 or higher
Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
104
Two recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW
director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
Program Internship Placement Tracking website.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
105
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
placement. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State
University; PhD, University of Minnesota.
Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Professor of Social Work, BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington
University in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, MSW Field Coordinator. BA, Hartwick College; MA, Columbia University;
MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota.
106
Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Visiting Faculty
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Emily Glynn, MSW Program Coordinator
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
107
Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, PhD
Eric Jolly, PhD
Mark Johnson ‘75
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
Rachel Pringnitz ‘02, ‘07 MBA
Bishop Laurie Skow-Anderson, ex officio
John Schwartz ‘67
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
108
Show less