Search results
Pages
-
-
Title
-
Augsburg College Summer Catalog, 2005
-
Collection
-
Course Catalogs
-
Search Result
-
summer session info
augsburg in the summer
A~~gsburg
College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
summer session I
May 31 to July 1
-_-
summer ~...
Show more
summer session info
augsburg in the summer
A~~gsburg
College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
summer session I
May 31 to July 1
-_-
summer ~ = s i 11n
July 11 to August 11
summer online
(WE
Course loads in Summer Session:
I
Students may take up to two courses in
each session. However, the total credit
load for W E C students between spring
W E C and Suinmer Session I cannot
exceed 2.0 credits. W E C students
desiring to overlap more than 2.0 credits
between the two terms must petition the
Student Standing Committee prior to
registration. Total credit load between
Summer Session I1 and Summer Online
cannot exceed 2.0 credits. Unless
otherwise indicated, all courses carry a
value of 1 course credit. One Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
Augsburg general education:
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Commission.* The small college
environment, about 3,000 students during the academic year, is enriched by the
many opportunities found in this vibrant lnetropolitan area. Augsburg's setting allows
students to participate in a host of cultural and recreational activities.
Courses f~~lfilling
Augsburg's Liberal
Arts Perspectives, Core Curricul~un,
and Graduation Skills requirements are
so noted along with the description of
the course.
Course levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
* The Higher L c a n l i r ~Cotnmissiotl
~
of the Nortll Cct~lralAssociatior~of Colle~esand Schools, Cormnissiorl on
Irlstitlrtiotls of Higher Ed~rcntior~,
3 12-263-0456. Web site <twtuw.t~cnciheu r g s
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefi~llyplanned work-based learning
experiences, supervised and evaluated by
a faculty member. Consult the Center
for Service, Work, and Learning, 612330-1148, for more information.
Employer reimbursement: Students
who qualify for reimbursement from
their employers may use their
reimbursement to pay for S ~ ~ r n ~ n e r
Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.a~~gsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term,
are eligible to attend Augsburg's
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dismissed by that institution.
Students accepted for Summer Session
are not automatically granted admission
as regular s t ~ ~ d e nof
t s A ~ ~ g s b u College.
rg
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
All stitdents may hegin to rrl,..--.
-
Apnl~4k
Web registration will remain open
until May 5 (Session I) and June 10
(Session 11). Web registration Ihuurs
8:3C
1.-11:59 p.m. daily.
:studcnrs will he hilleci through
Summer Session courses
Augsburg stude
re cncouragecl to use
Web registr
,)n-Augshurg
students must reglsrer in person at the
E~lrollrnentCenter liefiveen 8:30
a.m.-4:30 p.m
Thursdays). T h e
:30 a.m,-7
Center is
CIII
located in Sverdrup Hall. W e
r e c o m ~ n e ~ lthat
d you schedule
I
50 percent
c
ition
If a discrepancy is found bet\
on founci
through AugNet, AugNet s h o ~ ~ he
ld
considered the most current xnci, thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 31. Signature of
the instructor is needed to add a class
after the first day of class.
online
April 4
April 4
April 5
May 5
June 10
June 10
Summer Session 1 a n d June 17 tor
Balance of tuition due
May 6
June 17
June 3
hition must be
paid in full (
endar), or you will
your course(s); a
be dropped f
cancellation
of $100 per course
will apply. Augsourg students who
have unpaid balances from previous
terms must pay these balances before
they may register for Summer Session.
Classes begin
May 31
July 11
June 27
May 31
July 11
June 27
July 14
July 1
Change in Registration: Many courses
*Drop class without notation
reg
stud'
summer
sess
Last day to:
Register (without late fee)
Register (added late fee of $75) June 3
(signature of instructor needed; no
registrations will be accepted afier this date)
June 3
July 14
July 1
fill early and courses with low
Change grading option
June 17
July 28
August 5
enn)llments will he cancelleel o n e week
Withdraw from class
June 17
July 28
August 5
I
before the first day of the session.
Students who decide to cancel their
Classes end
registration prior to the first day of the
Grades due in Registrar's Office July 11
July 1
August 11
September 2
August 19
September 9
session must complete a drop/adci form
at the Enrollnlent Center (this nlust be
done in person). There is a charge of
$100 for each course cancelled.
For refund information please sce
A late fee of
next page.
$75 will he assessed for
students who register after the first day
of the term. N o Session I registrations
will he accepted after June 3. N o
Students registering for Summer
Online must complete their
registration by June 27.
II
Registration begins
Of
Schedule of Refunds o n the
Students registering for Summer
Session I1 must complete their
registration by July 11. Signature of
the instructor is needed to add a class
after the first day of class.
summer 2005
Web registration closes
at the tillle
~OLII-
courses as early as possible.
catalog and coursc infor
ents
1
Session 11 registrations will he accepted
after July 14. N o Sulnnler Online
registrations will he accepted after July 1.
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is n o later than June 3
(Session I), July 14 (Session II), and July 1 (Summer Online)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than June 7
(Session I), July 19 (Session II), and July 11 (Summer Online)
50% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than June 10
(Session I), July 22 (Session II), and July 22 (Summer Online
I
map of augsburg
-
The tuition charge f '005 aummer
Session courses is:
$1,470 for full-c2dit coun
' 15 for halfcredit courses
A
..Rlits are charged at the tuition rates
,,.
,,..,~d, and Rochester students
olled in Summer Session I1 or
Summe
nay be eligible for
financial aid if tl
least 1.0 credit.
listed above.
To apply
financial aid
Eligibility for S u ~ m e Session
r
attendees
The only forms I Financial aid available
;Ion attendees are the
for Sum --nt, the Minnesota State
era1
:or students who meet eligibility
nents) and student loans. Visit
,.he Enrollment Center Web site to
download an application form at
<www.augsburg.edu/enroll>. T h e
financial aid priority deadline for
Summer Session is May 15, 2005.
O
.,.,.
financial aid.
Day program
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
WEC, United, and Rochester
programs
Augsburg Employee Tuition Benefit
Faculty, staff, and dependents of the
College who are eligible for the
maximum tuition benefit will receive a
60 percent discount on Summer Session
tuition.
For WEC students enrolled in spring
trimester, no aid is given for Summer
Session I as it runs concurrently with the
WEC spring trimester.
+lnlerslate84 West II
11
COLLEGE MAP INFORMATION
1. Center for Counseling and Heal01
Promotion
2. Weekend Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Struclure
5 Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck. Miles. Center for
Wonhip, Drama and
Communication
9. Sverdrup Hall
10. Husby-Strommen Tennis Courts
I I Ice Arena
12. Public Relations and
Communicalion
Inlaaal~$
W bet
13. Lindell Libraly
14. Maintenance and Grounds Shop
15 Mortensen Hall
16 Mulphy Place
17. Murphy P a ~ k
18. Music Hall
19. New Residence Hall
20. Old Main
21. Oscar Anderson Hall
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
campus location
+
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C Commuter Parking
D. FacultylStafflCommuterResident
Parking
E. Resident Parking
F. Resident Parking
G FacultylStaff Parking
H Faculty/StaffParking
I. VisitorIAdmissions Visitor Parking
I. FacultyIStaff Parking
K. Commuter Parking
L. Visitor Parking
M Faculty/Staff/Comniuter Parking
N. FacultylSlafflCommuter Parking
0 . Fairview-Vnivenity Parking Ramp
3 5 W from t h e NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at Zlst Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
Augsburg College, a s affirmed in its mission, does not discriminate on the basis of race, color, creed, religion,
national or ethnic origin, age, gender, sexual orientntim~,marital s t a t u , status with regard lo public assistance, o r
disability in its education policies, admissions policies, scholarship a n d loan program, athletic andlor school
administered programs, except in those instances where religion is a bona fide occtipational qualification. Augsburg
College is committed to prowidii~greasonable accommodations to its employees a n d its students.
1-94 West f r o m St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
35W f r o m t h e South-
1
Follow the 1-94 St. Paul signs (move to right lane after
each of two niergen) Take 25th Avenue exit and turn
left at Riverside Aveni~e,turn left at 21st Avenue
South.
session I may 31 to july
I
Rooms listed for each course below are subject to change since the printing of this
catalog. Please refer to AugNet Records and Registration for the latest information on
room assignment for a particular
f
FIN 2 4 0 3
the approacl~usell by
Pcrsonal Finance
exams, quizzes, 1
Introiiuction to perso~ialfinancial planning and
budgeting, credit nianagement, income taxes,
i ~ i s i ~ r a ~ ireal
c e , estate, invrstments, retirement, and
estate planning.
ler and analyze data and propose
and test hypotheses. Evaluation will be baser1 o n
A R T 102.S
Tom
A study of design as the unifying foundation for
IPS,and othc
assig~umenrs.I n c ~ ~ ~ u e s re as \\,ell 3s laboratory
activities. This course
s twice weekly from May
the visual arts. T w e and three~dimens~onaI
projects
demonstratinl
the basic design elements
31 to August 11 (frc
and principles
I
the start of Session 1 to the
Rrspective/Skill/L
,esthetics Perspective;
encl of Session 11)
(Prereq.: MPG i
Speaking Skill;
ine Arts
Perspecti\,e/Skil
:
Critical Thinkir
II; LAF in Natural Science 2nd
Old Mnirr
4
(hereq.: MPC 2)
scientists t
Kapoor
M, \V
6-9:30 11.1n.
7
leliiat
urn Main 18
Kapoor
This course i ~ ~ c l u d financial
es
statement analysis,
risk and retllrn, security valuation, capital
budgeting, capital structure, and working capital
llianngement.
(Prerecl.: ECO 112 or 113, ACC 221, and MPG 3)
Tlie camera will be useil as a tool for visual
creativity and expressio~iusing black and white
6-9:30 p , n ~ .
photographic processes. Students need access to a
35 m m , single-lens reflex camera. I
Principles of A
ecl cost of
film, etc.: $200-225
Pcrsl-rect~\,c/Skill/LAF: Aesthetics Perspective; LAF
in Fine Arts
6-9:30
11 111
T; TI1
Old Main
4
Kader
Introduction to business activities, basic concepts
and fi~ndarnentalsof accounting, the accounti~ig
cycle, ancl prep.1ration of financial statements.
3
I
-
~
o
o
M, W
Oltl MLlin 10
BUS 2 4 2 4
A R T 247-S
Life Drawing
McCaffrey
Principles of Management
Palecmy-Zapp
metlioils and techniqnes of drawing the human for111
through the use of live ~nodels.Emphasis will he
Development of the tl~eoryof Inaliagemcnt,
organization, staffing, planning, and control Tlie
~iatureof authority, acco~~ntahility,
~esponsibility,
and analysis of tlie pmfessional manager
placed o n ~le\elopmentof pelceptual cimwing skills
1 - 4 3 0 p,in,
This course will introduce t l ~ estudent to the
to accumtely rc~iderthe hi~manfnrni in a spatial
environ~nent.Topics covcrcd will include: gesture,
prnpurtion, foresl~ortening,skeletal .ind ~u~~sculature
anatomy, sha~lingand renclering, and composition
NOTE: There will be a $50 fee payable un thc first
clay of class for the cost of models.
PerspectivJSkill/LAF:
Aesthetics Perspective
6-9:30 p.111
M, W
Old Mr1i11 17
B I O 102-S
T h e Biological World
Hoogendoorn
This is an introcluction tu bioluu for ~non.bioIogy
7; TI1
Old Main 16
MKT 3 5 4 3
I
M, W
Old Main 16
B U S 465-S
International Management
Paleczny-Zapp
This thought-pr~>\okingcourse cxaniines those
issues ancl activities unique to marketing in an
lnterlintional setting Col~rsefocuses on how
l u ~ m a n~esourccsare a<lministereil in other
countries and how cultural factors influence
heliavior in the n.orkplace and negotiations. It will
also ;rnnlyze interpersonal skills n w ~ l e dt < manage
~
across national bonlcrs and negotiate internatiunal
deals. We will analyze several real-life case s t ~ ~ d i etos
lear~ithe strategies, structures, and practices of
modem co~porationsin the world tvday.
majors. Basic concepts of bioloby pel raining to
(Prereq.: BUS 242)
Perspective/Skill/LAF: Writi~ig
both plants .lnd ani~nalsare co\.ered, as well as the
6-9:30 p ln
MI W
Old Milin 16
8:30 a.m.-noon
7; Th
Scie~~ce
123
COM Ill-S
Financial Management
Photog+,,
A C C 221-S
Perspective; LAF in Natural Science and
Matheniatics (non-lab)
Old Main 13
F I N 331-S
Natural World 1 or 2;
Perspecti\ze/Skill/LAF: Natural World 2
Introduction to Public Speaking
Groven
The course focuses on speech preparation,
organization, audience analysis, style, listening
ability, and the o\~ercorningof speech frigl~t.
Perspective/Skill/LAF: Speaking Skill; LAF in
Humanities; Engaging Minneapolis
7; TI1
1 4 : 3 0 11.1n.
Old Mnin 13
COM 3 5 1 3
J.Cerrito
Sales Management
Fornullation, implementation, evaluation, and
control of sales force programs designed to carry
out marketing objectives. Management of sales
force recrnitmelu, dcpartmenral structure, training,
no ti vat ion, territory allocation, quotas, and
compensation.
(Prereq.: MKT 252 or consent of instructc,~.)
T; TI1
6-9:30 [~.,n.
Suerd11a11202
Argumentation
Dewlops critical
theory and practice of argument, evidence, fallacies,
and refi~tation.Includes how to build and analyze
public arguments that confront btude~irsin their
ej~eryilnylives.
(Prereq.: SPC I l l or 112, o r J r , or Sr. standing)
Perspective/Skill/LAF: Critical Thinking Skill
6-9:30 p.ln
MKT 4 6 6 3
International Marketing
Meziou
Groven
think in^ skills by stucly of the
7; TI1
Old Main 13
C O M 354-S
Interpersonal Communication
Lapakko
This course examines those issues and activities
unique~tomarketing in an international setting.
Emphasis IS placed on adaptation of a marketing
~ u i xaccording to the international marketing
environment.
on factors that build relationships ancl help to
o\,ercome communication barriel-s.
(Prereq.: MKT 252)
6-9:30 p,ln.
6-9:30 ~ t n .
M, W
A studv of the dvnarnics of human interaction
thnlugli verbal and non.verbal nlessages; emphasis
M, W
Suer[lr~ip206
Suerdlul~I
I-hl-YI
I
E C O 112.S
C H M 100-S
Principles of Macroeconomics
Chemistry for Changing
. - Times
This course introduces basic clIemistry
the context
Gvbere
.
concepts in
nuluerous sciel,ce.l,asecl issues
i n our
Gilsdorf
An introduction to macroecononiics: national
i~lco~ile
analysis, ~nonetaryand fiscal policy,
i ~ i t c r m i o ~ i trade
al
Al,plication of elementary
everyday livcs with the goal of students having a
econ0111ictheory to current economic problems.
baaic niler erst an ding of thc science hehind iszues
present and in the fi~ture.
May be taken independently of E C O 113 or 110.
ECO 112 a111 113 nay be take11 in either order.
4
sess~onI
\.
may 31 to july I
(Prereq.: M P G 2)
PerspcrL:-- 'Skill/LAF:
Rrspec
LAF in Soc
laviornl Sciences
Old
pm
ENG 225-S
ECO 1133
Principles of M~rroecc..omics
A n introduc
~
~
l
o niicroecono~nics:the theory of
the Ihousehold, firm, market structures, a n d income
distribution. Application of ele~uentaryeconomic
This coulse buiIdS o
plact~cesand methods of
Effective
d ~ ~Writing
f
(El
11) Its w o ksliop
~
format
stresses style a n d organizarion, the process of
relationsl~ipbetween readine a1
'
I
EDC 2 2 0 3
Educational Technology (.5 crcdit)
Erickson
Psychological a111 pl~ilosopliicaldiniensions of
comniunication through the use of instructional
t e c l ~ n o l o S~ e. l e c t i o ~preparation,
~,
pr<,duction, and
e\raluation of eftecti\.e audio-visual niaterials for
tcacliindlearning situations. C o m p u t e r training
will be included in this course.
(This class runs from J u n e &July I)
M, W
Suer'ltllp 205
Center for Service, Work, and Learning.
PerspectivJSkill/LAF:
Satisfactory completion fillfills tlie AugsburE
Experience (AE).
Western Heritage
Perspective
M, W
6-9:30 p . m
O l d Main 18
Y
Schield
Critical thinking about statistics as evidence in
,
I
( P r e ~ e q .o: n e course in history, o r permission of
insrructor)
Q u a n t i t a t i v e Reasoning/
Statistical Literacy
....,., ...,
[
work setting. Students set learning goals and
evaluate t l ~ e i rlearning with the director of the
GST2003
ring.
4-7
01
over the last nvo centi~rieswill be ~ i v e nspecial
attention.
uevision, self and peer evaluation, a n d the
Per"ectiw
Petspect~ve;LAF in Social and Behavioral Scic..--.,
1 4 3 0 11 tn
)Id M(lirl l o
7; Th
9-1 1:30 n.111.
Wr*
ia;nson
(Prereq.:
theory t o ~iiarketpolicy. May he taken
independently of E C O 110 o r 112. E C O 112 a n d
113 nay be taken in either
(Prereq.: MPG2)
Perspective/Skill/LAF: ,,,.,.
~
7.
I n t e r m e d i a t e 61
not d o n e for academic credit. T h e Koal is fur
students ro apply theory to practice in an approved
Topics: Sports a n d Literature
Irvine
INS 105.S
arguments in\.olving predictions ancl explanations.
Introduction to American
I n d i a n Studies
Topics will include reading and eaalunting tables,
This course is i~ltelideclto introduce students to
graphs, and statistical models as \yell as
generalizations, traclitional confidence inter\,als,
American Indian studies Concepts a n d topics to
be covered include, among ochers, history,
Weston
This course is designed to i~nrestigacea n d a n a l y x
ancl Ihypotliesis tests. Emplusis on interpretation,
language, culture, literature, policy, images,
themes, issues, topics, and contro\,ersies related
evaluation, and communication.
(Prereq.: M P G 3)
contemporary issues, and the arts. Minnesota
Indians will be emphasized where appropriate.
p e r s p e c t i v e / ~ k i l l / u ~ :~
~A~~~~~~~~1~
perspective
directly and i~idirectlyto and through sports a n d
s p o ~ t sl i t e ~ a t ~ ~Itr examines
e
the intersection of
sport a n d society and considers what sport means
Perspective/Skill/LAF:
Q ~ ~ a n t i t a t i \Reasoning
,e
Skill
6-9:30 p.111
M, W
Old Mail1 10
and how it functions as symbol, myth, a n d
6-9:30 fi m.
metapluor. T o achieve these ends, s t ~ ~ d e nwill
ts
....
..
7; Th
S u e r d n r ~1
analyze texts a n d timely issues pertinent to sport
and soclety in a variety of ways, including through
HPE 1 1 5 - S
Paideia S e m i n a r s
lite~aly analysis, j o u r ~ ~ a l i n gand
, spr~rts-related,
C h e m i c a l D e p e n d e n c y (.5 credit)
Students will participate in a series of seminar
Minneapolis-based experiences.
Perspecti\.c/Skill/LAF:
Huma~iities
Writing Skill; LAF in
8:30 a.tn -tnnu~
M, W
INS 2 5 5 4
Uzarek
A n analysis of chemical abuse a n d what can be
d o n e for the abuser. Includes informaticln about
school health educatio~iand services.
Old Main 13
6-9:30 p m.
~
M only
Scicnce 123
Kaufman
discussions following the P21ideia seminar format as
clevelopeil by Mortinier Adler. Seminar topics
emphasize selections that help students to think
critically, ~ ~ n c l e r s t a ntimeless
~l
ideas, listen carefi~lly,
and question thoughtfully. This course is ideal for
E E D 495-S
ENG 3 6 1 3
Topics: Elementary E d u c a t i o n
Physical S c i e n c e
Studies i n M o d e r n Fiction
Clayton
T h e course fc~cuseso n contenporary 20th centul y
prose I V ~ ks.
I
It includes N a t ~ v eAmerican a n d
European writers, with an emplhasis o n nonWestern (Asian a n d African) fiction
Gregoire
S t t ~ ~ l ewill
~ i sparticipate in hands-on experiments to
explore plopel ties of and changes in maKer; position,
motion and force; light, lieat, clectricitl: a n ~ l
magnetism; ant1 kinds of ant1 ways to transfer e n e r ~ y
Taking the [~liysicalconcepa learne~l,stuiiena will
develop dernonsttatk,ns and lessons ior K-5 classr<x,~ns.
Assessment is based o n wwitten assignments, a
technology pmject, les~>ns/dem~~nstr~~tions,
clasroo~n
pnrticipatk)n, and nn enalii.
(Prereq.: Snldents ~iiustbe Elementary Education
M a j o ~ ~ t l icourse
is
does NOT Ineet the Sciencc Lah
p d u a t i o n require~nent)
6-9:30 p III
7; Th
scierlce
(Prereq.: E N G 245 o r consent of instructor)
Perspecti\.e/Skill: Intercultural A\vareness 1
Perspecti\.e; Writing
6-9:30 P.111.
7; T h
0111 Moil1 10
GST 0 0 9 3
Cooperative E d u c a t i o n
Olson
Cooperative E~lucationis a work experience related
to a student's major/minnr o r carccr inrel-ests, but
education, sc~cialscience, and language arts majors.
I
This course will be held M-F, 8:30 a.m.-4 p.m.
.
+,
HIS 3 4 5 3
Perspecti\re/Skill/LAF:
M o d e r n Britain a n d I r e l a n d
deVries
. f u ~ 20-24
~e
Critical Thinking Skill
Old Main 25 B breoko~atroonls
Hoping t o tra\,el to Britain a n d Ireland some day?
lnteresced in the l i t e r a t ~ ~ rtheatre,
e,
polit~cs,and
INS 3 2 5 - S
culture of this region? 1f yo11 can't fit a trip t o
Britain a n d Ireland into your schedule, take this
Building W o r k i n g Relationships
Hanson
This course explores working relationships in a
course i n s t e a j ,
u s i n g a n interdisciplinary approacl,
clialhgin~world. Self-assessment tools a n d applied
(sources will include literature, filni, nus sic, theatre,
a n d art), wve will explore Britain's de\,elopment
pVers
participalhts gailh a better
~ ~ n d e r s t n n d i nofg the role the individual plays
since the 18th century into o n e of tlie world's
within t h c context of workplace relationships.
leading cultural, economic, and colonial powvers
Britain's tempestuous rrliitionship with lrelancl
Emphasis is placed o n interpersonal, group, a n d
organizational relationships.
(P~e~ecl.:]r.
o r Sr. standing, a n d at least o n e of tlie
I may 31 to july I
session
1
following courses: S O C 121, SWK 260,
BUS 252, PSY lo?
Perspecti\~e/Skill/l
Spanish. Introduction to the culturc of the
F
nCv In'\
In Identity Perspective;
Spanish-speaking w o ~
Id.
Perspective/Skill/LAF: Intercultu~alAwareness 2
MAT 103-S
Perspecti\re; Modern Language 1
6-8:30 p,t11.
7; \ T I
introcluction t o .
Theories of Lead
Link
experienced leaders for
b
t
<
.,.
contemporary rl~eoriesand applications
leadership. Guest speakers participate in sharing
their experience in both private ancl public
workplaces and the class ~~tilizes
a case study
P O L 160-S
~ ~ n d h ~ c r etoward
~lit
World Politics
rac uation Skill colnponent except
P (pass) in this course advances you
rp
h students. This
course is a capstone offerlng a selection
that
to Math ~ r c e m e n Group
t
2. Grading will be based
o n quizzes and exams.
rereq.: MPG
6-9:30 b.1
approach to Icarning. Course connects with the
MAL Leadership De\,elopment Model through its
direct empl~asison leadership, change, ethics,
communication, and creativity. Emphasis is placed
on critical thinking, discussion, presentzrtion, and
Abnormal Psychology
Old Mrrirl 25
ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to deaf culture and the signs and
syntax of ASL. Students observe the demonstration
8:30 u . i ~ ~ . - ~ ~ o o n
Tliis course is an introductio~~
to the dynamics,
history, and ~uajortheorles of international
relations. It explores issues uf peace, sustainable
economic cle\~clopment,global citizenship, and
efforts to combat inlustice and inequalily around
thc globe. This class uses internat~onal
~
over water as
environmental issues ~ I I Lco~lflicts
case studies. Qucst~onsexplored in tlie class
i ~ ~ c l u dWhat
e:
are the obstacles to achieving a luore
just and equitable world! When is the use of force
justified? What are the implications uf
globalization, through which we are beco~liillgmore
and more connected!
Perspective/Skill/LAF: Social World 1 or 2
Perspective; LAF in Social ancl Behavioral Scicnces
Plan B. Reqi~iredparticipation at all face-to-face
fiici.il expressions and body language ~ ~ e e dto
e~l
6-9:30 p.111,
meetings and regular posrings online
com~lii~~iicate
clearly with deaf and hard-f-hearing
(Prereq.: Minimum of 6 MAL courses)
people.
Perspecti\,e/Skill/LAF: Intercultural A\\nreness 2
Class meets: Thurs., 6/2, 6-10 p.ln.; Fri., 6/17, 2-8
p.m.; Sat., 6/18, 8 a.m.-noon, 2-5p.rn.;Tliurs.,
6/23, 6-10 p.m. There will also be nvo virtual
classrooms plus regi~larposting online
Perspective; Modern Language 1
6-8:30 p 111
7; X
!! TI1
Scie~lce2 I2
S P A 1 11-S
Old Main 10
Beginning Spanish I
Kingsley
Ai~listo develop four basic skills: understanding,
MAL 5 8 9 3
speaking, reading, and writing of elementary
Topics: Comprehensive
Spanish. Introduct~onto the culture of the
Spanish-speaking world.
Examination Seminar
Pike
This course is a completion optio~ifor the Master
of Arts in Leadership Students prepare fur the
exam series-oral, written, and take-lioni-througll
discussion, reailings, and critical analysis in the
senunar.
(Prereq.: Must be final course taken in MAL
CLI~~~CII~IIIII)
6-9:30 p.111
M, W
Soelice 108
PerspectivJSkill/LAF:
Intercultural Awareness 2
Perspcctiw; Moder~iLanguage 1
7; VC: TI1
8:30-1 1 ( I n~
SPA I l l - T
Beginning Spanish I
Old Maill 18
Kingsley
Aims to develop fuur basic sk~lls:understanding,
speaking, reading, and writing of ele~uentary
?; Th
Old Main 16
Underhill-Cady
of signs, practice their own signing, and learn the
analysis. Successfi~lcompletio~iof this course
fillfills one of the major paper recluirements for
Jack
An introduction to psychological disorders and
treiit~~~mt.
(Prerecl.: PSY 102 or PSY 105)
. pplications to everyday
is not approved for a
This will include a
PSY 2 6 2 3
M,
W
Sver(lr11~
20
REL 3 7 0 3
American Indian Spirituality
a n d Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North American Indians are studied. Tribal
similarities a n 1 differences are exl~lorecl,as lire
tribal relationsl~ipswith nature, religious oversight
of life cycles, sacred r ~ t u a ceremonies,
l
and beliefs
in a n afterlife.
(Prereq.: ENG l l l , ] r , sta~tding,and one of the
following: REL 111, REL 221, REL 331, REL 100,
or REL 300
Perspecti\.e/Skill/LAF: Christian Faith 3 or
Interculti~ralAivareness 1 Perspective; Writing Skill
6-9:30
7; Th
Lil~dell16
POL 2 4 1 3
Environmental and
River Politics
Underhill-Cady
This course critically examines the political
dynaniics relaring ro the co~nniunitiesand
ecosyste~usof tlie Upper Mississippi Watershed.
Issues explorer1 includc water pollution, the lock
a ~ t ddam system, imasive species and biotli\,eraily,
regiolial water supply, flood control, waterfront
economics de\,elopment, urban sprawl, farm policy,
and energy pn~duction.The class will look at the
challenge of balancing economic development,
social jusrice, and environmental stcwarilship in the
region. There will be areekly excursions to sites
along the river, solme exploration of the river by
boat, and opportunity to lnieet with stakehoWers
working on various river-related issnes.
Perspective/Skill/LAF: Social Worlcl 1 or 2
Perspective; Critical Thinking Skill; LAF in Social
and Rchavioral Scielice
6-9:30 p.ln
T; TI1
Scie~~ce
205
SWK 6 9 9 3
Assess~nentand Diagnosis i n
Mental Health Practice
BoisenISyers
This is a n elective course that explores
psycliopathology and the role of social workers in
assessluent and diagnosis of ~iicntalhealth in a
\,ariety of service settings The didgnostic manual is
used as a n organizing frame\\.ork for revlewilig
major mental disorders. This course is a
prereq~~isite
for SWK 627 Family Practice Elective:
Mental Health Practice Course offered in the
Spring Trimester of t l ~ eMSW P r o g r ~ ~ i i .
6-9:30 p.rn.
7; TI1
Old Main I 1
1
:
session I 1
-
july II to august II
Rooms listed for each course below are subject to change since the printing of this
catalog. Please refer to AugNet Records and Registration for the latest information on
room assignment for a particular class.
r
A R T 1C
Drawing
6-9:30
:iII/LAF:
L
p
4
.. .
Ceramics I
Bollman
This is a first-l
~gco~lrse.Students work
with a \,aricty
ial and non-traditional
drawing mecl~:
explore important concepts of
drawing. Slrde
res, demonstrations, ancl
: experience.
critiques co~npletethe lea
Persprrri
in Fi
-1
A R T 2io\
ire
Tom
An introduction tcl':
ang of pottery with a11
emphasis on handhuilding dnd glazing.
Perspectrve/Skill/l AF. Aectlietics Perspective; LAF
in Fine Arts
6-9:30 ~ . I I I
''Mfl"'
h
P,,rspective; LAF
study of the graphic
design of typography and visual imagery for print
1 M'zi
Painting I
In this first level paintin!: course, SI
learn
important concepts of painting Mo:
~ s tume
s
is
spent painting. Slide lectures, ?-.---.~a~r.ttions,and
critiques co~ilpletethe learning experience.
Perspective/Skill/LAF: Aesthetics Perspective; LAF
in Fine Arts
1) 111.
7; Th
Old
l7
ART 2 2 5 3
Graphic Design I
Staff
hi^ course is an intmduction to
principles and
techniques uf graph~cdesign using page layol~t
sofnvare. Emphasis will be placed o n designing
with text and image.
Perspective/Skill/LAF: Aesthetics Rtspective;
Speaking Skill; LAF in Fine Arts
6-9:30 p in
M, W
Fuss 2213
A R T 2 4 9 1 3 4 9 3 (with H I S 24913493)
Designed Environment
Anderson
This course acld~esscstlie designed envin)n~uent,
the intentionally designed places in which 1r.e live.
We will investigate architectl~rc,landscape
architect~~re,
urban d c s i g ~and
~ , urban history; class
scssions consist almost exclusi\rely of \valking tuurs
and site visits to plomlnent exa~nplesof clesijin
excellence.
(Prereq.: none for 249; for 349: ENG 111 and an
art, history, or urban s t d i e s course)
Perspective/Skill/LAF: Aestl~eticsor City
Perspective; Writing Skill (ART 349 only)
1 4 3 0 \],in
Cerrito
Concepts anJ principles related to the management
of operatilip functions taught from a liianagerial
viewpoint with examples from varir~usindustries
and sectors.
(Prereq.: BUS 242 or consent of instructor)
M,
W
M ,W
o l d M~~~~18
6-9:30 p.ln.
M,
W
Foss 22B
Perspective/Skill/LAF: N a t ~ ~ rWorld
al
2 Perspective;
I
LAF in N a t ~ ~ r Science
al
ancl Mathe~natics(11on-lab)
8:30 ~~.i~~.-noo~i 7; TI1
Science 3 15
11
MIS 1 7 5 3
COM 3 2 9 3
Principles of Conlputing for Business
Kattke
An introductory course to develop understanding
of basic computing concepts and specific skills in
E~nphasison solving business-related problems
(Prcreq.: ART 2;
present and In the fi~tul-e.
(prereq,: M ~ 2)
G
Soeldrlrp 202
using microco~nputersoftware (Windows, Woril,
Excel, Access, PowerPoinr, e-mail, a ~ ~ Internet).
cl
A R T 118-S
6-9:30
'F
basic un~lcrstandingof the science behind issues
J.
Strategic Management
6-9:30 [I.~II.
Staff
m~"lwl~lced
M, W
'
i
BUS 4 4 0 3
using software, especially Excel, Students with a
strong complltel. backgrtiund should take MIS 360
or 370 instead of MIS 175.
Interculhral Communication
~l
Lapakko
I
This course explores cultural d~fferencesand tlreir
I
I
I
rmplications for communication, including
difterences in values, nor~ns,social interaction, and
code 5)-atems.
Perspect~\,e/Skill/LAF: Intercultl~ralA\\,areness I
~l
Perspective
6-9:30 p.111.
M, W
Lindcll 16
I
(Prereq.: MPG 3)
I+:30
A C C 222.S
Principles of Accounting I1
Kader
A continuation of ACC 221. Introcluction to cost
accol~ntingfor ~unnufacturing.Basic concepts and
fi~nclamcntalsof managerial accounting, planning
m"dontr01ling pr~~ccsses,
decisio~i-~liakin~,
and
behavioral c ~ ~ n s i c l c r ~ r t i ~ ~ ~ ~ s .
(Prereq.: ACC 221)
8:30 U . ~ ~ . - I W I I I I
7; TI1
B U S 242-S
Principles of Management
Old Moil1 10
I? Cerrito
Development of the theory of management,
organization, staffing, planning, ancl control. We
will examine tlie nature of authority, accountability,
and respons~bility;analysis of the role of the
professional manager.
6-9:30 p.111.
M, W
Stjcllr~rp206
BUS 340-S
J. Cerrito
H u m a n Resource Management
Personnel function in business, acquisition, and
utilization of Ihuman resources; dcsirablc working
relationships; effective integration of the jvorker
with the goals of tlie firm and society.
Prereq.: BUS 242 or consent of instructor
6-9:30 P.nlb
7; TI1
IJ.~I.
7; TI1
S ~ ~ e l i h 201
u~i~
E D C 2061566-S
M K T 252-S
DiversiyNinnesota American Indians
Principles of Marketing
Meziou
Pr~nciplesc~fhasic policy and stratem issues in
~narketing,Legal, ethical, competitive, ec<>nornic,
alld technological f,ictors as they affect proiluct,
price, pro~iiotion,and ilistrihution decisions,
6-9:30 [ J . I ~ .
7; TI1
0111 Mclill 16
Gresczyk
This course exalltines l1~11iia11
diversity and l u ~ ~ u a n
relations. It fillfills the Education Department
lu~rnanrelntio~~s
and Minnesota A~ncricanIn~lian
requirement5 and 1s an uption within the licensure
program.
6-9:30
M, W
St~cl-dnr/~
I
MKT 3 5 7 3
E D C 4801580-S
Advertising
School and Society
An introducti<~nto print, hroaclcast, nnd Wehbasecl ad\'e~.tisingand promotion as impcxtant
Emphasis on pcrints of view about the ~ u l eof
school in modern society, relationships with
elements in moJern marketing anll
parents and community collabnratix moilels,
Erickson
conumunicati~,ns.This course combines clnssroc)ni
Imderal~ip,and pmfeasional dc\,elopment. Serves as
and Iia~~ds-on
Icarning toc~ls.
final thco~,eticalpreparation for stu<Ient teaching,
(Prerecl.: PPST and ad~nissionto the Education
6-9:30 [J,III,
M,
W
Old Mail1 16
Depxrt~itent)
rn
CHM 1 0 0 3
Chemistry for Changing Times
Perspective/Skill/LAF: Social World Perspecti\,e;
Writrng Sk~ll
Gyberg
1:30-5 11.111,
M,
W
S o e r d i ~ 1~ l ~
Tllis collrse intri>iluces baric chemistry concepts in
I
tlic context of lnumerous sc~encc-haseilissues i l l our
everyday lives with tlie ~ o a of
l s t ~ ~ i l e nhaving
ts
a
I
I
St'enlnrp 206
15
1
session
k
I july II to august 1I
SPE 4341534-T
-...
.
I
Eva~uatlon
Staff
Tlie s t ~ ~ [if
d ystumiing,ci
.
knowledge and s
of sti~dents're
history and context of
i s includes an inilepth
: disabilities, as well as
;,>I,>";?biological,
ather~n
reading curric~
I;
Clinical exper
course is required
and
Jandlng l e p g d i s a b ~ ~ ~ t t e :
ovide a critique of current philosophical
Ins in the field. Students will also acquire
d g e related to accessing information relevant
field of learning disabilities.
fi
Itrly 5-8
8 a.m.-3 p.tn
J~rly11-15
8 a.~n.-l~oon
Sue,-."p
(.)K-.-nntptrs site)
-
Swerdnrl, 202
-#
Reading Clinical/Leadership Sel
pearl
~ 1 study
, ~ of effective lrndersl1i
I professional
clevelopmel,t
strategies fc,r ~ l , ~ i v l c l l l ascl,ools
~
nl,cl
districts, reading standads, state and federal reading
legislation, and fiscal,buduerary operations.
clinical portion will ~ncludeopportunities tu apply
skills and knowledge of reading ~levelop~nent
and
instruction in a clinical setting with K-12 students.
(Coreq.: EDC 508; Prereq.: EDC 505, EED 520,
ESE 500, or consent uf instructor)
Jlrly 18-A~rg. 2
8 U.III.-IIUOII
AIL&1-5
8I
-
(off-cnml~trssite)
I
Learning Disabilities
Staff
This course will focus on the history and context of
This includes a n in-depth
leaning disabilities (LD).
look at the origin of learning disabilities, as \\ell as
various theoreticnl m~~clels
(sociological, biological,
psychological, cognitive, and behavioral) applied to
understanding learning disahilities. The course will
also provicle a critique of c t ~ r ~ e philosopluical
nt
p,sitions in tl,e
stLldentswill also acqllire
knowledye related to accessing infc~r~nation
relevant
to the field of learning disabilities.
This course will teach students to identify, adapt,
and imple~uentdevelopmentally appropriate
instruction that support the learning nf students
identified as having learning disabilities. The course
will specifically focus on
areas of reading, writing
and listenin: co~npreluension,math, reasoning, and
problelu-solviligskills. TIlele \"ill be a strong focus
on the modifications i~n,olvedin tl~eseareas and the
planning process invoh,ed.
6-9:30
p.m.
M, W
6-9:30 0,nI.
T; TI1
Strerdlup 202
EED 200-S
Elementary Education Earth Science
Stangl
~l~~~ course is designeclfor elelnentaryeducation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter statuclanls for initial
licensure.
Science 19
INS 2 2 5 3
~
~ to ~~l~~
Staff
planning process invol\,ed.
T; TI1
Kader ~
Perspecti\,e/Skill/LAF: Intercultural A\r,areness 1
6-9:30 p.;~t.
M, W
Old Maill 13
INS 3 4 2 3
River Politics Field Seminar
Underhill-Cady
Students in this course will learn first-halid about
G S T 009-S
the ecolo3, enviro~umentalissues, and political
Cooperative Education
Olson
dynamics of the Mississippi River. Class will meet
Cooperati\,e E~lucationis n work experience related
uff-campus at locations a n ~ u n dthe Twin Cities,
to n student's major/minor or career interests, b ~ ~ t
along thc riwr and \\,atershed, exploring some of the
nut clone for academic crejit. The goal is for
remaining pockets of local wilderness ancl a \.ariety
studelits to apply theory to practice in an apvrob-ed
.fellvironl,,ental
sites. students will
work setting. Stuclcnts set len~~uing
goals and
with local activists and politicians \\,orking on riverevaluate their learning w ~ t hthe director of the
related policy, and engage in an indivi~iunlfield
Center fur Service, Work, and Learning. Satisfactory
research project. The course i~ucludesan optiolial
coml>leti~)n
fillfills tlie Augshurg Experience (AE).
fwr-day camping trip Uuly 22-25), tra\,eling by
rowboat down tlie Mississippi River from tlie Twin
am
Cities to Lake Pepi~u.
T; TI1
Swerdnrl~1
H I S 2491349-S (with A R T 24913493)
This course will teach students to identify, adapt,
and implement developmentally appropriate
inst~.uctionthat support tlie learning of students
identified as having learning disahilities. The course
will specifically focus o n the areas of reading, writing
a n d listening comprel,ensiol,,
reasoning,a n d
pn~ble~n-solving
skills. Tlieue will be a strong focus
o n the modifications involved in thcse areas nnd the
1 4 : 3 0 Dm.
~
Pe'~l-lecti\'e
6-9:30 11.l~
With Learlling
~
The course co\ers tlie ideological foundntions of
Islam, its basic concepts and tenets, Islamic law
(Sl~xiaah),Islamic econoulic and political systems,
lSlarnic patterns of life'
Suerdnip 2 0
Soerdrlr~202
SPE 4 3 4 1 5 3 4 3
Teaching Content Areas to Students
M, W
Staff
-lpl#f
SPE 4241524-T
Etiology and OrisEL..
E D C 510-S
5:30-9 ~,III.
8 : ~ "o.m.-llooll
---
Teaching Content Areas to Students
W i t h Learning Disabilities
Soerdr~rpI7
Designed Environment
KimballIAnderson
This coursc addresses the designed envim~uiient,tlie
intentionally ilesignecl places in which we live. We
will i~uvesti:ate architecture, In~udscapearchitectl~re,
urban design, and urban Ilistory; class sessions
consist almost exclusi\.ely of walking tours and site
visits to prominent examples of clesign excellence.
(Prcreil.: nune for 249; for 349: EN(; 111 and an
art, history, or ~ ~ ~ v bs ta~n~ d i course)
es
Perspecti\,c/Skill/LAF: City or Aesthetics
Perspective; Writing (HIS 349 only)
1 4 : 3 0 II.IIL.
M, W
Old Maill 18
I N S 495-S
Topics: History of American
Indian Education
Weston
The primary aim of this particular course is to help
s t ~ ~ d e nfurther
ts
their knowleiige a111~~nderstanding
of the Americ~nI~udianEducation Policies from
colonla1 America to Zlstcentury America. A cr~tical
examination of indigenous political, social, and
educatio~ualdevelopments from the 19th tlirou~h21st
celitl~rirswill provide infbrmation needed to
~~nclerstancl
thc currcnt social, political, and especially
the eciucational ;ttmosphere of the indigenous
experience today.
6-9:30 p.111,
7; TI1
Sverdn~p20
d
4
-.-
-
11 july
F
I
LRTSIN LEADERSHIP!
4 L 5 6 0 (w
Developing a
Eural
~erspectiue
~
~
Emphasizes increasing your ability to lead in
culturally diverse contexts. Examines the rapidly
changing den1
ling demographics.
ess, conuitunication
~~~#rpersonal
!
iviry#ation
mplexity of the racial an
n l c " ping
are amolig the goals of the course
Old Mar
a
II to august II
m
exponential ~nodels;
especially of linear and exponential models.
Grading will be based o n ql~izzesand exams.
MAT 103 with grade of P or MPG2 and at
k (Prereq.:
i
least one year of HC -'"-h--)
6-9:30 l'*ntn
ASL ]
--&
Sign Language
I1
a
ashb brook
Literature Review
The purpose of this course is to c elop the abilily
to construct a sound argument relatecl to leadership
and to write an effective literature review. Students
will learn how to classih and read research critically,
how to analyze tlie arguments made in tlie literature,
how to organlze and express their own ideas, how to
map and analyze ideas and how to write a review.
Since thc ultimate goal is to he ahle to create a
compelling literature review, all activities build
toward that goal. S t ~ ~ d e nwill
t s devclop the ability to
create an argument, synthesize literature, and create
literat~~t-e
reviews in their fields of interest.
M,
W
tmining, ancl goal-setting.
Lil~dell16
Law i n the United States
Underhill-Cady
An introduction to the \\.orkings o i the court system
7; W! Th
in the Unitecl States, exa~niningthe concepts of
Scirr~ce2 12
civil rigllts and civil liberties in tlie context of the
war on terrol-ism, criminal nncl civil law, torts,
I1
Kingsley
racism and discrimination, 2nd environmental law.
Aims to de\,elop four hasic skills: understanding.
Pers~ective/Skill/LAF: Social World 1 or 2
Rrspecti\,e; LAF in Social and Uehavioral Science
speaking, reading, and writing of elementary
Spanish, introduction to tlie cultnre of the Spanish-
6-9:30 11.tn.
speaking world.
7; W TI1
King,lcy
pea king, re.~ding,and writing of ele~ucntary
Spanish, introcluction to the culture of the Spanislt~A
~\
~~3 ~ ,
perSllcctive; ~~d~~~~ L~~~~~~~~ 2
7; \q TI1
resources that tlie Christian
tradition, seen through tlie lens of vocation, brings
to tlte search for meaning. Not accepted for credit
for students who have taken REL 300.
This course fi~lfillsthe AugCore Requirement.
8:30 r~.n~.-noort.
T, Th
Suerdn~p206
REL 200-S
l ~ t ~~
~~
~~
11
Bussert
O\rerall course theme is "what \\.e believe matters."
Explore Itow belief shapes biblical interpretat~on,
cultural views and actions, and how beliefs can he
challenges facing inuuijirants and ~tative-born
Prereq.: REL 100
Americans, due to thosc changilig demographics.
Im~rovedintercultural nwarcliess, co~nnu~nication
6-9:30 b.111,
for tlte complexity of tlte racial and ethnic groupings
~~are[among
~
~ thc gcrnls of the course.
6-9:30
Old Maill 26
biblical and theolo:ical
culturally cliverse contexts. Examines thc rapidly
changing demographics in the US., and looks at
skills and interpersonal sensitiviry, a d appreciation
speaking wol-Id.
t
Christian Vocation and the
Search for Meaning
Hale
This intn>Juctorycourse will explore aome of the
Search for Meaning
Aoki
E~uphasizesincreasing your ability to lead in
Ailus to develop four basic skills: understanding,
~,IIL.
Scier~ie108
Developing a Multicultural Perspective
Old Mairt 16
Ueginni~lgSp.~r~isli
I1
perSpective/skill/~~~: ~
M, W
POL 421MAL 5 6 0 3
Perspective; Modern Language 2
6-8:30
Old Main 25
T, Th
Christian Vocation and the
Perspective/Skill/LAF: Intercultural Awareness 3
~.III.
6-9:30 p,i11.
REL 100-S
P O L 170-S
SPA 112-S
8:30-1 1
team development, leadersllip, psychological skills
(Prereq.: PSY 102 or 105)
T,WTh
[age needed to comm~~nicate
SPA 112.1'
M A T 105-S
signati~res,and chords. Also included are stanclartl
musicnl terms, signs, and symbols.
power, justice, rights, and freedom. Topics include
Okl Mail1 10
Applied Algebra
~~i~~~
In this course \\*rwill explore a nunther of
applications of algebra to the social and natural
sciences, business, ancl everyday life. It's okay if you
don't re~ilembermuch nlgehra; we'll review as we go!
Specifically, in this course, you'll learn to:
l~~idcrstand
tlte concepts of variable, proportionality,
and linenrim: make connections benvee~iverbal.
numeric, geometric, and algebraic ways of looking at
dcpenclcncies; use a scientific calculator; estimate
and evaluate tlie reasonahleness ofanswers; use 2nd
solve equations, especially of linear, cluadratic, and
concepts applied to sports ancl enhancement of
athletic performance. Topics include motivation,
signing, and learn the facial
Perspective; Modern Language 2
Beginning Spanish
Conroy
Foulidations of sports psychology. Psychological
meter, intervals, major and ~nlinorscales, key
6-9:30 p.m.
PerspectivdSkill/LAF: Intercultural Awareness 3
6-8:30 p,in
Sports Psychology
The course will include pitch and ~~liythm
notation,
Perspecti\.e/Skill/LAF:LAF in Fine Arts
Mikkelson
~ v v ~ l ~ t to
i o deaf
n culture and the siglis and
syntax of ASL. Sturlrnts observe the demonstration of
signs, practice the1
PSY 2 6 3 3
Staff
An introductory study of basic ele~nentsof music.
clearly with deaf a,LLo
in.ciu?>f-hearing people.
Creating a Compelling
6-9:30 11.in.
M U S 160-S
Fundamentals of Music
Scie~lcc108
I
expressions and bc
M A L 599-2
- -
~,III.
M,
W
Old M d n 13
cleepcned by encounters with other faith traditions.
7; TH
Old Moin 10
REL 2 2 1 3
Quanbeck, 11
Biblical Studies
The origin, literary chnmcter, and trans~liissionof
tlte hihlical clvcu~nents;the task of blblical
interpretation, and tlte Itistory of Israel and the
eniergence of tlie church. Not accepted fvr credit Fvr
students who have taken REL 301 or 302.
Perspective/Skill/LAF: Christian Faith I or 3
Perspective
1 4 : 3 0 p.i11.
M, W
Old Mail1 16
summer
online june 27 to september 2
na, Slovenia, while studying
rsity students. Learn
pns in social work and
Summer Online courses are available to W C , United, and Rochester students only
(Day students are not eligible). These courses are delivered over the Internet to
allow students maximum flexibility to organize their work. Students will need access
to a personal computer with a browser and Internet connection. While students are
required to log in to the course several times a week to participate in discussions and
hand in work, they will not need to do this at specific times. Some classes may require
occasional classroom meetings and these will be held during weekday evenings or
weekends to accommodate work schedules.
els for
local ag
s. For additional ~ n w ~ m a t i oren
registration, travel schedule, tuition and fces
contact the Center for Global Edurarinn at
612-330-1159.
I
E C O 113-L
ART 240-L
A r t History Survey
Soderman-Olson
Principles of Microeconomics
Stein
A survey of art of the Western uzorl~lfrom
An introduction to microeconomics: the theory of
prehistoric to modern times. Includes reading,
the household, firm, niarket structures, and income
distribution. Application of elementary economic
research, viewing images, and visits to museums.
Perspecti\re/Skill/LAF: Aesthetics or
theory to market policy. May be taken independently
Western Heritage Perspective; LAF in Fine Arts,
of E C O 110 or 112. E C O 112 and 113 may be taken
in either order.
Critical Thinking
(Prereq.: MPG 2)
Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in
Social and Behavioral Sciences
C H M 100-L
Chun~istryfor C l i a n ~ i n g'Time,
R J i e Gyherg
Designed for the liberal arts student. Emphasis is
upon developing basic chemistry concepts using
ENG I1l-L
exa~uplesprimarily from inorganic chemistry Does
Effective Writing
not count to\vard a chemistry major or minor nor
En~pl'asis is o n exposition, including learning
..
McCormick
anolv, as .
urereouisite
for other chemistrv courses.
,
resenrch techniq~~es
and writing critical reviews.
(Prereq.: MPG 2)
Attention is given to increasing s t ~ ~ d e n t s '
effectiveness in choosing, organizing, and dew lop in^:
Perspecti\~dSkill/LAF:Natural World 2; LAF in
Natural Science and Mathematics (non-lab)
topics; thinking critically; ancl revising for clarity and
style. A writing lab is provided for those nee~ling
additional help. The minimum passing grade is 2.0.
summer
L
online june 27 to oeptember 2
summer session
application form
POLITICAL SCIENCE
POL 121-L
Introduction t o P
This course introd
philosophical q u r s
Ward
students to typical
s
have certain kn
American Governme
~dPolitics
Hedblom
Surveys major p;
erican national
(how we know, if we can
government-incl~,,,...
:ress, the presidency, and
if there are universal lnoral
the courts-as well as canipatgns.and elections,
A
f
.
principles, whether G o d exists, the nature of the
federalism, interest groups, and political parties.
mind, etc.), to philosophical vocabulary, and to
~ers~ectiv:)~kill/IA~:
Social World 1 or 2; I A F in
critical thinking and wh
world philosophically.
Perspective/Skill/IAF: Hunian Identity;
Humanities
PHI 120-L
Ethics
By studying our moral beliefs,
0.'-
)s students
consider the bases they use to make moral
judgnients. T h e course explores major philosophical
approaches to evaluating ~iioralactions and then
applies them to contemporary issues. Christian
ethics will inform the considerations. Students who
receive credit for PHI 120 niay not receive credit for
PHI 125.
Perspecti\~e/Skill/IAF: Christian Faith 3; I A F in
Humanities, Critical Thinking
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar~thenclick on
"Download Registrar Forms."
Show less
-
-
Title
-
Augsburg College Summer Catalog, 2006
-
Collection
-
Course Catalogs
-
Search Result
-
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 20
academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Internships: In addition to those listed,
Students may take up ...
Show more
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 20
academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Internships: In addition to those listed,
Students may take up to 2.0 credits in
each summer session (sessions I & 11).
However, course loads for terms that
overlap may be increased based on a
student's cumulative GPA (Cum GPA).
Specifically, the combined credit load for
Day/WEC/Rochester/United students
between Spring WEC, Summer Session I
and Summer Online, normally limited to
2.0 credits, may be increased to 3.0 credits
if the Cum GPA is 3.00 or better.
Additionally, the combined load between
Summer Sessions I and I1 and Summer
Online is normally limited to 2.0 credits at
any one time, but may be increased to 3.0
credits if the Cum GPA is 3.00 or better.
Students desiring to exceed these limits
must petition the Student Standing
Committee prior to registration. Unless
otherwise indicated, all courses carry a
value of 1.0 course credit. One Augsburg
course credit is the equivalent of four
semester credits or six quarter credits.
internship opportunities may be arranged
individually during the summer.
Academic internships are carefully
planned workbased learning experiences,
supervised and evaluated by a faculty
member. Consult the Center for Service,
Work, and Learning 612330.1148 for
more information.
summer session I
May 30 to June 30
summer set inn
July 10 to August 10
summer online
June 19 to August 27
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Commission.* The small college
environment, about 3,000 students during the academic year, is enriched by the
many opportunities found in this vibrant metropolitan area. Augsburg's setting
allows students to participate in a host of cultural and recreational activities.
Augsburg general education: Courses
fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
Course levels: The first digit of the threedigit course number indicates the course
level. Course numbers beginning with a
"1" or "2" are lower division courses and
are intended primarily for freshmen and
sophomores; course numbers beginning
with a "3" or "4" are upper division and
are primarily for juniors and seniors.
* The Higher Learning Commission of the North Central Association of Colleges and Schools, Commission on
Institutions of Higher Education, 312-263-0456. Website <www.ncacihe orgz
Independent study: Independent studies
may be arranged in consultation with
individual faculty members.
Employer reimbursement: Students who
qualify for reimbursement from their
employers may use their reimbursement to
pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
612-330.1488.
Additional information may be obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330.1046 (Enrollment Center)
For questions related to courses:
612-330.1025 (AcademicAdvising)
Eligibility: Persons in good standing at
regionally accredited colleges and
universities, graduates of such institutions,
and students admitted for the next fall
term, are eligible to attend Augsburg's
Summer Session. Good standing implies
that the student has been admitted and
not subsequently dismissed by that
institution. Students accepted for Summer
Session are not automatically granted
admission as regular students of Augsburg
College. Those wishing to begin a degree
program at Augsburg should apply to the
Office of Undergraduate Admissions,
612-330-1001, or the Weekend College
Admissions Office 612-330-1743.
- 4
to register
All students m:ly hegin tc
Summer Session c o ~
kpn. pStudent
Web registration will remain open u n t ~ l
\nay 4 (Session I) and June 9 (Session
. Well rexistration hours will he 8 3 0
11:59
st~~cient:
registra
must
~ L S L ~ L L
Center h e t ~
daily. Augshurg
.ourageci to use Weh
1.
i ~ ~ g s h ust~lilents
rg
r ~ l . s o nat the Enr~)llme~it
8:30 a.m. - 4:10 p.m.
M-W (8:30 ,,.,,,. - 7:C
The Enrollment
m. Tl~~~rsciays).
Sverdrup Hall. We recol
1
nd that y
calendar
Augshurg stuclcnts will he billed through
,. Non-Augshu~.~
Accc
stllclel,ts
of
till,e of registr,r
,,niLl
fllll I ,lVldy
~
-
summer 2006
I
'-'.MIa1
(11 St1
,for s
~
April 12
Registration begins
ust he
~
,
~
~
~
~
Web registration closes
Session I and June 16 for Summer
Session 11. Tuition must be paid in full
(see Calendar), or you may be dropped
from your course(s); a cancellation fee
of $100 per course will apply.
Augsburg students who have unpaid
nces from previous terms must pay
e
balances before they may register
for Summer Session.
~
~ May 4
through AugNet, AugNel
consi~lerecithe most current and, thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 30. Signature of
the instructor is needed to add a class
after the first day of class.
June 16
May 26
Classes begin
May 30
July 10
June
-
*Register(addedlatefeeof$75)
19
'11
May 30
July 10
June 19
June2
July 13
June 23
I.
(signature of instmtm needed; no regmations wiU be accepted after chis date)
June 2
July 13
June 23
'Change grading option
June 16
July 27
July 28
Withdraw from class
June 16
July 27
July 28
enrollments will he cancelled one week
Classes end
June 30
August 10
August 27
Stllclents who decide to cancel their
Grades due in Registrar's Office
July 10
August 18
September 1
registration prior tu the first day of the
session must complete a ilrop/acld form
Schedule of Refunds: The following refund schedule is based o n the percentage
at tlie Enn)llmcnt Center (this must he
done in person). There is a ch:rrge of
of class time remaining o n the date of the student's official withdrawal from class.
This applies to all students who drop one or more courses during each term.
$100 for each course cnnccllcci.
Percentage of clasq time remaining after official drop or withdrawal and amount of refund:
see
100% to 90% remaining-Full refund (minus $100 administrative fee)
Schedule of Refunds on the next pagc.
89% to 50% remaining-Refund equals the percentage of term remaining
49% or less remaining-No refund
A late fee of $75 will he assessed for
students who register :liter the first day of
This refund schedule is effective whether or not a student has attended classes.
the term. No Session I registrations will
Students registering for Summer
Online must complete their
registration by June 23. Note: register
for online courses under Summer
Session I if registering via AugNet.
June 9
May 5
hefore the tirst tiny c)f the session.
For rcf~~ncl
information
Students registering for Summer
Session I1 must complete their
registration by July 10. Signature of
the instructor is needed to add a class
after the first day of class.
April 12
June 9
Balance of tuition due
Register (without late fee)
fill early :rncl courses with low
u l d he
April 12
Last day to:
Change in registration: Many cc,urses
catalog and course informa
online
-
Drop class without notation
If a ciiscrepancy is founcl hct
II
Please allow two weeks for tuition and possible financial aid adjustments to be
he accepted after June 2. Nu Session I1
registrations will he acceptc~iafter July
finalized. If a credit balance remains on the student's account, a credit refund
check will be issued at that time.
u e r registrations
13. No S u ~ ~ i ~Online
will he acceptcJ after June 23.
,
---
-
-
-
Y
map of augsburg
The tuition rat
Session courses
'
q
$1,545 for full-rn
,. . 3 for halt
s
3C stude enrolled in Summer
-i o n
r ummer Online may be
eligible
,nancial " : A :C +L.' -..""load is z
~ s 1.0
t crl
L
l d i t s are
listed abov~
To apply
financial aid
The only forms ( tinancial aid available
for Summer C-cc ,,,n attendees are the
Federal Pell
nt, the Minnesota State
lnt (i
nts who meet eligibility
Eligibility for Summer Session
SttJ-~lts who main
.time status
,d by the program in whic
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in eitl
:ssion I or
11, or both sessions combined, may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
s) and student loans. Visit
bnrollment Center website to
aownload an appkation form:
www.augsburg.edu/enroll. The
financial aid priority deadline for
Summer Session is May 15, 2006.
Augsburg employee tuition benefit
Faculty, staff, and dependents of the
College who are eligible for the
maximum tuition benefit will receive a
60% discount o n Summer Session
tuition.
WEC program
For W E C students enrolled in spring
trimester, n o aid is given for Summer
Session I as it runs concurrently with the
W E C spring trimester.
~ l n l s r s l a t 94
e West
-I'
COLLEGE M A P INFORMATION
I Cenler for Counseling and Health
Promotion
2 Weekend and Graduatc Admissions
3 Air Slruclure Entrance
(November through March)
4 Edor-Nelson Athletic
Field and Seasonal Air Struclure
5 Chrislensen Center and
Day Admissions
6 Commerc~alSpace
7 General office space
8 . Fass. Lobeck. Miles. Center for
Worship. Drama and
Communication
9 Sverdmp Hall
10 Husby-Slrommen Tennis Courts
I I . Ice Arena
12 Public Reletions and
Communication
lnlerslate 94 East
13 Lindell Librury
14 Maintenance and Grounds Shop
15 Mortensen Hall
16 Murphy Place
17 Murphy Park
18 Music Hall
19. New Residence Hall
20 Old Main
21. Anderson Hall
22 Quad
23. Science Hall
24. Publ~cSafety
Communications Center
25 Shipping and Receiving
26 Si Melby Hall
27 Sverdlup-Oftedal Memorial Hall
28. Urness Hall
29. Faculty Guest House
30 StepUP House
31 General office space with address
PARKING INFORMATION
A Visitor Parking
B . Resident Parking
C Commuter Parking
D FacullylSlaffICommulerl
Resident Parking
E Resident Parking
F Resident Park~ng
G FacultylStaff Parking
H FacullylSlaWPark~ng
I VisitorIAdmissions Visitor Parking
J FacultylStaff Parking
K Commuter Parking
L FaculLylStaffICommulerl
Visitor Parking
M Fairview-University Parking Ramp
Take Washington Avenue exlt and turn left on
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right nt 21st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exlt, turn left at 25th Avenue, turn
left at Riverside A\,e~u~e,
turn left at 21st Avenue
South
1-94 West from St. PaulAugshurg College, as afimted in its mission, does not discrimiltate 011 the basis of race, color, creed, religion,
national or ethnic origin, age, gender, sexual onnttat~on,marital status, statla with regard to public assistance, or
disability in its education policies, admissimts policies, scholars hi^ and loan proFams, athletic and/or school
administered programs, except in those iintances where religion is a bona fde occupational qualificafion A,rgsburg
College is coinmitled to providing .reasunable accommodatimu to its employees and its studstts.
Take Riverside exit, turn right at Rivers~deAvenue,
turn left at 2lst Avenue South
3 5 W from the SouthFollow the 1-94 St Paul signs (move to right lane after
each o f nvo mergers)
Takc 25th Avenuc exit and rum
left at Riverside Avenue, turn left nt 2lst Avenue South
session I
on room assignment for a partic7
-
30 june 30.2006
I--- -I---
BUS 242.S
i t h HIS 24913493)
Designed Enirifonment
AIS 2 6 4 3
AndersonKirnball
This course addresies the designed-~nyipnment,
Development of the theory of management,
the intentionall\
organization, staffing, planning, and control. The
nature of authority, accountability, responsibility,
,laces iiiwliich we live.
We will investigate architecture, landscape
-
"
3
A study of the dynamics of human interaction
-.
American public's'perception of American Indians.
Class will inc~ud:'~ecmre, discussion, film clips,
and site visits to promin;nt examples of design
%
.
and full.length m
excellence and historical significance.
FIN 331-S
Perspective/SI
Prereq.: none for 249; for 349, ENG 111 or HON
Financial Management
AF: Intercultural Awareness 1
Perspect'
6-9:30 p.
Rm.: Science 123
-
.
.
T, Th
Rm : Old Main 17
ART 2 2 3 3
Printmaking I
Bollman
An introduction to traditional and experimental
media and methods of printing. Intaglio, relief,
and mono/unique methods are explored.
.
Ae&hktxpahqLAFinFineAm
M, W
6-9:30 p.m.
Rm : Old Main 4
May be taken independently of ECO 113 or 110.
Prereq.: ECO 112 or 113, ACC 221, and MPG 3
ECO 112 and 113 may be taken in either order.
Th
Rm.: Science 123
BIO 1 2 1 3
w
Rm : Old Main 29
MKT 466-S
International Marketing
Pederson
This course examines those issues and activities unique
to marketing in an international setting. Emphasis is
placed on adaptation of a marketing mix according to
the international marketing environment.
life, genetics and genetic disease, selected organ
systems and disease, and the sustainability of life on
Prereq.: MKT 252
earth. A student may not receive credit for both
6-9:30 p.m,
from May 30 to August 1 (from the start of Session
1 to the end of Session 11)
Rm : Old Main 16
Prereq.: MPG 2
Perspective/Skill/LAF: LAF in Natural Sciences
and Mathematics
T, Th
E C O 113-S
Principles of Microeconomics
Gilsdorf
An introduction to microeconomics: the theorv of
the household, firm, market structures, and income
distribution. Application of elementary economic
theory to market policy. May be taken
Prereq.: MPG2
CHM 1 0 0 3
Perspective/Skill/LAF:
Gyberg
This course introduces basic chemistry concepts in
Social World I or 2
Perspective; LAF in Social and Behavioral Sciences
T,Th
Rm:OldMain16
1-4:30 p m
the context of numerous science-based issues in our
Rm : Science 205
everyday lives with the goal of students having a
basic understanding of the science behind issues
present and in the future.
EDC 2 2 0 3
Prereq.: MPG 2
Educational Technology
Perspective/Skill/LAF: Natural World 2
Perspective; LAF in Natural Sciences and
Psychological and philosophical dimensions of
communication through the use of instructional
ACC 22123
the use of live models. Emphasis will be placed on
Principles of Accounting I
development of perceptual drawing skills to accurately
render the human form in a spatial environment.
Introduction to business activities, basic concepts,
and fundamentals of accounting, the accounting
Mathematics (non-lab)
Topics covered will include: gesture, proportion,
cycle, and preparation of financial statements.
8:30 r -*?on
foreshortening, skeletal and musculature anatomy,
shading and rendering, and composition.
8:30 a m.-noon
T: Th
Perspective; LAF in Social and Behavioral Sciences
Rm.: Old Main 16
1-4:30 p m
M, W
independently of ECO 110 or 112. ECO 112 and
113 may be taken in either order.
Cheniistry for Changing Times
McCaffrey
A&&G Fbpmw,IAF in Fine Am
M, W
Rm.: Old Main 17
M, Th
B10 121 and 103. Does not apply to the major or
minor in biology. This course meets twice weekly
and techniques of drawing the human form through
,
Meziou
discussion of the molecular and cellular basis of
This course will introduce the student to the neth hods
6-9:30 p m
M, W
Perspective/SkilVLAF: Western Heritage
6-9:30 p m
Life Drawing
Gilsdorf
An introduction to macroeconomics: national
economic theory to current economic problems.
ART 2 4 7 3
:-
E C O 11223
Principles of Macroeconomics
Kapoor
budgeting, capital structure, and working capital
An introduction to basic biological principles with
a human perspective and application. Includes
.
Rm.: Old Main 18
management.
H u m a n Biology and Lab
.
M, W
~erspecke"3(/ritinESkill (ART 349 only), LAF in
~ 6 Arts
e (ART 74Q ~ m l ) )
critiques complete the learning experience.
6.9:30 p.m,
-Id Main 23
income analysis, monetary and fiscal policy,
international trade. Application of elementary
6-9:30 p m
&Fbpmw,IAF in Fine Am
Rr
risk and return, security valuation, capital
spent painting. Slide lectures, demonstrations, and
.
r --
This course includes financial statement analysis,
In this first-levelpainting course, students learn
.
6-9:30 p.m.
Bollman
Most class time is
6-9:30
111 and an art, hjstory, or urban'smdies course
ART 118-S
important concepts of painting.
overcome communication barriers.
~ers~ectiv$Skil~L
Aesthetics
A~:
or City
T;
Painting I
through verbal and nonverbal messages; emphasis
on factors that build relationships and help to
and analysis of the professional manager.
architecture, urban dyigh, and urban history; class
,
sessions consist almost exclusively of walking tours
cinema and o t h e r ~ u c himages have had on the
l?C e m t o
Principles of Management
Kader
(.5 credit)
Erickson
technology. Selection, preparation, production,
Th
Rm
,
Wnce 315
Rm.: Old Main 10
and evaluation of effective audievisual materials for
teaching/learning situations. Computer training
will be included in this course.
9-11:30 a.m.
COM 3 5 4 3
Interpersonal Communication
Lapakko
M, W
Rm.: Sverdrup 205
I
A
- june 30.2006
session I
rI
E E D 495-S
learnu
Topics: Elementar
Physical Science
or ideas of off-campus
and/or communiti&?!
C
Gregoire
will p
exp~
. ropertles
Is-on experiments to
or ano cnanges in matter;
l e n q goals, mission, needs,
'
,
.
energy. Taking the physical concepts learned,
students will develop demonstrations and lessons for
Center for
K-5 classrooms. Assessment is based on written
requiremen
assignments, a technology project, science fair
nm
projecc; lessons/demonstrations and I-'
.
7; Th
lermir
"
science19
,
E N G 2821482-S
Topics: British Novel: ~ n v e s t i s t i n gthe
=iddle
Victorian Thriller
This course studies the novel of suspense, mystery,
and terror in 19th.century Britain, from
Frankenstein early in the century to Dracula at its
end. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
Perspective; Writing Skill (HIS 349 only), LAF in
Humanities (HIS 249 only)
variety of small pmjects. Projects will involve creativity,
teamwork, research, writing, and some computer skills.
1-4:30 p m
Rm: LindeU 16 fim 9-3 p.m on 5/26,30,31; 6/1,2, and 3
T, Th
Rm : Science 123
I N S 399-S
Internship
4
Olson
A work or service-based experience in which the
INS 2 2 5 3
Introduction to Islam
Schield
3ritical t h ~ n k ~ nabout
e
statistics as evidence. Focus
irn associativl
'..--':3n, observational studies,
experiments,
ounding, bias, and chance.
Review common
ques involving statistical
percentages presented in tables and graphs. Use
I N S 255.S
Paideia Seminars
arguments. Emphasis o n interpretation,
and communication'
7; Th
design a learning agreement plan that links course
education, and graduation skills with the learning
opportunities inherent in the internship. The
and Islamic patterns of life.
wldll/LAF:
student, faculty sponsor, and work site supervisor
theories and concepts across disciplines, general
(Shariah), Islamic economic and political systems,
6.9:30 p m
standardization to take into account the influence
of confounders. Analysis of statisticall~based
Kader
The course covers the ideological foundations of
Islam, its basic concepts and tenets, Islamic law
opportunism. St , nditional reasoning using
English to describe and compare rates and
hm
Rm.: Old Main 15
student must complete a n academic learning
portfolio based o n the internship. Students must
consult with the faculty sponsor and Lois Olson in
the Center for Service, Work, and Learning
~
~
Students will participate in a series of seminar
discussions following the Paideia seminar format as
regarding
~
f requirements
m
and~ get permission
~
to
register. P/N grading only. Satisfactory completion
will fulfill the Augsburg Experience
developed by Mortimer Adler. Seminar topics
requirement.
emphasize selections that help studenu to think
Prereq.: MPG
6-930 P.m.
Topics
modeling and workflow. After learning about each
topic, students will work in international teams on a
ister.
yvi* '
tudents must be Elemeniav Education majt
cwo from Germany.
Perspective/SkilVLAF: Aesthetics or City
111 and an art, history, or urban studies course
tanve ~ e a S o n i n g /
science lab graduation requirem
include managing international projects, accounting
and finance for non-financial managers, and process
~ r kand
,
Learning regarding
GST
participation. This course does ElnT
0-Y:>Up.m.
S~roir
from Augsburg and
excellence and historical significance.
Prereq.: none for 249; for 349, ENG 111 or H O N
c ~ o nc
reflection assignn
on a1
course knowledge, unaencanding ot cne
organization,' workplace, and an awareness of
societal issues that may affect the workplace.
Students must con-Jrwith Lois Olson in the
position, motion, and force; light, heat, electricity,
and magnetism; and kinds of and ways to transfer
and site visits to prominent examples of design
critically, understand timeless ideas, listen carefully,
Rm.: Lindell '1
M, W
and question thoughtfully. This course is ideal for
education, social science, and language arts majors.
ML 589-S
We will read several of the best of these thrillers,
This course may also be taken for p d u a t e credit.
Topics: Comprehensive Examination
investigate the culture that produced them, and
For registration, contact Anne Kaufman (612-3301188 or kaufman@augsburg.edu). This course will
The purpose of this seminar is to prepare students
for a set of comprehensive examinations as the
be held from June 20-24.
Perspective/SkilVLAF: Critical Thinking Skill
8:30 a.m. 4p m.
M-F
Rm.: Old Main 25
completion capstone of the Master of Arts in
Leadership. Students will experience a n intense,
collaborative, and directed integration of their
INS 2 9 5 4
Topics: International
Projects
successful completion of the examinations. The
examination has three parts: a take-home written
work to determine why they have continued to
Western Heritage
Perspective; LAF in Humanities
T, Th
Broek
A n analysis of chemical abuse and what can be
done for the abuser, Includes information about
school health education and services.
Prereq.: ENG 111
1-4:2n * n
H P E 115-S
Chemical Dependency (.5 credit)
appeal to successive generations of readers.
Perspective/Skill/LAF:
.
Rm.: Old Main 10
8:30 a.m..noon
T only
Rm.: Murphy I11
understanding of leadership expressed through
Schwalbe, Stoller
This course is a joint venture, organized and taught by
H I S 2491349-S (with A R T 2491349-S)
GST 0 0 9 3
Co-op
Olson
The GST 009 Ceop Work Experience is a O-credit
option for the Augsburg Experience, This option
utilizes students' employment related to their
major, and through reflection links on-campus
Designed Environment
Kimball/Anderson
This course addresses the designed environment,
the intentionally designed places in which we live.
We will investigate architecture, landscape
architecture, urban design, and urban history; class
sessions consist almost exclusively of walking tours
Pike
faculty from both Augsburg College and the
Bemfsakademie in Karlsmhe, Germany. The course
will be taught in English, with half of the participants
from each institution. All majors are welcome. Half
of the course will take place in Karkruhe, Germany,
and half in Minneapolis. The course consists of
workshops in different topics taught by two faculty
section (based primarily but not exclusively on the
customized readings), a group oral examination,
and a four-hour seated examination. P/N grading
only. This course meets two week nights and
Saturday morning. Final course schedule will be
available mid-April after negotiation with members
of the class.
Prereq.: All MAL courses must be completed; may
be in last course in spring trimester 2006
1-
session I way 30
miE
-h
1-S
Mikkelson
the signs and
syntax of ASL.
j
,
30,2006
Perspective/Skill/LAF:
Social World 1 or 2
P O L 160.:
Perspective; Critical Thinking Skill; I A F in Social
and Behavioral Sciences
World Politics
6-9:30 p.m.
This course is an
history, and maj,
relations. It expl
T, Th
Rm : Old Main 27
uction to the dynamics,
S W K 280-S
Diversity and Inequality
for Professional Practice
Boisen
This introductory course explores diversity and
social inequality as a prerequisite to professional
e*
of international
of peace, sustainable
practice in social work, nursing, and education.
The course provides a basis upon which culturally
ling
Christian Vocation a n d
the Search for Meaning
I1
Quanbeck,
I1
Beginning Sign Language I
An introduction to deaf culture and the signs and
syntax of ASL. Students o b s e r signing,
demonstration of signs. practic
.'--
4
which we are be,
nore and more connected?
Continued learning occurs through facilitated
theological questions and positions, and o n
dialogue among class participants. Students learn
with and from each other about differences and
areas of biblical interpretation and the historical,
cultural and global contexts of Christianity and other
similarities in experience that accompany
world religions. Evaluation by quizzes and responses
diversity learning in other curriculu~nareas, such as
to readings and four theological position papers.
S O C 265: Race, Class, and Gender, and ENG 111:
Prereq.: REL 100
Effective Writing.
What impact d o international developments have
on our lives in the Twin Cities?
8:30 a.m.-noon
of-hearing people.
p e r s p e c t i v e / ~ k i l l / ~ ~ntercllltural
~~:
A~~~~~~~~
2
Perspective/Skill/IAF: Social World 1 or 2
Perspective; I A F in Social and Behavioral Sciences
REL 2 0 5 3
Perspective; Modern Language 1
6-9:30 p.m.
and learn the facial expression
needed to communicate clearl~
6.8:30 p.m.
M, T, W
p
y language
eaf and hard-
M, W
Rm: Science 108
Rm.: Old Main 25
SPA I l l - S
Steinmetz
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Perspective/Skill/IAF: Intercultural Awareness 2
Perspective; Modern Language 1
8:30-11 a.m.
T, W Th Rm.: Old Main 26
SPA Ill-T
Steinmet'
Beginning Spanish I
Aims to develop four basic skills: understanding,
P O L 241-S
Environmental a n d
T, Th
Rm : Old Main 16
Exploring Topics i n Religion:
Self, Sin, a n d Sex: T h e H u m a n
Person i n Christian a n d
Contemporary Thought
Lowe
In our contemporary situation we face difficult
Underhill-Cady
Initial learning occurs through self-exploration.
This course focuses on articulating students' own
recognizing and evaluating religious claims in the
ASLWI-T
competent professional helping skills can rest.
categorical group identity. It is meant to build o n
Prereq.: S O C 265 or permission of the instructor
T, Th
Rm : Old Main 23
6-9:30 p m
S O C 265-S
Race, Class, and Gender
Fischer
We live in a stratified society. What that means is
that individuals from diverse backgrounds in terms
This course examines the political dynamics
questions concerning the human person. Some of
these questions are: W h o or what is the self!
of race, ethnicity, gender, sexual orientation, and
relating to our local, urban, and campus
What is sin? How are we to understand sexuality
environment and relationship to the communities
and ecosystems of the Upper Mississippi Watershed
and gender? The biblical witness and the Christian
class receive unequal portions of wealth, power, and
prestige in society. This course seeks to explain
River Politics
and larger, global environment. Topics explored
include campus sustainability, the environmental
implications of our daily choices, local water, air
and soil pollution, the lock and dam system o n the
Upper Mississippi, invasive species and biodiversity,
climate change, waterfront economic development,
how we come to think in terms of racial and
tradition has said a great deal about the self, sin,
and sex, but at times these familiar sources seem
gender and sexual categories in the first place.
inconsistent with our modern views. We will
Then we address the social consequences of these
various dimensions of inequality in various social
encounter the work of contemporary secular
thinkers who challenge many of the
anthropological claims of the theological tradition
and suggest new ways of envisioning the self, sin,
urban sprawl, and energy production. The class
and sexuality.
speaking, reading, and writing of elementary
will look at the challenge of balancing economic
Prereq.: ENG 111 or H O N 111, AND REL 100, or
Spanish. Introduction to the culture of the
development, social justice, and environmental
REL 111 or REL 221 or REL 300
Spanish-speaking world.
stewardship in the region. There will be weekly
Perspective/Skill/LAF: Intercultural Awareness 2
Perspective; Modern L~nguage1
Th Rm.: Old Main 26
6-8:30 p,m.
excursions to sites along the river, in.class debates,
and opportunity to meet with stakeholders working
on various river-related issues.
Perspective/Skill/LAF:
Humanities
Christian Faith 2; I A F in
T, Th
Rm.: Old Main 23
institutions including education and the workplace.
We discuss both the collective and individual
processes involved in creating social inequality.
Perspective/Skill/IAF: Intercultural Awareness 1
Perspective
6-9:30 p m
M, W
Rm : Science 205
-hT.w*tf
on room assignment fc?
M K T 35743
BUS 3 4 0 3
r a tool for visual
Personnel function in business, acquisition, and
Meziou
Advertising
An introduction to print, broadcast, and W e b
sing black and white
utilization of human resources; desirable working
based advertising and promotion as important
relationships; effective integration of the worker
elements in modern marketing and
Raschke
The came., ,,
AID ~ $ 5 - S
Introduction t d
Indian Studies
~n
,
creativity and expres:
American In
he covered inclu
hers, history,
ctive; I A F
1. Cerrito
H u m a n Resource Management
with the goals of the firm and sociely.
communications. This course combines classroom
Prereq.: BUS 242 or consent of instructor
and hands.on learning tools.
6-9:30 p.m.
T, Th
Rm : Sverdrup 206
6930 P m
7; Th
Rm : Old Main 13
in Fine ~ r t s g
contem
d the
T; Th
Minnesota
R m : Old Main 4
BUS 4 4 0 3
J. Cerrito
Strategic Management
Concepts and principles related to the management
Perspective
Graphic Desig
Ild Main 10
A R T 100-S
Staff
Tom
Class is formulated to engage the creative,
This course introduces basic chemistry concepts in
techniques of g...,...~ design using page layout
software. Emphasis will be placed on designing
and sectors.
the context of numerous science-based issues in our
everyday lives with the goal of students having a
with text and image.
6.9:30 p m
This course is a
roduction to the principles and
M, W
6.9:30 p m
Prereq.: BUS 242 or consent of instructor
M'
Rm : Old Main lo
Aesthetics Perspective;
Speaking Skill; LAF in Fine Arts
R m : Fuss 2ZB
Principles of Computing tor Business
Kattke
An introductory course to develop understanding
of basic computing concepts and specific skills in
using microcomputer software (Windows, Word.
the creation of stained glass projects. The unique
interplay between concept, design, and light within
stained glass has the ability to inspire our hearts
and minds in the environments in which we live,
A C C 222-S
play, and pmy. Student lab fee of $110 will be
A continuation of ACC 221. Introduction to cost
Emphasis on solving business-related problems
using software, especially Excel. Students with a
applied to glass, hand tools, and other
accounting for manufacturing. Basic concepts and
strong computer background should take MIS 260
miscellaneous consumable supplies. Mininium of
eight hours per week outside of class time required.
fundamentals of managerial accounting, planning
and controlling processes, decision-making, and
or 270 instead of MIS 175.
Perspective/Skill/LAF:
behavioral considerations.
6.9:30 h m .
M, W
Rm.: Old Main 1
Principles of Accounting
T, Th
Kader
Prereq.: MPG 3
1-4:30 p rn
Rm : Old Main 18
ART 1 0 2 3
'
Tom
A study of design as the unifying foundation for
BUS
2423
Principles of Management
l? Cerrito
Rm': Soerdrup 201
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive, economic,
Development of the theory of management,
and technological factors as they affect product,
projects demonstrating the use of the basic design
elements and principles.
organization, staffing, planning, and control. We
will examine the nature of authoriw, accountability,
price, promotion, and distribution decisions.
Perspecrive/Skill/LAF:
and responsibility: analysis of the role of the
Speaking Skill; LAF in Fine Arts
1-4:30 p.m.
M, W
manager
Rm.: Old Main 4
6.9:30 p m
M, W
T; Th
Rm : Science 315
Rm : Old Main 29
COM 3 2 9 3
Intercultural Communication
Lapakko
implications for communication, including
differences in values, norms, social interaction, and
code systems.
the visual arts. Two. and three-dimensional
Aesthetics Perspective;
a m.noon
This course explores cultural differences and their
MKT 2 5 2 3
Principles of Marketing
Design
Perspective/Skill/LAF: Natural World 2
Perspective; LAF in Natural Sciences and
Mathematics (non-lab)
Excel, Access, PowerPoint, email, and Internet).
I1
Prereq.: ACC 221
8:30 a m -nuon
basic understanding of the science behind issues
present and in the future.
Prereq.: MPG 2
MIS 1 7 5 3
imaginative, and technical process associated with
LAF in Fine Arts
Gyberg
of operating functions taught from a managerial
viewpoint with examples from various industries
Perspective/Skill/LAF:
Fundamentals of Stained Glass
C H M 100-S
Chemistry for Changing Times
6.9:30 p m
M, W
Rm : Old Main 13
Perspective/Skill/LAF:
Perspective
6-9:30 p m
Intercult~~ral
Awareness 1
M, W
Rm : Old Main 16
-
uly 10 august 10,2006
SPE 4241524-T
Etiology and Origins
of Learning Disabilities
E D C 206156
Diversitywi
h e r i c a n Indians
This course e
uman diversity and human
relations. It fi
human
e Education Department
.
legislation, and f
nnesota Arnerican Indian
iption within the licensure
require1
program.
fi
6.930 p
3
Staff
a-s
"
?ldMninII
m-
:etary operations. The
psychologlcal, cognitive, and behavioral) applied to
I setting with K-I
a n d tllrough reflection links on.campus learning to
~~nderstanding
learning disabilities. The course will
the
goals, mission, needs, or ideas of
off-campus people, organizations, and/or
"
also provide a critique of current pl~ilosophical
15, EED 520, ESE 500, or consent
positions in the field. Sti~dentswill also acquire
communities. The required co-op reflection
knowledge related to accessing infor~nationrelevant
assignnlents
to the field of learning disabilities.
knowledge, understanding of the organization/
workplace, and an awareness of societal issues that
may affect the workplace. S t ~ ~ d e nmust
t s consult
(off-campussite)
'e of school
in modern society, relationships wit
community, collaborative models, I(
ents and
h i p and
EED 200-S
professional development. Sel
1 theoretical
Elementary Education Earth Science
8:30 a.m.-noon
dents.
10
a.m:noon
M, W
A,,~, 1.
n.oon
Rm.: Sverdrup 202
Stangl
This course is designed for elementary education
Social World Perspective;
Rm.: Old Main 18
T, Th
Rm.: Old Main 26
SPE 4 3 4 1 5 3 4 3
Teaching Content Areas to
Students With Learning Disabilities
This course will teach students to identify, adapt and
earth science subject matter standards for initial
having learning disabilities. The course will
specifically focus on the areas of reading, writing and
listening comprehension, ~ n a t h reasoning,
,
and
licensure.
M, W
Rm.: Old Maln 4
Jacobson
The study of student reading development, the
of Learning Disabilities
knowledge and use of gathering and analyzing data
This course will focus o n the history and context of
of students' reading, and designing appropriate
learning disabilities (LD). This includes an in-depth
look at the origin of learning disabilities, as well as
reading curriculum based o n this information.
Clinical experience hours will be included. The
various theoretical models (sociological, biological,
course is required for students obtaining their K-12
Reading Teacher Licensure Endorsement.
Coreq.: E D C 510
prereq.: EDC 505, EED 520, ESE 500 or
of instructor
R ~ ~:
July 5-11
8 a.m,.3 p,m
Staff
psycliological, 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
~
~
(off<amp~usitc)
2 to 0the field
2 of learning disabilities.
8:30 a.m..n0on
7: Th
Rm.: Old Main 13
~
~
focus on application of
implement de\.elopmentally appropriate instruction
and Learning regarding reqilirements and get
permission to register,
STORY
that support the learning of students identified as
on the modifications involved in these areas and the
planning process involved.
SPE 4241524-S
Etiology a n d Origins
~
i
with Lois Olson in the Center for Service, Work,
Staff
problem-solving skills. There will be a strong focus
EDC 5 0 8 3
K-12 Reading Assessment
a n d Evaluation
8 a.m-noon
6.9:30 p.m.
majors and includes earth science "hands-on"
inquiry-based activities that model the teaching and
learning process of scientific inquiry. Meets basic
5:30-9 p.m.
July 11-18
option
instruction
d
Emphasis on points of view about t'
Perspective/Skill/lAF:
Writing Skill
look at the origin of learning disabilities, as well as
d
~
~Olson ~
w o r k ~~~~~i~~~~is a ~ . ~ ~ ~ d
for the ~~~~b~~~~
~ hi^ option
~
~
students' employment
to their major
various theoretical models (sociological, biological,
School a n d Society
cation
cooperative ~
~h~ GST 009
Zli~deopportunities to apply
r
f reading development and
muctor
Prereq.: PPST and admission to
Department
GST 0 0 9 3
clinical portion \.
skills and k n o d
a
preparation for student teaching.
Staff
Tliis course will focus on the history and context of
learning disabilities (LD). This includes an in-depth
1-4:30 p.m.
T, Th
Rm.: S~'erdrup
206
SPE 4341534-T
Teaching Content Areas to Students W i t h
Learning Disabilities
Staff
Tliis course will teach stu~lentsto 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 listeninn comprehension, math, reasoning, and
problemsolving skills. There will be a strong focus
on the modifications involved in these areas and the
planning process involved.
6-9:30 p.m.
M, W
Rin.: Old Main 26
H I S 332.S
U.S. ~~~~i~~ ~
~
l
~ Scott ~
A survey of U.S. foreign relations from the
A~~~~~~~~~
~~~~~l~~~~~
through
Cold War,
emphasizing cllanginp
definitions of war and peace,
tensions between internationalism and isolationism,
and the emergence of the U.S. as an economic and
n1ditary power.
Perspective/Skill/LAF: Western Heritage
Perspective
6-9:30 p.m.
M, W
Rm.: Old Main 13
i
~
world. Many limi
Olson
A work or set\
lsed experience in which the
C r e a t e and interpret graphs, especially of linear
and exponential models.
method were discoverec
reflections of those lim
Prereq.: MAT 103 with grade of P or MPG2 and at
catastrophes. Thi
least one year of HS algebra
M, W
6-9:30 p m
limitations so t h a ~
q ~ ~ e s t i o ntos ask o
its claims as
M A T 138-S
Mathematics for
Elementary Teachers 11
Rm.: Science 108
clearly with deaf and hard*[-hearing people.
Prereq.: ASL 101
Intercultural Awareness 3
Perspective/Skill/LAF:
Perspective; Modern Language 2
6.8:30 p m
M, T,
Rm.: Old M a ~ n2 5
SPA 1 1 2 3
Boursaw
Beginning Spanish I1
Steinmetz
Concepts of number, operations, algebra, geometry,
Aims to develop four basic skills: understanding,
measurement, data analysis, and probability with a n
speaking, reading, and writing of elementary
emphasis on the processes of problem-solving,
Span~sli.Introduction to the culture of the Spanish-
IcgAtutLtg requirements and get permissior
e United States, Global
@f%i%s,
a n d Universal Responsibility:
A Nicaragua P------'ive
DeGracia
reasoning, connections, communication, and
speaking world.
register. P/N grading only. Satisfactory
This course loc
representation. These courses are designed for
I
F
er for Service, Work, and Learnin~
CI
responsibility and
: concept of universal
:onnectedness through the
perspective of Nicaragu,, a country that has a long
history of U.S. relations. Nicaragua is the second
poorest country in the hemisphere and, like all of
Latin America, struggles with issues and decisions
prospective KK-6 elementary school teachers.
Assessment includes exams, projects, gateway exams,
and reflections o n readings about K-6 niathematics
education.
Prereq : MAT 137 or MPG
Perspective/Skill/IAF:
Creating a Compelling
weeks in Nicara~ua. Registration for this course is
tl~roughCGE.
in Natural Sciences and Mathematics
Skill;
6-9:30 p rn
M, W
Rm.: Science 205
Literature Review
Lashbrook
6-9:30 p.m.
M, Th
Quantitative Reasoning
ASL 102-S
Mikkelson
literature, how to organize and express your own
ideas, how to write a review and how to correctly use
applications of algebra to the social and natural
of signs, practice their own sianing, and learn the
APA style. This course employs a variety of active
learning ~nethods.Since the ultimate goal is to be
sciences, business, and everyday life. It's okay if you
able to create a compelling literature review, all
Specifically, in this course, you'll learn to:
.Understand the concepts of variable,
fac~alexpressions and body language needed to
communicate clearly with deaf and 1hard.of.hearing
people.
activities build toward that goal.
6-9:30 p.m.
M, Th
Rin.: Sverdrup 206
M L 599-B
Topics: Leadership a n d Limitations
to Natural and Social Science
Increasingly scientific achievement is seen to be a
more critical component than mil~tarypower for a
country on the world scene. Science and technology
enable economic success in a n intensely competitive
Intercultural Awareness 3
syntax of ASL. Students observe the den~onstration
6-8:30 p m.
Prereq.: ASL 101
Perspective/Skill/LAF:
Perspective; Modern Language 2
.Estimate and evaluate the reasonableness of
answers.
Perspective/Skill/LAF:
Perspective; Modern Language 2
.Make connections between verbal, numeric,
geometric, and algebraic ways of looking at
*Use a scientific calculator.
Steinmetz
Aims to develop four basic skills: understanding,
An introduction to deaf culture and the signs and
proportionality, and linearity.
dependencies.
Crockett
SPA 112.T
Beginning Spanish 11
Prereq.: SPA 111
Beginning Sign Language I1
M A T 10523
Applied Algebra
Haines
In this course we will explore a number of
don't remember much algebra; we'll review as we go!
Rtn: Old Main 26
Spanish Introduction to the culture of the Spanishspeaking world.
to construct a sound argument and research
questions or hypotheses using scholarly literature.
research critically; how to analyze the arguments and
validity of supporting evidence from selected
T; W; Th
speaking, reading, and writing of elementary
Rm.: Anderson 101
You will learn how to select, classih, and read
Interculti~ralAwareness 3
Perspective; Modern Language 2
8:30-11:OO a m
related to globalization. This course includes two
The purpose of this course is to develop the ability
Perspective/Skill/LAF:
4
M L 513-T
a~
Prereq.: SPA 111
Interculti~ralAwareness 3
Rm : Old Main 26
M U S 160-S
Fundamentals of Music Theory
Holroyd
Class will provide students with a basic introduction
to music notation and reading instruction in
T, W Th
Rm : Sc~ence212
Beginning Sign Language 11
Trainer
6-8:30 p m
T W; Th
ASL 102-T
rhythm, note reading, scales, key signatures,
intervals, triads, listening analysis, and introduction
to the piano keyboard. This class will prepare
students intending to pursue a music rnajor/minor
.Use and solve equations, especially of linear,
An introduction to deafculture and the signs and
with the necessary skills to enroll in muslc Theory 1,
and will prov~denon-music majors with music
quadratic, and exponential models.
syntax of ASL. Students observe the demonstration of
signs, practice their own signing, and learn the facial
fundamentals.
expressions and body language needed to coniniunlcate
Perspective/Skill/LAF:
6-9:30 p m
LAF in Fine Arts
r, rh
Rm : Music 5
4
. \,.
mu!
session I
10.2ms
Prereq.: Jr. or Sr. standing; introductory
courses in women's studies, biology, or consent
..,.. 362-S
M
Walking t h e T
Culture, p endi n Sub-Sahara
Introduction to ?
'I
The United State
Hailongakuning
Fish
I
described as a mosaic
because of its tmc
p. ;rear
diversity is not ba
mply o
diversity. American
~ n dracial
heritage. akl&ese
are imp=
gmponmts,
but also 4 ender sexual orientation, political
ace within the economic system.
affiliat
alltong the inhabitants of the United
has produced a nlultitude of perceptions of
ty
nvolved in curbing the crisis in Nan
Critical reflection on the unequal infection rate.
-
and interactior
between women and lnen illuminates-underlying
purpose of chi:
cultural beliefs, values, and traditior
foundation in the
promote and hinder the spreac,
'
'I
u
..
American Society." The
is to provide a solid
ne of sociology while
exploring the central coyponents of "American
Society" in light of this diversity.
African populations. The course
Namibia in collaboration with facTty I d staff from
.'"
Augsburg's Center for Global Educatkon
Perspective/Skill/IAF:
and the University of Namibia. Dates: July 6-23
(includes travel time to and from Namibia). For
6.9:30 p.m.
#
Social World Perspective;
LAF in Social and Behavioral Sciences
T, Th
Rm.:
Old Main 18
more ~ n i o r n i e r ~ t.,)tir.lcr
~n
.jli:~r<,r~
WnJe ai 612.330.
1214, ~ . I , I ~ ~ O . I Icdtl.
I~~I~II~
W S T 362-S
S W K 699.S
Assessment and Diagnosis
i n Mental Health Practice
Boisen/Syers
This is an elective course which explores
Walking the Truth: Culture,
Gender, and HIVIAIDS
i n Sub-Saharan Africa
Hailongahuning
This broad-based course explores the influence of
culture and gender o n the HIV/AlDS pandemic in
psychopathology and the role of social workers in
Sub-Saharan Africa. The epidemiology of AlDS in
assessment and diagnosis of mental health in a
Africa is examined through readings, structured
variety of service settings. The course examines
dialog, and service-learning experiences with persons
actively involved in curbing the crisis in Namibia.
psychopathology and mental disorders from a
systems, ecological, and strengths perspective.
Critical reflection on the unequal infection rates
Emphasis is placed o n understanding
between women and men illuminates underlying
biopsychosocial influences on the incidence and
course of the most comnlonly presented mental
cultural beliefs, values, and traditions that both
promote and hinder the spread of HIV within
disorders and the differential effect of these factors
African populations. The course is taught in
o n diverse populations at risk. This is a prerequisite
for SWK 627 Family Practice Elective: Mental
Augsburg's Center for Global Education
Health Practice, and is strongly encouraged as
preparation for the state licensing exam.
6-9:30 p.m.
T, Th
Rm.:
Old Main 16
Namibia in collaboration with faculty and staff from
and the University of Namibia. (Fulfills the global
experience requirement for a major or minor in
Wonlen's Studies in Augsburg's Core Curriculum.)
of instructor(s). Dates: July 6-23, (includes
travel to and from Namibia). For more
information contact Sharon Wade:
612.330-1214; wades@augsburg.edu
summer
online june i a r o augu!
27
summer session
application form
.-
er Online courses are delivered over the Internet to allow st&
ity to or) , ize their work. Students will need access to a personal computer
with a browser and Internet connection. While students are required to log in to the
course several times a week to participate in discussions and l G . . 1~in work, they will
not need to do this at specific times. Some classes may require occasional classroom
leekel
meetings rrnd these will be held during weekday eveni--accommodate work schedules.
I
1 .
ART 240-L
Art History Survey
Egezrger
hthtcs
Lotti
A survey of art of the Western world from
By studying oui
prehistoric to modern times. Includ
consider the base
judgments. T h e course explores major philosophical
research, viewing images, and visits to museums.
approaches to evaluating moral actions and then
applies theln to contemporary issues. Christian
Perspective/Skill/LAF: Aesthetics or Western
Heritage Perspective; Critical 1
beliefs, ethics helps students
o make moral
tg
ethics will inform the considerations. Students who
Skill; LAF in Fine Arts
receive credit for pH1 120 may not receive credit for
I
FIN 240-L
Personal Finance
K~~~~~
125.
Perspective/Skill/lAF: Christian Faith Perspective;
Critical Thinking Skill; I A F in Humanities, Critical
Thinking
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement, and
POL 121-L
American Government and Politics
estate planning.
b
ECO 113-L
Principles of Microeconomics
stein
introduction to microeconomics: the theory of
household, firln, market structures, and income
distribution. Application of elementary economic
theory to market policy. May be taken independently
of E C O 110 or 112. E C O 112 and 113 may be taken
in either order.
Ptereq.: MPG 2
Perspective/Skill/LAF: Social World 1 or 2
Perspective; LAF in Social and Behavioral
Sciences
Hedblom
Surveys major parts of American national
govern~iient-including Congress, the presidency,
and the courts-as well as campaigns and elections,
b
federalism, interest groups, and political parties.
Per~~ective/Skill/LAF:Social World 1 or 2
Perspective; LAF in Social and Behavioral Sciences
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar>then click on "Download Registrar Forms."
Show less
-
-
Title
-
Augsburg College Summer Catalog, 2001
-
Collection
-
Course Catalogs
-
Search Result
-
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to Aug...
Show more
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to August 9.
A detailed listing of courses begins
o n page 8.
Course loads in Summer Session:
Students may take up to two course
credits during Term I and during Term
11. Unless otherwise indicated, all
courses carry a value of one course
credit. O n e Augsburg course credit is
the equivalent of four semester credits
and six quarter credits.
II
I
'1
term one
I
May 29 to June 29
term two
July 9 to August 9
1
I
a :
I
I
I
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
I
I
I
1
I'
I
* North Central Associntion of Colleges and Schools, Commission on Institutions of Higher Education
(31 2) 263-0456. Web site <~utuw.ncacihe.mg>
2
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers heginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed, internship opportunities may be
arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center
for Service, Work, and Learning at
(612) 330-1 148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursernent to pay for Summer Session courses. However a nonrefundable deposit
of $100 is required to register for each
summer course.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
inf0rmafion
Additional information may be
obtained from:
Augsburg College
Campus Box #56
221 1 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1628
www.augsburg.edu/su~nmer
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and students admitted for the next fall term
are eligible to attend Augshurg
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility under special circumstances.
Students accepted for Summer Session
are not automatically granted admission as regular students of Augsburg
College. Those wishing to begin a
degree program at Augsburg should
apply to the Office of Undergraduate
Admissions, (612) 330-1001, or the
Weekend CollegeAdmissions Office,
(612) 330-1743.
3
re
-
calendar
7
.
lning AK
ner Seqi
Enrollment
4 p.m. A $101
paid at that t~
led. This dcl:
your summe
refundable unless
celed. If a c o ~ ~ r ts e ,
led I
eled, you may elect
rl
Je :I refund or apply the deposit to
the tuition for another c o ~ ~ r sWe
e . recom~nertdthat you schedule your courses as early as possible. Many C O L I ~ S fill
~S
early, and courses with 1 0 ~ 1 enrollments
will he canceled one week hefore the
first day of the term. Tuition must bc
paid in full at the Enrollment Center
(see deadlines below), or you will be
dropped from your course(s).
111 SaturL ayh
n . when Weekend
L ( t h r o ~ ~ July
gh 1).
d in fill1 in order for
he complete.
whc, !--.re unpaid
IrcvL,
lust pay
ces before they may comsummer school registra-
..
Summer registration may he completed
heginning May 9. Students taking
courses ~ L I I - i Term
u g I must complete
their registration by May 30. Tel-111I1
registration must be completed by July
10. This proceilurc applies to all sumlner registrations, including internships
and independent studies. T h e
Enrollment Center is locatect in thc
Svcrdrup HiiII and is open from 9 a.m.
to 4 p.m. Monday t h r o ~ ~ gFriday.
h
It
will he open ~ ~ n t6i p.m.
l
o n May 29
and May 30 and on July 9 ancl 10. T h e
summer 2001
term I
term I1
Scheduling begins
Balance of tuition due
Classes begin
April 9
May 17
May 29
April 9
June 28
July 9
I
I
..late fee
a
5 will be assessed for
students w
egister after the second
day of the term. No Tcrrn 1 rcgistratious will lie accepted after J ~ l n clst,
and Term 11 registrations will not be
accepted after July 13th.
To change ytlur registration you will
need to fill out a n add/Llrop fo1.m at the
Enn~llmentCenter. There is a charge
of $75 for changing a course after 3:30
p.m. o n the second schedulc~lday of
each term. This procedure applies to
internsl~ipsand independent studies as
well as scheduled courses. Refilnds and
adjustments to fees are outlined in the
"Tuition R e f ~ ~ nPolicy1'
d
section of this
brochure.
Last day to:
Change grading option
June 8
*Drop class without notation
June 1
*Register with late fee of $75
June 1
(no registrations will be accepted after this date)
July 20
July 13
July 11
Last day to withdraw from class
Classes end
Grades due in registrar's office
July 27
August 9
August 17
June 15
June 29
July 9
I
1
'
lI
schedule of refunds
100°i6 of the refundable portion of the fee...
Cancellation at the Enrollment Center prior to May 29 (Term I) &
July 9 (Term 11)
75% of the refundable portion of the fee ...
Prior to May 3 1 Term I) & July 11 (Tenn 11)
50% of the refundable portion of the fee...
Prior to June 4 (Term I) &July 16 (Term 11)
Ill
:-fll
1
rn
_I
-
-
-
-
map of augsburg
A
7
4
1
!!ITrns I,
C
fees
The tuition ch
In cours
100 for
$650 for h
Audits arl
listed abo
I
1
lmmer
it courses
dit courses
at the tuition rates
Day program
Students enrolled in su
I
and I1 combined or in either Term I or
Term I1 may be eligible to apply for the
Federal Stafford Loan, Federal Pell
Grant, or the Minnesota State Grant.
I:,
g
P
policy
I"
mb%
e s ~ is
t not
refmu of all or part
fee is calculated fro!
date of the student's official rn..--cancellation at the Enrollr
See page 5.
Nc
liven for summer Term I as it
ru
..~rrentlywith the WEC spring
mmester.
0;.
,..
R
WEC stude t enrolled in summer
Term I1 may be eligible for the Federal
Stafford Loan, Federal Pel1 Grant, or
the Minnesota State Grant.
financial aid
To apply
Eligibility for Summer
Session attendees
The financial aid deadline for the
Summer Session is April 15, 2001.
Contact the Enrollment Center at
(612) 330-1046 for application materials and additional assistance.
Financial aid is available to students
enrolled in day or weekend programs.
Students who maintain half-time status
(as defined by the program in which
they are enrolled) are eligible to apply
for financial aid.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2, Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
12. Development,
PR/Communications, and
Alumni/Parenl Relations
13. Lindell Library
(November through March)
4. Andenon-Nelson Athlelic
Field and Seasonal Air Slructure
5. Christensen Center
6 East Hall
7. Faculty Guest House
8. Foss, Lobeck. Miles. Cenler for
Wonhip. Drama & Communication
9 Sverdrup Hall
10. Husby-Stmmmen Tennis Courts
11. Ice Arena
14. Maintenance and Grounds Shop
15. Mortensen Hall
16.Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20. Old Main
ZI.,Andenon Hall
22. Quad
2 2 Science Hall
24. Security Dispatch Center
campus location
I
w&d**+,
h h b k l~
&
1
A.Admissions/Faculty/Staff Parking
B+CommuterResident Parking
C. FacultyIStaRParking
D. FacultylSlaff/Commuter Parking
E.Commuter Parking
F, Resident Parking
G. Visitor Parking
H. airv view-university Parking Ramp
stww ~
~m,
1
3 5 from
~ the ~ ~ ~ t h T a k e W a s h i n g t o n A v e n u e e x i t a n d t u r n left o n
W a s h i n g t o n ( t u r n s right o n t o C e d a r A v e n u e ) ,
t u r n left a t Riverside A v e n u e , right a t 21st
Avenue South.
1-94 East f r o m MinneapolisT a k e 2 5 t h A v e n u e e x i t , t u r n left a t 2 5 t h A v e n u e ,
t u r n left a t Riverside A v e n u e , t u r n left a t 21st
Avenue South.
m # k d S r r U r b h b h W ~ ~ W MpWI &&
M
@w,&, creed, relrpon,
&,d
PARKING INFORMATION
Early application is advised.
J'
&@&,
25. Shipping and Receiving
26.,Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. urness Hall
~
~RPU~IIC
h k h ~ . ~ & h @ ~ pa nt d ~l r~ n
1-94 W e s t f r o m St. PaulT a k e Riverside e x i t , t u r n right a t Riverside
A v e n u e , t u r n left a t 21st A v e n u e S o u t h .
~ ~ ? ; ~
occupatrod qunl~ficntron Augsburg
rstered programs, except m t?iose Instances where relrpon u a born
Colkge IS comm~ttedto prowdng reasonable accommodntrm to rts employees and ru s h u
fide
I
35W h o m t h e SouthFollow t h e 1-94 S t . P a u l signs ( m o v e t o r i g h t
.
-
l a n e after e a c h of t w o mergers). T a k e 2 5 t h
A v e n u e e x i t a n d t u r n left a t Riverside A v e n u e ,
t u r n left a t 21st A v e n u e S o u t h .
7
6
-
-.
-
ter6 one
-
The camera is us
EED 33.
Middle S
(0.5 crec
I Methods: Writing
Olson
I1 focus on writing strzb--:-s and
..,,-uuL., Yyp.~priateto middle leve
ents.
Emphasis will include the writing PI
, types of
writing and integra ed writing :---- culum. This course i required f o ~
"g
elementary licensure with a communication
artsjliterature specialty.
(Prereq.: Admissiop
Iuntion dept or permission of instructor)
6:00-9:30 p.m
/i
Sverdrup 17
ASL 2 1 1-S
Topics: Intermediate American
Sign Language
Mikkelson
This course continues to build the skills of signing
and the ability to listen, to use body language and
to use facial expressions. (Prereq.: ASL 102)
T El Th
Science 108
6:OO-9:30 p , m
i
OldMain
L
1
Accounting
ce I
Kader
An analysis or nnancla
punting with emphasis
on accounting theory pertaming to financial state~nents,income concepts, valuation concep~
FASB statements, and othcr relevant issue:
applied to assets.
(P~ereq.:A C C 222)
8:30 a.m.-I2:OO p.m. M B W
Science 108
'1
BUS 2 4 2 3
Principles of Management
cerrito
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
Science 108
6:OO-9:30 p m
M 8W
BUS 3 3 1-S
Financial Management
KapOor
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costsjbudgeting,
leve~age,and dividend policy.
(Prereq.: ECO 113, A C C 222, M1S 379, and
MPG 3).
Sverdrup 206
6:00-9:30 p.m
M,WB F
~
d
~~
~
~~(0.5~
~i
credit)
~~ h ~ ~
You will he exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
applications of theories and techniques for educa.
tional settings.
9:OO-11:30 a m.
M B W Suerdrup 204
C
liate Expository Writing
Swanson
s course builds on the practices and methods
(ENG 111). Its workshop
of Effective W
format stresses
d organization, the process
SPA I l l - T
Beginning Spanish I
6:00-8:30 p,m
M , T, W, Th
of revision, sell
~ = eevaluation,
r
and the relationship between reading and writing,
(Prereq.: ENG 11I)
6:OO-9:30 p.m
MBW
Kingsley
Main 25
Old Main 10
m-~-
-
'SY 3
Adolescent and Young Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years. (Prereq.: PSY 102 or 105)
6:OO-9:30 9.m M b W
Old Main 25
S r c 111-s
Introduction to Public Speaking
Groven
The course focuses on speech preparation, organization, audience analysis, style, listening, and
overcoming speech fright (Students may take
either SPC 111 or SPC 112 for credit hut not
both).
Grad Skill: Speaking
8:30-12:00 p m.
MBW
Suerdrup 202
-m '
I
REL 35723
Giants of the Faith
Tranvik
A study of Christian history through the lives and
theology of notable figures. Thinkers to be studied include Augustine, Luther, C . S. Lewis,
Martin Luther King,]r., and Dorothy Day.
(Prereq.: REL 111, 221, or 331)
Pcrspective: Christian Faith 2 or CF 3.
El
Old Main l8
6'00-9:30 ') m'
HIS 1 0 3 3
Modern World 1789-Present
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.: Western Heritage
6:00,9:30 m,
T B ~h
Old Main 13
-
EDC 220-S
SPA 111-5
Beginning Spanish I
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Persp : intercultural Awareness 2
8:30-11:00 a m. M, T, W, Th
Old Main 26
students able to spend 3-4 days on the river with a
group of canoeist coming down the river from
Lake ltasca to Minneapolis.
Grad. Skill: Critical Thinking, Persp.: Social
World.
Limit: 20 students
M €4 W
Old Main 16
6:OO-9:30 p.m.
,,
!-
i
I N S 199-S/399-S
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
~ are
~i evaluated
l
l ~credit. ~The
~ ~ for academic
k
~ internship
~~
placement must be approved by the faculty supervisor prior to registration. P/ii grading.
Arranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
a~angements.
~
,2 4 1 3
Environmental and River Politics
Underhill-Cady
The course explores the relationship between
urban develop~nent,government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to chc Mississippi River and explore the
river by boat. One longer river trip is planned for
SPC 351-S
Argumentation
Lapakko
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 sti~dentsin
[heir everyday lives.
(Prereq.: SPC 111 or consent of instructor)
Grad Skill: Critical Thinking
.%erd~up202
6:OO-9:30 p m
M BW
-
term two
july 9 to august
ART 1001300-S (with HIS 1951331)
Topics: Designed Environment
Anderson
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence. Persp.: City or Aesthetics
I:00-4:30 p.m.
MBW
Science 123
ART 107-S
Drawing
Bollman
This is a first level drawing course. Students work
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.:
Aesthetics
6:OO-9:30 p.m
T B Th
Old Main 17
ART 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
Persp.: Aesthetics.
6:OO-9:30 p,m.
T B Th
Old Main 17
BUS 4 4 0 3
Strategic Management
Cerrito
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 or consent of instructor)
T B Th
Sverdrup 202
6:OO-9:30 p.m.
MKT 2 5 2 3
Principles of Marketing
Meziou
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.
6:00-9:30 p , m
T B Th
Sverdrup 206
EED 4 9 5 3
Topics: Elementary Earth Science Subject
Matter Standards
Stangl
This workshop course for elementary education
majors includes earth science "hands-on" inquiry
based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensure.
5:OO-9:00 p.m.
ACC 2 2 2 3
Kader
Principles of Accounting I1
A continuation of A C C 221. lntroduction to
business activitics, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8:30 a,m.-12:OO p.m. M B W
Sverdrup 202
BUS 340-S
Human Resource Management
Cerrito
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)
6:OO-9:30 p.m.
MBW
Suerdrup 202
s
TBK
Science 19
ESE 351-S
5-12 Methods: Speaking and Listening
(0.5 credit)
Lapakko
The course covers teaching of public speaking,
interpersonal communication, small group communication and listening, as well as directing cocurricular speech and debate activities.
(Prereq.: PPST and admission to the education
department)
6:OO-9:30 p.m
T
Science 108
(0.5 credit)
The course presents
the critical analysis (
INS 1 0 5 3
contempora
Indians will
(Prereq.: PPST
tion p o g r a m r
6:OO-9:30 p.m-
M
The course focuses on contemporary 20th
~ry
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (hereq.:
ENG 245 or consent of instructor) Persp.:
l~ltcrculturalAwareness 1. Grad. Skill: Writing
T B Th
6:OO-9:30 p.m.
Old Main 10
(0.5 credit)
Minnesota
where appropriate.
pd~rness1
TBTh
OldMain16
NS 1 1-S
Paideia Seminars
16-20, 2001
Students will participate in a
ies of seminar discussions following the Paidera .~,oinarformat as
developed by Mortimer Adler. Seminar topics
emphasize selectio~isthat help students to think
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Grad Skill: Critical Thinking Limit: 20
Portfolio is due on July 27. Contact Anne Jensen
for registration (612) 330-1188.
8:00 a.m. - 4:00 p.m. M-F
Old Main 16 & 11
This Institute is also open to current teachers.
ply
ENG 3 6 1 4
Studies in Modern Fiction
H P E 115-S
chemical ~~~~~d~~~~
.-.arts.
~~~~k
A n analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6:00-9:30 p.in.
M
~
~ 1I 1 ~
HIS 1951331-S (with ART 1001300)
Topics: Designed Environment
Kimball
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence.
Persp.: City or Aesthetics
1 :00-4:30 p.m.
M b* W
Science 123
INS 199,S/3YY-S
Internship
Olson
A work-based learning experience in which students design a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
placement
p
h
~ must be approved by the faculty
supervisor prior to registration.
~iranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
arrangements.
I N S 225-8
Introduction to Islam
Kader
The course covers the ideological foundations of
Islam, it's basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems, and Islamic patterns of life.
Persp.: intercultural Awareness 1.
6:00 p.m.-9:30 p+m. M B W
Old Main 16
9
POL 421-5 (ML
ve:
Developing a Mi
- ~ Aoki
Race and Ethnic
This course focu:
the ability to function and
rse and ever changing conlead in culturally
texts within the u.3.f ' proved cultural awareand interpersonal senness, communication !
sitivity and appreciation for the complexity of the
racial and ethnic groupings are among thc goals of
Extensive discussion and several short
t*
wnmmts with emphasis on applying
\
o leadership situations.
.
L
,.,-"
Dupont
Math of Inten
he monthly payments
Learn how to c
how much you need to
on a house or car. Fi
have a million \,,hen you
be stocking awav no
vu~iiies,
perpetuities,and life
retire. Learn hs
=-a
F-r-luation will be
insurance work,
'----oo
In, quizzes, and a
based on
.
Lv...
i
3) G
.,
kill: (
v....
MBW
SOC 356-S
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention given to concepts of restorative justice.
(Prereq.: SOC 121)
1-4:30 pm
T, Th
Kingsley
PSY 361-S
Personality/Cuh
~ntext
Hanson
Curtent scientifically-based approaches to description, dynamics, and development of personality.
ing, speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
l'cnp : l ~ i t ~ r c ~ A\vilrcncs
~ l ~ ~ ~ r .3 ~ l
8.33-11 00 a m M, 'I., W, Th
Old MLIUI26
includes the study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
6:00-9:30 p.m
M El W
Old Main 25
6
REL 4 7 2 3
SPA 112-T
Beginning Spanish I1
6:00-8:30 p.m.
M , T,W , Th
Kingsley
Old Main 26
POL 1 7 0 3
Underhill-Cady
Law in the United States
A n introduction to basic legal concepts in the
United States, with a special focus on environmental issues. We will explore the tensions
between justice, order, rights, and freedoms in the
context of debates over water pollution, wet-lands
preservation, endangered species, urban brownfields, and global warming. Students will work on
individual projects studying current environmental cases and controversies in the Twin Cities.
6:OO-9:30 p.m
MB W
Science 205
Quanbeck I1
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Grad Skill:
Critical Thinking.
6:OO-9:30 p.m
MB W
I
SPEECH, COMMUNICATION,
Soerdrup I
SPC 3 2 9 3
Intercultural Communication
Beginning Spanish I1
Old Main 18
Old Main 18
Lapakko
This coursc cxplores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems.
Persp.: Intercultural Awareness 1
6:OO-9:30 p.m,
MB W
Suerdmp 20
term two
july 9 to august 9
SWK 5 6 0 Assessment and Diagnosis in Mental
Health Practice
Syers
This course examines assessment and diagnosis of
mental health Emphasis is placed on understanding mental health disorders from a systems
and ecological perspective as well as understanding bio/psycho/social influences on incidence and
course. (Prereq.: Advanced standinglsecond year
MSW/ Post MSW)
6:OO-9:30 p.m.
M@ W
Sverdrup 206
--
ML 560-S (POL 4 2 1 3 )
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course focuses on the ability to function
and lead in culturally diverse and ever changing
contexts within the U.S.A Improved cultural
awareness, communication skills and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupings are
among the goals of the course. Extensive discussion and several short written assignments with
emphasis on applying course material to leadership situations
M@W
Sverdrup 1
6:OO-9:30 p.m
center for
global education
upcoming programs:
Human Rights and Indigenous Issues ir
May 15-24, 2001
\
Poverty and Perseverance: Life in N'
June 9-17, 2001
latemala
:agu
4'
The Plight of Indigenous People in Countries in Transitio
Guatemala and Chiapas, Me+-June 2-15, 2001
Mexico: Educatior
A Professional nJune 14-21, 2001
.
Cuba: Our Isl;..,
July 16-24, 2001
iiobal Citizenship
Neighbor
m
Namibi
tional Educ
July 13 - L U , 2001
Mexico 2001: Daunting Cha"
July 17-25, 2001
Accompanying Our Brothers
July 27 to August 7, 2001
ges, Wellsprings of Ho
\;
Sisters in El Salvador
South Africa: Racial Justice and Gender Equity
July 28 to August 12, 2001
For information and other possible educational opportunities, contact the Center for
Global Education at ( 6 12) 330-1 159 or e-mail, <globaled@augsburg.edu>.
Show less
-
-
Title
-
Augsburg College Undergraduate Catalog, 1996-1998
-
Collection
-
Course Catalogs
-
Search Result
-
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 d
Show less
-
-
Title
-
Augsburg College Interim Catalog, 2001
-
Collection
-
Course Catalogs
-
Search Result
-
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
-
-
Title
-
Augsburg College Interim Catalog, 1977
-
Collection
-
Course Catalogs
-
Search Result
-
7
AUGSBURG COLLEGE
The Interim
The I n t e r i m i s a n i n t e g r a l p a r t o f t h e s c h o o l y e a r a t Augsburg College.
It i s p a r t i c u l a r l y i n t e n d e d t o be a time p r o v i d i n g o p p o r t u n i t i e s f o r both
s t u d e n t s and f a c u l t y t o em...
Show more
7
AUGSBURG COLLEGE
The Interim
The I n t e r i m i s a n i n t e g r a l p a r t o f t h e s c h o o l y e a r a t Augsburg College.
It i s p a r t i c u l a r l y i n t e n d e d t o be a time p r o v i d i n g o p p o r t u n i t i e s f o r both
s t u d e n t s and f a c u l t y t o employ s t y l e s o f t e a c h i n g and l e a r n i n g , t o
i n v e s t i g a t e p a r t i c u l a r q u e s t i o n s and t o p i c s and t o use urban and o t h e r
off-campus r e s o u r c e s i n ways n o t p o s s i b l e d u r i n g t h e r e g u l a r term.
I'
Graduation Requirements
To g r a d u a t e , an Augsburg s t u d e n t i s r e q u i r e d t o complete 35 c o u r s e s of
which a t l e a s t t h r e e must be i n t e r i m c o u r s e s ( o r one i n t e r i m l e s s than
t h e number o f y e a r s of f u l l time e n r o l l m e n t a t Augsburg; e . g . , a t r a n s f e r
s t u d e n t e n r o l l e d f u l l time f o r two y e a r s i s r e q u i r e d t o complete one
interim for graduation).
There a r e no t u i t i o n r e f u n d s f o r s t u d e n t s who choose not t o e n r o l l i n
an interim course.
One c o u r s e i s c o n s i d e r e d a f u l l time l o a d d u r i n g i n t e r i m and no s t u d e n t
i s p e r m i t t e d t o r e g i s t e r f o r more t h a n one c o u r s e d u r i n g t h e p e r i o d .
Gradin~ComeListings
Most i n t e r i m c o u r s e s a r e graded t r a d i t i o n a l l y on a s c a l e of 4 . 0 t o 0.
S t u d e n t s g e n e r a l l y have t h e o p t i o n t o r e g i s t e r on a ~ a s s / ~c roe d i t b a s i s .
A few i n t e r i m c o u r s e s a r e graded o n l y on t h e PIN system; t h i s l i m i t a t i o n
i s indicated i n the course description.
Some c o u r s e s a r e o f f e r e d w i t h e i t h e r upper o r lower d i v i s i o n s t a n d i n g .
Such i n t e r i m c o u r s e s have two numbers l i s t e d and t h e s t u d e n t must s e l e c t .
S t u d e n t s r e g i s t e r i n g f o r upper d i v i s i o n s t a n d i n g should a n t i c i p a t e
a d d i t i o n a l assignments a n d / o r a more r i g o r o u s g r a d i n g s t a n d a r d .
Options
June I n t e r i m
At l e a s t two c o u r s e s w i l l be o f f e r e d i n t h e June 1977 s e s s i o n of summer
s c h o o l . An Augsburg s t u d e n t may r e g i s t e r i n a June i n t e r i m c o u r s e i n l i e u
of t h e January term with no a d d i t i o n a l t u i t i o n c h a r g e ; however, s t u d e n t s
p l a n n i n g t o e l e c t t h e June i n t e r i m must r e g i s t e r a t t h e time of t h e
i n t e r i m r e g i s t r a t i o n i n t h e f a l l . S t u d e n t s w i s h i n g t o take t h e June
i n t e r i m i n a d d i t i o n t o t h e January one w i l l be r e q u i r e d t o pay r e g u l a r
summer c o u r s e t u i t i o n .
Internships
S t u d e n t s a r e n o t encouraged t o s e e k an i n t e r n s h i p c o u r s e assignment d u r i n g
the interim.
I n t e r n s h i p s a r e open t o s t u d e n t s who c o n t i n u e an i n t e r n s h i p
from t h e f a l l term o r who begin an i n t e r n s h i p which w i l l c o n t i n u e i n t o the
s p. r i n g term. O c c a s i o n a l l v a s t u d e n t who h a s had p r e v i o u s work e x p e r i e n c e
c a n d e v e l o p an i n t e r i m i n t e r n s h i p which draws upon and expands t h e
p r e v i o u s work e x p e r i e n c e .
S t u d e n t s e l e c t i n g an i n t e r n s h i p i n t e r i m a r e t o
p r e s e n t a completed i n t e r n s h i p l e a r n i n g c o n t r a c t t o t h e I n t e r n s h i p O f f i c e
( S c i e n c e H a l l , Room 135) by no l a t e r than Monday, December 13.
,
1
I
I
Independent o r D i r e c t e d Study
S t u d e n t s may e l e c t a program of e i t h e r independent s t u d y (upper d i v i s i o n )
o r d i r e c t e d s t u d y (lower d i v i s i o n ) f o r t h e i n t e r i m .
F a c u l t y members
a r e s t r o n g l y d i s c o u r a g e d from a c c e p t i n g r e s p o n s i b i l i t y f o r more than one
independent o r d i r e c t e d s t u d y per i n t e r i m . S t u d e n t s e l e c t i n g independent
o r d i r e c t e d s t u d y must:
1 ) meet d e p a r t m e n t a l requirements
2 ) p r e s e n t a t r e g i s t r a t i o n a w r i t t e n s t a t e m e n t from t h e f a c u l t y
member who w i l l d i r e c t t h e s t u d y
3) submit t o t h e I n t e r i m d i r e c t o r by December 1 a d e s c r i p t i o n of
t h e i n t e n d e d s t u d y ( t o p i c , p r o c e d u r e , end r e s u l t , and form of
evaluation).
S t u d e n t s n o t s u b m i t t i n g t h i s i n f o r m a t i o n by
December 1 w i l l have t h e i r r e g i s t r a t i o n c a n c e l l e d .
I n t e r i m s a t Other Schools
Augsburg s t u d e n t s may e n r o l l a t any o t h e r 4-1-4 i n s t i t u t i o n which o f f e r s
a r e c i p r o c a l i n t e r i m arrangement. Catalogs of t h e s e i n t e r i m o f f e r i n g s
can be c o n s u l t e d i n t h e I n t e r i m C e n t e r , Room 135, S c i e n c e H a l l .
R e g i s t r a t i o n f o r i n t e r i m s a t t h e Twin CiCy c o l l e g e s and a t S t . Olaf
w i l l be done a t Augsburg d u r i n g t h e r e g u l a r r e g i s t r a t i o n p e r i o d . S t u d e n t s
i n t e r e s t e d i n a t t e n d i n g any o t h e r i n s t i t u t i o n d u r i n g t h e i n t e r i m should
c o n s u l t with t h e I n t e r i m D i r e c t o r o r h i s s e c r e t a r y (Room 135, S c i e n c e
Hall).
Non-Augsburg S t u d e n t s
Augsburg College w i l l a c c e p t s t u d e n t s from o t h e r 4-1-4 s c h o o l s f o r t h e
January i n t e r i m w i t h o u t t u i t i o n c h a r g e s provided t h e s t u d e n t ' s home
i n s t i t u t i o n a g r e e s n o t t o charge t u i t i o n t o Augsburg s t u d e n t s f o r t h e
J a n u a r y term. The waiver o f t u i t i o n does n o t i n c l u d e s p e c i a l f e e s charged
i n a d d i t i o n t o t u i t i o n . Other s t u d e n t s w i l l be charged $350 f o r t h e
interim course.
S t u d e n t s i n t e r e s t e d i n r e g i s t e r i n g f o r an Augsburg I n t e r i m should w r i t e
t o t h e I n t e r i m D i r e c t o r f o r a p p r o p r i a t e a p p l i c a t i o n forms. These
s t u d e n t s a r e r e s p o n s i b l e f o r t h e i r own h o u s i n g and b o a r d i n g a r r a n g e m e n t s ,
though r e q u e s t s f o r on-campus h o u s i n g can be made t o t h e o f f i c e of t h e
interim director.
Class Times
The i n t e r i m day i s d i v i d e d i n t o two blocks o f time.
The number and l e n g t h o f c l a s s m e e t i n g s was w e l l a s t h e beginning time
w i l l be a r r a n g e d t h e f i r s t day o f c l a s s .
A l l I n t e r i m c l a s s e s w i l l meet t h e f i r s t and l a s t c l a s s days of t h e
interim.
C l a s s e s scheduled f o r P e r i o d I w i l l meet t h e f i r s t day a t 9 : 0 0
and c l a s s e s scheduled f o r P e r i o d I1 w i l l meet t h e f i r s t day a t 1 : O O .
Interim Calendar
November 1-4
Interim Registration
December 6
Interim Registration
January 3
F i r s t Day of I n t e r i m
Class I
9 : 0 0 a.m.
C l a s s I1
1 : U U p.m.
January 4
L a s t day f o r c a n c e l l a d d
January 7
L a s t day f o r d e t e r m i n i n g g r a d i n g system
J a n u a r y 21
L a s t day f o r c a n c e l l i n g c l a s s
J a n u a r y 28
I n t e r i m ends
&eck w i t h t h e I n t e r i m Center (Science H a l l 135, e x t e n s i o n 4 0 2 ) o r w i t h
I n t e r i m D i r e c t o r , Dr. Mark Davis (Science H a l l 135, e x t e n s i o n 4 0 2 ) .
Art
Instructor:
Paul Rusten
Film-making through p r a c t i c a l l a b e x p e r i e n c e . D i s c u s s i o n and
o b s e r v a t i o n of t h e e x p r e s s i v e and s t r u c t u r a l elements of f i l m .
The making o f a 1 6 m sound f i l m .
L a h Fee o f $70.00
Prerequisites :
Distribution:
None f o r Film-making I
You must have taken Film-making I i n o r d e r t o t a k e
Film-making I1
Humanities
Time:
I
Room:
Film C e n t e r , E a s t H a l l
S p a t i a l Design
I n s t r u c t o r : P h i l i p Thompson
The s t u d y of environmental forms and c o n t e n t i n l i v i n g , working,
t r a n s p o r t a t i o n and r e c r e a t i o n from a v a r i e t y of p e r s p e c t i v e s i n c l u d i n g
f a m i l y , y o u t h , n a t i v e American, e l d e r l y , commerce, r e l i g i o n and t h e
i n d i v i d u a l . Course r e q u i r e m e n t s w i l l i n v o l v e r e s e a r c h and s u r v e y
a c t i v i t i e s a t s e v e r a l o f f campus s i t e s such a s commercial, e t h n i c ,
e n t e r t a i n m e n t , r e l i g i o u s and group h o u s i n g c e n t e r s p l u s one p r o j e c t
t h a t m&y be u n d e r t a k e n i n d i v i d u a l l y o r i n groups o f two o r more.
Options a r e the development of e n v i r o n m e n t a l c o n c e p t s i n a r t media
l i k e drawing, p a i n t i n g and assemblage a n d / o r t h e c r e a t i o n of f u l l
s c a l e e x p e r i m e n t a l environments. T h i s c o u r s e w i l l count toward an
a r t major.
Prerequisites :
None
aistribution:
Humanities
Time:
I
Room:
Art S t u d i o
Biology-Physics
20322 ( B i o l o g y )
84322 ( P h y s i c s )
Nuclear Radiation Science (Physical Science Emphasis):
S p e c i a l Science Seminar
Instructors :
Oak R i d g e
Robert Herforth
Kermit P a u l s o n
*
A s t u d y of n u c l e a r r a d i a t i o n w i t h e m p h a s i s o n a p p l i c a t i o n s and " h a n d s - o n "
l a b o r a t o r y e x p e r i e n c e f o r t h e i n d i v i d u a l s t u d e n t . The c o u r s e w i l l c o n s i s t
o f ( 1 ) i n t r o d u c t o r y work o n r a d i a t i o n d e t e c t i o n and m e a s u r e m e n t ( p h y s i c a l
s c i e n c e a p p l i c a t i o n s ) a t Augsburg.
( 2 ) p a r t i c i p a t i o n i n t h e 1977 Oak
Ridge S p e c i a l S c i e n c e Seminar where t h e s t u d e n t h a s t h e o p p o r t u n i t y t o
d e s i g n h i s o r h e r c o u r s e o f s t u d y from p r o j e c t s i n n u c l e a r r a d i a t i o n
physics, radiobiology, radiochemistry, environmental r a d i a t i o n , nuclear
m e d i c i n e , h e a l t h p h y s i c s , and r a d i o l o g i c a l s a f e t y , and ( 3 ) summary and
e v a l u a t i o n o f t h e program back a t A u g s b u r g .
T h i s c o u r s e i s a c o o p e r a t i v e v e n t u r e w i t h Oak R i d g e A s s o c i a t e d
U n i v e r s i t e s S p e c i a l T r a i n i n g D i v i s i o n , and i s t h e o n l y o p p o r t u n i t y O F
i t s k i n d i n t h e U n i t e d S t a t e s . Two weeks o f t h e c o u r s e w i l l be s p e n t
i n Oak R i d g e , T e n n e s s e e u t i l i z i n g t h e i n s t r u c t i o n a l s t a f f and l a b o r a t o r y
f a c i l i t i e s o f ORAU S p e c i a l T r a i n i n g D i v i s i o n . T h e s e f a c i l i t i e s p r o v i d e
the opportunity f o r l a b o r a t o r y experience not normally a v a i l a b l e t o
undergraduate students.
Time w i l l be a v a i l a b l e t o t o u r t h e a r e a i n c l u d i n g t h e n a t i o n a l l a b o r a t o r y
and a l s o s p e c i a l l e c t u r e s , f e a t u r i n g s c i e n t i s t s rrom t h e n a t i o n a l l a b o r a t o r y , w i l l be p r e s e n t e d t o t h e S p e c i a l S e m i n a r P a r t i c i p a n t s .
Prerequisites:
Consent of i n s t r u c t o r
Distribution:
Natural Science
Time:
I
Room:
S c i e n c e H a l l 30
Plants i n
---
Human S o c i e t i e s
(Have you t h a n k e d a p l a n t l a t e l y ? )
*
P r o f e s s o r Kermit Pnulson i s
o n l e a v e from t h e D e p t . o f
P h y s i c s b u t w i l l be on t h e
s t a f f o f O.R.A.U. - S p e c i a l
Training Division f o r t h i s
course.
I n s t r u c t o r : Erwin M i c k e l b e r g
A S t u d y o f t h e r o l e p l a n t l i f e h a s and i s p l a y i n g i n human s o c i e t i e s
i'lanc a n a t o m y , m o r p h o l o g y , g e o g r a p h y and t h e r e l a t i o n s h i p o f p l a n t s
k b r i e f survey of the e n t i r e plant
t o p e o p l e w i l l be d i s c u s s e d .
kingdom w i l l c o n c l u d e t h e c o u r s e .
Prerequisites :
Distribution:
None
Natural Science
Time:
I
Room:
S c i e n c e H a l l 213
Business-Economics
21495 ( B u s i n e s s )
22495 (Economics)
T o p i c s : I n t r o d u c t i o n t o D a t a Processing/COBOL
I n s t r u c t o r : K e i s h i r o Matsumoto
T h i s c o u r s e i s d e s i g n e d f o r t h e s t u d e n t s who a r e i n t e r e s t e d i n d a t a
p r o c e s s i n g a s p e c t s o f modern e l e c t r o n i c computer s c i e n c e . No p r e v i o u s
L e c t u r e , programming
knowledge of computer programming i s r e q u i r e d .
a s s i g n m e n t and i n - c l a s s e x a m i n a t i o n s .
I
I1
I11
O p e r a t i n g system/programmer-interface
1 ) I n t r o d u c t i o n t o o p e r a t i n g system concepts
2) F i l e s t r u c t u r e
3) Job flow and e x e c u t i o n
Job c o n t r o l l a n g u a g e
1) J o b c o n t r o l c a r d s
2) Permanent f i l e s
3 ) Loader c o n t r o l c a r d s
4) Other u t i l i t i e s
COBOL P r o g r a m i n g Language (Major t o p i c )
1 ) Elements
2) A d d i t i o n a l f e a t u r e s
$18 l a b o r a t o r y f e e
Prerequisites:
None
Distribution:
None
Time:
I
Room:
Old Main 23
Economics
Principles
of
Economics
(Micro)
Instructor:
S n y t a Gupta
An i n t r o d u c t i o n t o m i c r o - e c o n o m i c s , t h e t h e o r y o f t h e h o u s e h o l d , f i r m ,
m a r k e t s t r u c t u r e s , and income d i s t r i b u t i o n . A p p l i c a t i o n s o f e l e m e n t a r y
economic t h e o r y t o m a r k e t p o l i c y .
Prerequisites :
Distribution:
None
Social Science
Time:
I1
Room:
Old Main 23
Chemistry
Q u a n t i t a t i v e A n a l y t i c a l Chemistry
Instructors;
E a r l Alton
A r l i n Gyberg
T h i s c o u r s e w i l l cover g r a v i m e t r i c a n a l y s i s , v o l u m e t r i c a n a l y s i s ,
and s o l u t i o n e q u i l i b r i a i n d e t a i l and w i l l g i v e an i n t r o d u c t i o n t o
s p e c t r o p h o t o m e t r i c t e c h n i q u e s of a n a l y s i s . The c o u r s e i s t o be t a k e n
by c h e m i s t r y m a j o r s normally i n t h e i n t e r i m of t h e i r sophomore y e a r .
Medical t e c h n o l o g i s t s should take o l e m i s t r y 353 i n t h e s p r i n g . There
w i l l be d a i l y c l a s s e s , l a b o r a t o r y s e s s i o n s and a s s i g n m e n t s .
Prerequisites:
Distribution :
Chemistry 106 o r 116
None
Time:
I & I1
Room:
S c i e n c e H a l l 315 ( I & 1 1 ) , S c i e n c e H a l l 327 (11)
Introduction
to
Chemical Research
I n s t r u c t o r s : Earl Alton
A r l i n Gyberg
T h i s c o u r s e o f f e r s j u n i o r and s e n i o r chemistry majors an o p p o r t u n i t y
t o become a c q u a i n t e d w i t h chemical r e s e a r c h by p u r s u i n g a t o p i c o r
problem i n d e t a i l . The f a c u l t y member w i l l work w i t h s t u d e n t s i n
a r e a s o f t h e i r own i n t e r e s t such a s c o n t i n u a t i o n of r e s e a r c h problems
a l r e a d y s t a r t e d o r p a r t i c u l a r problems of s y n t h e s i s o r a n a l y s i s . The
student i s required t o discuss h i s research with the i n s t r u c t o r before
t h e s t a r t of t h e i n t e r i m .
Prerequisites:
J u n i o r o r S e n i o r chemistry major
Distribution:
Time:
I & I1
Room:
S c i e n c e H a l l 318
E n e r g y A l t e r n a t i v e s i n Your F u t u r e
*' h w
Instructor :
John Holum
.a.a?&dLh&t. M $t@ihrXE~S- d'
11 b 'ha& .kta '
185. the &--y 5-e:w*"Ll
WL a t of
~ he
b k d k EU hzomnft k
~ d
p ~ d h s ti ; ~ ?
m e S w a . ~ i l' Q
h h n t b Xooi. $cGswiw ah-&.
W ~ r*e
L swtm f Wh*?
IE'~
yaw futura at& dmb&mr QW
\arZIRp $c, kh& h
m 4 5 @ar8 w&llsfh e r
ft ~ W ~ O U ITP
~ p
.
~ ~ i -fa. &OSP &&S~MI rff=~v&y, kdh
t l i a f m W U a p l baw~wdddrl gn * & h i
H b e x wit1 be ~h-dd!~ Thtk
WbMM BBuUSn* h*
I
bagw day4
c o u r s e w i l l d e a l h e a v i l y w i t h t h e i n f o r m a t i o n a l background and a n e t h i c a l
f i b e r w i l l be needed.
Thiq C O I I ~ ~r Pv i l l d e a l h e a v l l v with t h e i n f o m a t l o n a l b a c k g r o u n d , b u t m o r a l and e t h i c a l i s s u e s a r e i n t e r t w i n e d . w e ' l l
u s e l e c t u r e s , s l i d e s , f i l m s and r e a d i n g s .
Prerequisites:
Distribution:
High s c h o o l c h e m i s t r y o r e q u i v a l e n t
Urban o r N a t u r a l S c i e n c e
Time:
I
Room:
S c i e n c e H a l l 320
Education-Sociology
S c h o o l and t h e Urban
----
Community
Instructors:
J o e l Torstenson
C a r o l Morl
T h i s course i s e s p e c i a l l y designed LO study the h i s t o r i c a l , p o l i t i c a l ,
e c o n o m i c , and s o c i o l o g i c a l a s p e c t s of t h e u r b a n s e t t i n g t h a t r e l a t e t o
s c h o o l s and t e a c h i n g .
I t w i l l i n c l u d e a n a l y s i s of c u r r e n t i s s u e s i n t h e
S t . P a u l and M i n n e a p o l i s s c l ~ o o lcommunities. The i n t e r i m c o u r s e w i l l
u s e t h e Glenwood-Lyndale n e i g h b o ~ h o o d s i n n o r t h M i n n e a p c ~ l i s a s a l e a r n i n g
laboratory.
T h i s c o u r s e may be t a k e n Eor c r e d i t i n e i t h e r s o c i o l o g y o r e d u c a t i o n .
I t w i l l i u l f i l l t h e Urban Concerns r e q u i r e m e n t .
I t is a l s o considered
t h e Urban Course f o r t h e Urban E d u c a t i o n program.
Maximum e n r o l l m e n t :
Prerequisites :
20
P e r m i s s i o n of one of t h e i n s t r u c t o r s
Distribution:
Time:
I
koom:
L i b r a r y 201
Education
Introduction
,
To E x c e p t i o n a l i t y
Instructor:
E i n s r Johnson
The c o u r s e w i l l g i v e a s u r v e y o f s p e c i a l e d u c a t i o n i n c l u d i n g :
1 ) I d e n t i f i c a t i o n and d e s c r i p t i o n of e x c e p t i o n a l c h i l d r e n - t h e
p h y s i c a l l y h a n d i c a p p e d , t h e d e a f and b l i n d , m e n t a l l y r e t a r d e d and
emotionally disturbed.
2 ) Recent r e s e a r c h f i n d i n g on c a u s e s , d e f i n i t i o n s
and c l a s s i f i c a t i o n o f e x c e p t i o n a l i t y . 3 ) D i s c u s s i o n and e v a l u a t i o n o f
mainstreaming.
Speakers w i l l include a c t i v e p r a c t i t i o n e r s i n t h e a r e a .
V i s i t s w i l l be made t o s c h o o l s f o r o b s e r v a t i o n and e x p e r i e n c e i n s p e c i a l
education.
Special fees:
S p e c i a l l a b o r a t o r y f e e f o r Field t r i p s , f i l m s ,
h o n o r a r i a : $15.00
Prerequisites:
O r i e n t a t i o n t o Education, General Psychology o r
permission of i n s t r u c t o r
Distribution:
Time:
I
Room: L i b r a r y 4
S LuJenL T e a c h i n g
Instructor:
E i n a r 0 . .Inhnson
S t ~ ~ ~ l cw
n ti ls l be p l a c e d i n a c l a s s r o o m f o r L u l l d a y s .
Opportunities
a r e proviiled i o r e s p e r i e n c e i n o h s e r v i n g and c l i r e c t i n g l e a r n i n g
e s p e r i e n c e s tin t l ~ es e c o n d a r y s c h o o l l e v e l u n d e r t h e s u p e r v i s i o n o i c o l l e g e
and I1iql1 s c l ~ o o lp e r s o n n e 1.
Prereguisites:
S e n i o r s t a n d i n g and c o m p l e t i o n 01 t e a c h e r a i d e work a n d
human r e l a t i o n s e l e m e n t s o r E d u c a t i o n c o u r s e s 2 6 5 , 359.
Time:
To he a r r a n g e d
Room:
Lihrory 8
D i s c o v e r y i n t h e World of K i n d e r g a r t e n
Instructor:
L a u r e t t a E. P e l t o n
T h i s c o u r s e o f f e r s t h e o p p o r t u n i t y f o r one t o d i s c o v e r t h e d i s c o v e r e d .
B e c a u s e a k i n d e r g a r t e n c h i l d i s r a p i d l y o p e n i n g d o o r s of knowledge, a
t e a c h e r n e e d s t o know a t what s t a t e each c h i l d i s and how t o p r o v i d e an
e n v i r o n m e n t i n which t h e c h i l d can e x p l o r e and e x p e r i e n c e l e a r n i n g .
The c o u r s e w i l l i n c l u d e a s t u d y of k i n d e r g a r t e n c u r r i c u l u m , e x p l o r a t i o n
o f m a t e r i a l s , r e v i e w of t e a c h i n g a p p r o a c h e s and l a b o r a t o r y e x p e r i e n c e .
Prerequisites:
O r i e n t a t i o n t o E d u c a t i o n i n a n Urban S e t t i n g #255;
a d m i t t a n c e i n t o t h e Augsburg F d ~ ~ c a t i oprogram
n
or
an elementary school teaching c e r t i f i c a t e
Distribution:
Time:
I
Room:
Library 1
English
The L i t e r a t u r e
-
of T e r r o r : T a l e s of H o r r o r , Mystery,
InsLrucLor :
Detection
L o r r a i n e L i v i n g s ton
Do you have a penchant For merder and d e c t i o n ? Do you l i k e s p i n e t i n g l i n g h o r r o r s t o r i e s ? You w i l l be a b l e t o swap e x p e r i e n c e s w i t h
[ e l l o w s t u d e n t s a s you read hot11 c l a s s i c a l and modern m y s t e r i e s . A
s e l e c t e d r e a d i n g l i s t w i l l i n c l u d e such works a s G r e a t 'Tales o f H o r r o r
J e k y l and Mr. Flyde
by Edgar A l l e n P o e ,
by Mary S h e l l e y ,
by Robert Louis S t e v e n s o n ,
Moonsl-one Ihy W i l k i e C o l l i n s , The Hound oC
t h e B a s k e r v i l l e s by S i r A r t h u r Conan Ijoyle, Murder on Lhe O r i e n t Express
by Agatha C h r i s t i e , The Crooked Hinge Iby John Dicltson (:art-, T l ~ eImng
Goodbye by Raymond C h a n d l e r , Above S u s p i c i o n Iby llelen MacInnes, and
I n Coltl Blood by Truman Capote.
B r i e f L e c t u r e s w i l l he l o l l o \ ~ e c l Ihy
class discussions.
Each s t u d e n t w i l l w r i t e one s h o r t p a p e r on ;I st117j c . ~ ,
of h i s choice.
&-.
Prerequisites :
None
D i s t r i h ~ ~ t i o. n
Humanities
Tine:
I1
Room:
Old Main 21
~
Underground
Film
Instructor:
John M i t c h e l l
Although t h e t r a d i t i o n of t h e f e a t u r e - l e n g t h n a r r a t i v e f i l m i s g e n e r a l l y
well-known, s i n c e t h e 2 0 ' s t h e r e h a s been a n a l t e r n a t i v e f i l m t r a d i t i o n ,
v a r i o u s l y c a l l e d avant-garde, underground, personal, independent, o r
v i s i o n a r y f i l m . The c o u r s e w i l l p r e s e n t a s u r v e y o f f i l m s from t h i s
t r a d i t i o n , b e g i n n i n g w i t h t h e French a v a n t - g a r d e f i l m s from t h e 4 0 ' s
onward. I n a d d i t i o n t o t h i s g e n e r a l s u r v e y of f i l m s and f i l m m a k e r s , t h e
works o f Maya D e r e n , James Brough t o n , Kenneth Anger, Bruce Conner,
S t a n Brakhage, and Bruce B a i l l i e w i l l be g i v e n s p e c i a l e m p h a s i s .
Conceptual approaches w i l l include Freudianism, s u r r e a l i s m , e x p r e s s i o n ism, a r c h e t y p a l c r i t i c i s m , l y r i c i s m , a b s t r a c t e x p r e s s i o n i s m , and s t r u c t u r a l i s m . The c o u r s e i s e s p e c i a l l y recommended t o s t u d e n t s w i t h i n t e r e s t s
i n f i l m , a r t , and p o e t r y . A $10 l a b o r a t o r y f e e w i l l be r e q u i r e d t o
o f f s e t t h e c o n s i d e r a b l e expense o f f i l m r e n t a l s . A t t e n d a n c e i s r e q u i r e d ,
s i n c e t h e f i l m s w i l l be shown d u r i n g c l a s s .
I
Prerequisites :
Distribution:
None
Humanities
Time:
I
Room:
Science H a l l 123
The Contemporary
Beyond S t a r T r e k :
S c i e n c e F i c t i o n Novel
I n s t r u c t o r s : Ron P a l o s a a r i and
S c o t t Schumack ( f r e e l a n c e
science f i c t i o n w r i t e r )
Science l i c t i o n i s often characterized as poorly w r i t t e n t a l e s o f rocket
s h i p s , r a y g u n s , and p l o t s t o t a k e o v e r t h e u n i v e r s e . Modern s c i e n c e
f i c t i o n , however, t r a n s c e n d s t h i s s t e r e o t y p e and i n c l u d e s many w e l l
w r i t t e n works of p s y c h o l o g i c a l and s o c i o l o g i c a l p e n e t r a t i o n .
This
c o u r s e w i l l b e g i n w i t h a r e p r e s e n t a t i v e n o v e l of t h e 1 9 3 0 ' s and demons t r a t e t h e ways i n which s c i e n c e f i c t i o n w r i t i n g h a s grown from i t s
p u l p o r i g i n s t o i t s p r e s e n t r e l a t i v e l y l i t e r a t e form.
The p r e r e q u i s i t e s f o r t h e c o u r s e i n c l u d e c u r i o s i t y a b o u t o r i n t e r e s t i n
s c i e n c e f i c t i o n and t h e a b i l i t y t o read two o r t h r e e n o v e l s a week.
Additional fee:
Prerequisites:
Distribution:
Grading:
$10.00
S e e l a s t p a r a g r a p h of c o u r s e d e s c r i p t i o n
Humanities
Optional
Time:
I
Room:
Old Main 25
C r e a t i v e W r i t i n g Workshop:
Poetry
Instructor:
J o n i s Agee
T h r e e s t u d e n t s from each of t h e f i v e c o l l e g e s o f t h e A s s o c i a t e d
C o l l e g e s o f t h e Twin C i t i e s w i l l be c h o s e n , o n t h e b a s i s o f p o r t f o l i o
submitted t o t h e i r r e s p e c t i v e English Departments, f o r p a r t i c i p a t i o n
i n t h e workshop. We w i l l i n v e s t i g a t e s u c h problems a s v o i c e , form/
c o n t e n t , e x p e r i e n c e , and o r a l p r e s e n t a t i o n . S t u d e n t s w i l l be i n t r o d u c e d t o c o n t e m p o r a r y w r i t i n g and p u b l i c a t i o n p r o c e d u r e s .
Evaluation
w i l l b e made o n t h e b a s i s o f a body o f work completed by t h e end o f
t h e workshop.
C l a s s e s w i l l be i n a workshop f o r m a t and may i n c l u d e
attendance a t l o c a l poetry events.
I n t e r e s t e d s t u d e n t s should c o n t a c t Lorraine Livingston
of t h e English f a c u l t y
Prerequisites:
Distribution:
None
Time:
I1
Room:
College of S a i n t Catherine
T h e ~ r r ei n
---
London
Instructor:
T o n i Clark
T h e a t r e i n London w i l l p r o v i d e t h e o p p o r t u n i t y t o e x p e r i e n c e t h e f i n e s t
t h e a t r e i n t h e w o r l d . The h e a r t of t h e c o u r s e w i l l be a t t e n d i n g and
d i s c u s s i n g p r o d u c t i o n s of R e n a i s s a n c e , R e s t o r a t i o n and modern p l a y s
p e r f o r m e d by t h e Royal S h a k e s p e a r e Company, t h e Old V i c , t h e Young V i c ,
t h e N a t i o n a l T h e a t r e , and o t h e r s . We w i l l a l s o v i s i t t h e B r i t i s h Museum,
t h e V i c t o r i a and A l b e r t Museum, t h e N a t i o n a l P o r t r a i t G a l l e r y , t h e T a t e
G a l l e r y , t h e Tower o f London, and go t o S t r a t f o r d upon Avon. Time w i l l be
a l l o t t e d f o r i n d i v i d u a l s i g h t s e e i n g and s h o p p p i n g t r i p s , and f o r
i n v e s t i g a t i n g t h e i n c r e d i b l e v a r i e t y o f r e s t a u r a n t s i n t h e c i t y . The
g r a d i n g f o r t h e c o u r s e w i l l be P/N, based upon p a r t i c i p a t i o n i n d i s c u s s i o n
o f t h e p l a y s and p r o d u c t i o n s , and upon a j o u r n a l r e c o r d i n g s t u d e n t s '
i m p r e s s i o n s and a n a l y s i s of t h e p l a y s , d i s c u s s i o n s and e v e n t s o f t h e
Interim.
Approximate c o s t :
Prerequisites:
Distribution:
$895
None
Humanities
IN
English (Summer)
Potpourri :
R e a d i n g f o r Fun and C r e d i t
Instructor:
B a r b a r a Andersen
I n c o n s u l t a t i o n w i t h t h e i n s t r u c t o r , s t u d e n t s w i l l make i n d i v i d u a l
r e a d i n g l i s t s of 10-12 books. These books w i l l be d i s c u s s e d w i t h o t h e r s
i n t h e c o u r s e and t h e i n s t r u c t o r i n s m a l l g r o u p s , e s t a b l i s h e d a c c o r d i n g
t o common themes, books, o r a u t h o r s .
Because s t u d e n t s w i l l h a v e
i n d i v i d u a l s c h e d u l e s , r e a d i n g l i s t s must be approved b e f o r e t h e end o f
s p r i n g term s o t h a t t h e s e s c h e d u l e s can be p u b l i s h e d p r i o r t o t h e
suimner s e s s i o n .
Prerequisites:
Distribution:
Time:
Junior o r Senior standing
& consent
of i n s t r u c t o r
Humanities
S u m e r 1977
Foreign Language (Summer)
70330
C u l t u r e o f French Canada
----
I n s t r u c t o r : Mary E . Johnson
( a s s i s t e d i n e d u c a t i o n by
Einar Johnson)
A c o u r s e d e s i g n e d t o g i v e s t u d e n t s f i r s t - h a n d knowledge o f s e v e r a l
a s p e c t s of French-Canadian c u l t u r a l h e r i t a g e and c o n t e m p o r a r y l i f e ,
i n c l u d i n g t h e s t u d y o f b i l i n g u a l e d u c a t i o n . S t u d e n t s w i l l choose
and r e s e a r c h t o p i c s o n some a s p e c t s o f French-Canadian c u l t u r e b e f o r e
l e a v i n g , w i l l pursue ~t7m1
d u r i n g ilre e x p c r i e r ~ r e , snri w i l 1 make orill
at14 w r i t Len r e p o r t s . IVrer~cli ma 101~s :i1%11 mirmrs will work ,in F r e ~ l r l i .
l l e g - L ~ ~ n i r tign t l ~ cV o y a ~ e ~ lrounl
r
r y , t:l~e g r o u p wi l 1 v i s i r M o r ~ t - r e a l , l l ~ e
c i c v i n the wur1.d; I-lien s t u d y i ~ h o r , ~;I t
sectlrld I ; ~ r g e s r l ' r e i ~ d ~ - s t i c a k L n g
week i r i ~ ! u r ! h r r , r : ; l l i i ~ a loi [;l.e$~clrc 1 1 1 ~ u r-i.n
e l:,w~adrr;and u i l l t r u v e l
~ r v ~ ~ itile
\ < l r:;lul>e P c n i n s l ~[ a r o nl1servt: Yrcncli-Canadian r ~ i r a l I it'e. V j s i i H
t o s c h o o l s , museums, p o l i t i c a l i n s t i t u t i o n s , c u l t u r a l e v e n t s , e t c .
I n t e r v i e w s w i t h s p e c i a l i s t s i n t h e a r t s , e d u c a t i o n , and government.
Lodging i n t e n t s a t campgrounds and i n h o s t e l s .
Cooperative meals.
Offered f o r Foreign language general education d i s t r i b u t i o n requirement,
f o r French c r e d i t by a r r a n g e m e n t w i t h t h e i n s t r u c t o r , and f o r e d u c a t i o n
c r e d i t by p e r m i s s i o n o f t h e e d u c a t i o n d e p a r t m e n t . G r a d i n g PIN o n l y .
1;
Prerequisites:
Distribution:
Time:
Consultation with e i t h e r i n s t r u c t o r
F o r e i g n Language
Summer 1977
I
1
I
Norwegian Composition
Conversation
Instructor:
L e i f E. Hansen
I n t e n s i v e p r a c t i c e i n spoken Norwegian w i t h emphasis on p r o n u n c i a t i o n
and o r i g i n a l c o m p o s i t i o n .
Some a t t e n t i o n w i l l be g i v e n t o r e g i o n a l
s p e e c h v a r i a t i o n s and t o d i f f e r e n c e s between t h e two o f f i c i a l l a n g ~ a ~ e s
o f Norway. T h e r e w i l l be a v a r i e t y of c o n t a c t s w i t h n a t i v e s p e a k e r s of
Norwegian now r e s i d i n g i n t h e Twin C i t i e s a r e a .
P r e r e q u i s i t e s : Norwegian 75211 o r e q u i v a l e n t
S t u d e n t s w i l l be r e q u i r e d t o s p e n d a t o t a l o f 5 h o u r s p e r w e e k
i n l a b o r a t o r y work a n d / o r f i e l d e x p e r i e n c e .
Distribution:
F o r e i g n Language
Time:
I1
Room:
Old Main 3
Spanisli
Instructor:
Gunta R o z e n t a l s
S t u d y of t h e o u t s t a n d i n g n o v e l i s t s of t h e n i n e t e e n t h and t w e n t i e t h
c e n t u r i e s o i S p a i n . T h e r e w i l l be o r a l and w r i t t e n r e p o r t s i n S p a n i s h .
Prerequisites:
Distribution:
56352, 51353 o r e q u i v a l e n t
F o r e i g n Language
Time:
I
Room:
Old Main 8
German Women W r i t e r s
---
Instructor:
William Oyler
Women w r i t e r s h a v e p l a y e d a s i g n i i i c a n t r o l e i n German l i t e r a t u r e o f t h e
20th c e n t u r y . T h i s f a c t i s n o t s u f f i c i e n t l y a p p r e c i a t e d i n American
s i n c e v e r y few works o f p r o m i n e n t German women w r i t e r s h a v e been t r a n s l a t e d
i n t o E n g l i s h , and most o f t h o s e which h a v e been t r a n s l a t e d a r e now o u t o f
p r i n t and t h e r e f o r e l a r g e l y i n a c c e s s i b l e .
As a b e l a t e d c o n t r i b u t i o n t o
t h e I n t e r n a t i o n a l Women's Y e a r , t h i s c o u r s e w i l l c o n c e r n i t s e l f e x c l u s i v e l y w i t h t h e r e a d i n g and d i s c u s s i o n o i n a r r a t i v e p r o s e , drama and p o e t r y
c r e a t e d by German w r i t e r s who happen t o be women and who r e p r e s e n t a g r e a t
v a r i e t y of p h i l o s o p h i c a l o u t l o o k s and l i t e r a r y s t y l e s . The r e a d i n g s and
d i s c u s s i o n s w i l l be d e v o t e d p r i m a r i l y t o women of t h e 20th c e n t u r y , s u c h
a s R i c a r d a Huch , Anna S e g h e r s , I l s e A i c h i n g e r , I n g e b o r g Bachmann, C h r i s t a
Wolf, G e r t r u d von Le F o r t and E l i z a b e t h L a n g g a s s e r , a l t h o u g h t h e c o u r s e
w i l l b e g i n w i t h a b r i e f s u r v e y o f t h e r o l e o f women i n German l i t e r a t u r e
and w i t h t h e s t u d y of a 1 9 t h c e n t u r y work by Germany's f i r s t g r e a t woman
w r i t e r w r i t e r of i n t e r n a t i o n a l s t a t u r e , A n n e t t e von D r o s t e - H u l s h o f f .
Readings w i l l be i n German. D i s c u s s i o n s w i l l be p r i m a r i l y i n German,
w i t h E n g l i s h t o be used a s needed. A q u e s t i o n t o be p u r s u e d : Is t h e r e
a u n i q u e l y f e m i n i n e p e r s p e c t i v e i n works o f German women w r i t e r s ?
Prerequisites:
German 212 o r e q u i v a l e n t
Distribution;
Time:
I1
Room:
Old Main 2
Linguistics
T h e o r i e s of Grammar
Instructor:
Donald Steinmetz
Comparative a n a l y s i s of v a r i o u s views of language r e p r e s e n t e d i n c u r r e n t
l i n g u i s t i c r e s e a r c h : tagmemics, s t r a t i f i c a t i o n a l grammar, transformat i o n a l - g e n e r a t i v e grammar, c a s e grammar, g e n e r a t i v e s e m a n t i c s , with t h e
aim of i l l u m i n a t i n g t h e u n d e r l y i n g p h i l o s o p h i c a l assumptions, t h e i n v e s t i g a t i o n a l c r i t e r i a and t h e e x p l a n a t o r y g o a l s which d i s t i n g u i s h them.
The t h e o r i e s w i l l a l s o be c o n t r a s t e d with r e s p e c t t o t h e i r a f f i l i a t i o n s
w i t h a d j a c e n t d i s c i p l i n e s such a s a n t h r o p o l o g y , psychology, l o g i c and
conununication t h e o r y and t h e way i n which each t h e o r y s e e k s t o overcome t h e i n a d e q u a c i e s o f t r a d i t i o n a l grammar.
Prerequisites :
None
Distribution:
None
Time:
I
Room:
Old Main 4
General Studies
A Study
-
oT Values o r "Wha:
!.lal<es Llie World Co ~<ound"
InsrrucLor:
II
Sheldon Fardig
What a r e t h e e i f e c t s of p e r s o n a l v a l u e s upon I1um;ln I>ehavior? Yor~r own
v a l u e s ? Others v a l u e s ? An i n v e s t i g a l i o n of value awareness, value
dynamics, moral development and l i c e s L v l e s . An examination of tlle
v a l u e s of t h e s i l e n t m a j o r i t y and d i s c u s s i o n wit11 a u t h o r i t y r i g u r e s
concerning p u b l i c v a l u e s . These a r e some a r e a s l o r t l i s c u s s i o n and
r e s e a r c h . Each p a r t i c i p a n t w i l l piclr :]I? a r e a r ~ i rn d i v i d u a l s t u d y and
eval.uation.
Some e x t r a c o s t s w i l l be i n v o l v e d i n Cield t r i p m i l e a g e .
Prerequisites :
None
Distribution:
None
Time:
11
Room:
S c i e n c e H a l l 213
H i s t o r y o f London
I
Instructor:
Orloue G i s s e l q u i s t
"When a man i s t i r e d o f London, h e i s t i r e d o f l i f e , f o r t h e r e i s i n
London a l l t h a t l i f e can a f f o r d " (Dr. Samuel J o h n s o n , 1 8 t h c e n t r u r y ) .
T h i s c o u r s e d o e s n o t promise a l l t h a t ! But London d o e s o f f e r much O F
v a l u e and i n t e r e s t t o s t u d y .
I t s a m a z i n g l y r a p i d growth s i n c e mid
1 6 t h c e n t u r y h a s meant t h a t Londoners h a v e F e l t , t h o u g h t a b o u t , and
responded t o modern u r b a n problems f o r a t l e a s t f o u r c e n t u r i e s . I t s
b u s i n e s s community was a t t h e f o r e f r o n t of economic change i n t h e
w e s t e r n world f o r s e v e r a l c e n t u r i e s .
S e v e r a l t i m e s t h e c i t y has
r e s p r e s e n t e d h i g h p o i n t s i n t h e h i s t o r y o f European c u l t u r e .
It has
had a m a s s i v e i n f l u e n c e on E n g l i s h s o c i e t y g e n e r a l l y ( w e l l i l l u s t r a t e d
by i t s demographic p r e p o n d e r a n c e i n t h e n a t i o n ) and a p o w e r f u l l e v e r a g e
on B r i t i s h p o l i t i c s (whose c a p i t a l was c o n v e n i e n t l y l o c a t e d j u s t a few
m i l e s up t h e Thames r i v e r ) . And f o r t u n a t e l y , i o r t h e p u r p o s e of o u r
s t u d y , t h e r e i s a g r e a t d e a l of l i t e r a t u r e a b o u t t h e c i t y t h a t i s r e a d i l y
a v a i l a b l e . Urban h i s t o r y , and h o p e f u l l y t h i s c o u r s e , a p p e a l s t o s t u d e n t s
of y a r i o u s d i s c i p l i n e s - g e o g r a p h y , a r c h i t e c t u r e , p o p u l a r c u l t u r e ,
economics, u r b a n p l a n n i n g , p o l i t i c a l s c i e n c e , a s w e l l a s h i s t o r y . Both
i n c l a s s a c t i v i t i e s and s t u d e n t a s s i g n m e n t s , t h e r e w i l l be an e f f o r t t o
construct the course s o a s t o r e f l e c t t h i s i n t e r - d i s c i p l i n a r y i n t e r e s t .
T h e r e w i l l be a wide c h o i c e i n t h e m a t t e r of a s s i g n m e n t s ; i t i s u n d e r s t o o d ,
t h o u g h , t h a t an i n d i v i d u a l p r o j e c t e m p h a s i z i n g l i t e r a t u r e o r a r c h i t e c t u r e
w i l l e v i d e n c e t h e i n s i g h t s and background g a i n e d i n t h e b r o a d e r c o n c e r n s
of t h e c o u r s e .
Prerequisites :
None
Distribution:
S o c i a l S c i e n c e and Urban S t u d i e s
Time:
I1
Room:
Old Main 1 8
From t h e I n d u s
-----
to Indira:
Epochs i n I n d i a n H i s t o r y
Instructor:
Don G u s t a f s o n
T h i s c o u r s e w i l l p r e s e n t an i n t r o d u c t i o n t o t h e v a s t panorama o f
I n d i a n c u l t u r e from t h e e a r l y c i t i e s o n t h e I n d u s R i v e r t o t h e problems
and p o t e n t i a l s of modern I n d i a .
Not o n l y w i l l a wide v a r i e t y c i :epics
be c o v e r e d , but i n a d d i t i o n t h e r e w i l l be a g r e a t v a r i e t y i n t h e
m a t e r i a l s used
c u l t u r a l a r t i f a c t s , recordings, s l i d e s , novels,
r e l i g i o u s t e x t s , h i s t o r i e s , and who knows what e l s e .
--
prerequisites:
Distribution:
None
Social Science
Time:
11
Room:
Library 1
C
I I n t r o d u c t i o n t o t h e P r i n c i p l e s o f Sumerian
"Can These S t o n e s Speak?" &
Cuneiform W r i t i n g .
I n s t r u c t o r : Richard C. Nelson
A c u l t u r a l s t u d y of t h e Sumerian Ur 111 Dynasey and r e l a t e d mesopotamian
c i v i l i z a t i o n s through an i n t r o d u c t i o n t o cuneiform w r i t i n g . S t u d e n t s w i l l
l e a r n t o t r a n s l i t e r a t e ( i . e . r e n d e r t h e cuneiform s y l l a b l e s ) and t r a n s l a t e
Sumerian t e x t s of v a r i e d c o n t e n t s d a t i n g from 2,000 B.C No p r e v i o u s work
i n a n c i e n t h i s t o r y i s assumed. Due t o a l a c k o f r e a d i l y a v a i l a b l e t e x t u a l
and l e x i c a l m a t e r i a l most w i l l have t o be xeroxed. Expect a charge of
about $10.00 p e r s t u d e n t .
T r a d i t i o n a l g r a d i n g a l l o w e d , but
Prerequisites :
Distribution:
PIN
i s v e r y s t r o n g l y recommended.
None
Social Science
Time:
I1
Room:
Old Main 28
Mathematics
The Mathematical
-
Content of Music
Instructor:
Ben Cooper
For hundreds of y e a r s , Westerners have made music conscious of
Pythagorean t h e o r i e s of harmony, but n o t o f any o t h e r m a t h e m a t i c a l
f e a t u r e s of t h e i r a r t . From a t w e n t i e t h c e n t u r y p o i n t of view, we can
r e c o g n i z e a s p e c t s of form and o f c o m p o s i t i o n a l d e v i c e s and r u l e s which
d e s e r v e t o be c a l l e d mathematics ( b u t t h e mere adherence t o which does
n o t g u a r a n t e e good m u s i c ) . A t t h e r i s k of i n t e l l e c t u a l s u p e r f i c i a l i t y ,
we w i l l probe ( a s i l l u s t r a t i v e ) m a n i f e s t a t i o n s o f a l g e b r a , geometry, and
p r o b a b i l i t y a s we can f i n d , l a y i n g the mathematical f o u n d a t i o n s a s we go.
Some of t h e p o s s i b l e m u s i c a l t o p i c s : v o i c e - l e a d i n g r u l e s ; Bach's canons;
r u l e s o f twelve-tone composition; c o n s c i o u s l y m a t h e m a t i c a l composition
( e . g . , Xenakis).
Prerequisites:
Distribution:
No m a t h e m a t i c a l p r e r e q u i s i t e s .
None
Time:
I
Room:
Old Main 28
Must read music.
Modern Math I d e a s Shock t h e L i b e r a l A r t s
------I n s t r u c t o r : Henry G. F o l l i n g s tad
A c o n t r o v e r s i a l look i n t o some u s e s and abuses o f modern math concepts
i n t h e l i b e r a l a r t s . Group and i n d i v i d u a l d i r e c t e d s t u d y w i l l s t r e s s
t h e impact of math i d e a s and models on f i e l d s which r e l a t e t o t h e n a t u r e
and o r i g i n of t h e u n i v e r s e , t h e e a r t h , l i f e , and mankind. The focus w i l l
be on s p e c i a l t o p i c s i n astronomy and cosmology a s w e l l a s philosophy,
a n t h r o p o l o g y , geology, b i o l o g y , and theology.
P r e r e q u i s i t e s : None
Distribution:
Natural Science
Time:
I
Room:
S c i e n c e H a l l , Room 212
I n t r o d u c t i o n t o Data S t r u c t u r e s
Instructor:
James L. Johnson
O r g a n i z a t i o n a l and s t o r a g e t e c h n i q u e s n e c e s s a r y t o c r e a t e , m a i n t a i n , and
u s e a d a t a base on a d i g i t a l computer. Topics i n c l u d e ( a s time p e r m i t s ) :
computer r e p r e s e n t a t i o n of v a r i o u s t y p e s o f d a t a , c h a r a c t e r s t r i n g
manipulation, l i n e a r d a t a s t r u c t u r e s , linked d a t a s t r u c t u r e s , t r e e s ,
g r a p h s , s o r t i n g , s e a r c h i n g , and mass s t o r a g e f i l e s .
Physical use of t h e
computer w i l l be minimal. Knowledge o f a programming language i s n o t
required.
Prerequisites:
S t u d e n t should be c o m f o r t a b l e w i t h t h e m a n i p u l a t i o n of
a b s t r a c t symbols a t a l e v e l which should be a t t a i n e d a f t e r
taking f i r s t year calculus o r equivalent course i n the
Natural Sciences.
Consultation with t h e i n s t r u c t o r i s
recommended p r i o r t o r e g i s t r a t i o n .
D i s t r i b u t i o n : None
Time:
11
Room:
S c i e n c e H a l l 205
The B a s i c
--
Concepts
of Mathematics: The D e m y s t i f i c a t i o n
o f Elementary
Mathematics
Instructor:
Beverly Durkee
-
f o r t h o s e who t h i n k t h e y d o n ' t l i k e i t , who
Mathematics made s i m p l e
a r e a f r a i d of i t , o r who a r e m y s t i f i e d by i t , b u t who must g e a r up t o
t e a c h i t t o elementary s c h o o l c h i l d r e n . The b a s i c s of a r i t h m e t i c and
geometry o f t h e modern elementary s c h o o l w i l l be s t u d i e d
P r e r e q u i s i t e s : None
Distribution:
None
Time:
I
Room:
S c i e n c e H a l l 205
Music
I n t r o d u c t i o n t o Music Therapy
Instructor:
-
Roberta M e t z l e r
General overview of t h e f i e l d of music t h e r a p y
where i t i s u s e d ,
with whom, and how. I n c l u d e s f i e l d t r i p s t o music t h e r a p y s i t e s i n
Minnesota.
Recommended f o r a l l s t u d e n t s p l a n n i n g t o major i n m u s i c
t h e r a p y , and t h o s e i n t e r e s t e d i n g e n e r a l background i n f o r m a t i o n of t h e
u s e of music f o r t h e r a p e u t i c r e a s o n s .
Prerequisites:
None
D i s t r i b u t i o n : None
Time:
I
Room:
Music 120
Opera Opera
I n s t r u c t o r s : Steve Gabrielsen
James Johnson
The p r o d u c t i o n of two o p e r a s i n c l u d i n g s i n g i n g , d a n c i n g , a c t i n g , s t a g e
d e s i g n , choreography. l i g h t i n g and promotion.
A week o f e v e n i n g performances.
Costumes s u p p l i e d by s t u d e n t s .
A u d i t i o n s w i l l be announced i n F a l l ' 7 6 .
P r e r e q u i s i t e s : Permission of i n s t r u c t o r
Distribution:
Fine A r t s
Time:
I and I1
Room:
Music Auditorium
P i a n o Teaching Methods
-
I n s t r u c t o r : Diana Metzker
A s t u d y o f t h e m a t e r i a l s and t e c h n i q u e s used i n t e a c h i n g piano t o t h e
young s t u d e n t . No p r e v i o u s t e a c h i n g e x p e r i e n c e r e q u i r e d but an average
Class w i l l i n v o l v e
p i a n o t e c h n i q u e and keyboard f a c i l i t y i s n e c e s s a r y .
work w i t h p i a n o l a b s , o b s e r v a t i o n , t e a c h i n g and d i s c u s s i o n w i t h
prominent p i a n o t e a c h e r s .
P r e r e q u i s i t e s : Average piano t e c h n i q u e and keyhoard F a c i l i t y
D i s t r i b u t i o n : None
Time:
I
Room:
Music 1 0
Make Your Own Music
----
Instructor:
Robert Karlen
O f f e r s an o p p o r t u n i t y f o r t h e i n t e r e s t e d s t u d e n t t o l e a r n about
t r a d i t i o n a l and n o n - t r a d i t i o n a l systems and i n t h e c r e a t i o n of o r i g i n a l
works of m u s i c ; and t o t r y h i s hand a t u s i n g any o f t h e s e systems i n
c r e a t i n g h i s l h e r own compositions.
S e r i a l , a l e a t o r y , and e l e c t r o n i c
t e c h n i q u e s w i l l be i n c l u d e d .
Prerequisites:
Distribution:
Open t o music majors a s an upper d i v i s i o n c o u r s e , and t o
s t u d e n t s with l i t t l e o r no t r a i n i n g i n music a s a lower
d i v i s i o n course.
None
Time:
I1
Room:
Music 20
Trends, I s s u e s ,
and
Leadership
&
Nursing
I n s t r u c t o r s : Pamela Larson
Donna P e t e r s o n
A course designed to i n v e s t i g a t e the current leadership responsibi i t i e s
of the p r o f e s s i o n a l n u r s e and t h e t r e n d s and i s s u e s e v o l v i n g i n
contemporary n u r s i n g p r a c t i c e .
Prerequisites :
Admission t o t h e Augsburg n u r s i n g program o r
permission of i n s t r u c t o r .
Distribution :
None
Time:
I
Room:
F a i r v i e w School of Nursing
Philosophy
Topics i n S c i e n c e and R e l i g i o n :
Or Adam Had Atoms
Instructor:
Kenneth B a i l e y
T h i s c o u r s e w i l l c o n s i d e r some of t h e a r e a s of c o n f l i c t , whether r e a l
o r o t h e r w i s e , between s c i e n t i f i c and r e l i g i o u s t h o u g h t .
I t w i l l be
l a r g e l y a d i s c u s s i o n c o u r s e , based upon a s s i g n e d r e a d i n g s .
Chiefly,
we w i l l be concerned w i t h t h e q u e s t i o n o f whether a r e l i g i o u s p o i n t of
view can r e a s o n a b l y be m a i n t a i n e d i n a s c i e n t i f i c m i l i e u , and, i f s o ,
what f o r m ( s ) i t might t a k e .
Prerequisites:
Distribution:
None
Humanities
Time:
I1
Room:
Old Main 25
Meister
---
E c k h a r t a s M y s t i c and P h i l o s o p h e r
Instructor:
Mark F u e h r e r
M e i s t e r E c k h a r t was one of t h e most a r t i c u l a t e spokesmen of t h e movement
known a s R h i n e l a n d M y s t i c i s m i n t h e l a t e m i d d l e a g e s . T h i s c o u r s e w i l l
a t t e m p t t o a n a l y s e E c k h a r t ' s l a n g u a g e a s a m y s t i c and d e t e r m i n e what
p h i l o s o p h i c a l p r e s u p p o s i t i o n s h e h o l d s and how t h e s e p r e s u p p o s i t i o n s
d e t e r m i n e h i s thought
.
Prerequisites :
None
Distribution:
Humanities
Time:
I
Room:
Old Main 2 2
Physical Education
S p e c t a t o r s h i p o r Hev!
W h a ~ ' sGoing on Out T h e r e
Instructors:
Edor Nelson
Ed S a u g e s t a d
A c l a s s r o o m c o u r s e Eor t h e n o n - p a r t i c i p a n t .
An o r i e n t a t i o n o l t h e
s p e c t a t o r to the techniques, strategy, scoring, e t c . i n the sports
g f F o o t b a l l , s o c c e r , h o c k e y , and w r e s t l i n g .
This course does not
a p p l y t o the major i n physical education.
Prerequisites
Distribution:
:
None
None
Time;
I
Room:
Melby H a l l
12
Recreation A c t i v i t i e s
Rhythms
Instructor:
LaVonne P e t e r s o n
Theory and p r a c t i c e i n t e a c h i n g r e c r e a t i o n a l a c t i v i t i e s , s o c i a l r e c r e a t i o n ,
low-organized games, r e l a y s , camp a c t i v i t i e s , s k i t s and s t u n t s , m u s i c a l
games, s i m p l e c r a f t s , f o l k and s q u a r e d a n c i n g .
prerequisites:
Sophomore s t a n d i n g , n o t open t o Freshmen
Distribution:
I
Time:
Room:
Gymnasiu~niqorth Court
Physics
P r o g r e s s : R e a l i t y o r Myth?
1.
II
Instructor:
Mark E n g e b r e t s o n
S c i e n c e and t e c h n o l o g y played an i m p o r t a n t r o l e i n t h e development o f
t h e n o t i o n o f p r o g r e s s i n t h e e i g h t e e n t h and n i n e t e e n t h c e n t u r i e s .
New developments i n t e c h n o l o g y made p o s s i b l e t h e r a p i d growth of w e a l t h
and power i n much o f t h e w e s t e r n w o r l d . Now, however, " p r o g r e s s " h a s
l o s t i t s l u s t e r ; many a r e blaming s c i e n c e and t e c h n o l o g y f o r b e t r a y i n g
t h e i d e a l s and dreams of modern s o c i e t y .
Thomas ~ u h n ' si m p o r t a n t book, The S t r u c t u r e o f S c i e n t i f i c R e v o l u t i o n s ,
p r o p o s e s t h a t t h e n o t i o n of p r o g r e s s i s i t s e l f C a u l t y . A f t e r a s t u d y
o f t h e s c i e n c t i f i c , s o c i a l , and r e l i g i o u s r o o t s o f t h e i d e a o f p r o g r e s s ,
we w i l l c o n s i d e r t h e c u r r e n t d e b a t e a b o u t t h e u s e s and a b u s e s o f s c i e n c e
i n our world.
One s h o r t s e m i n a r and a w r i ~ t e nr e p o r t w i l l be r e q u i r e d , i n a d d i t i o n t o
r o u t i n e r e a d i n g s . Guest l e c t u r e r s and f i l m s w i l l be i n t e r s p e r s e d w i t h
c l a s s r o o m l e c t u r e s and d i s c u s s i o n .
Prerequisites:
Distribution:
Time:
Room:
None
F u l f i l l s Urban S t u d i e s r e q u i r e m e n t
11
Science H a l l 22
Understanding t h e Weather
Instructor:
Kenneth E r i c k s o n
4n i n t r o d u c t i o n t o t h e e a r t h ' s w e a t h e r , i t s c a u s e s a n d c h a r a c t e r .
l e s i g n e d f o r t h o s e i n t e r e s t e d i n w e a t h e r and w e a t h e r p r e d i c t i o n , t h i s
c o u r s e s e e k s t o p r o v i d e s t u d e n t s w i t h a n u n d e r s t a n d i n g of t h e b a s i c
s c i e n c e p r i n c i p l e s required f o r understanding weather.
It i s a l s o
h o p e d t h a t s t u d e n t s w i l l g a i n an a ~ p r e c i - t i c n f o r t h e o v e r a l l weat:her
p a t t e r n s o f t h e e a r t h a n d f o r t h e manv and v a r i e d a s p e c t s o f w e a t h e r ,
i n c l u d i n g t h e i n f l u e n c e weather h a s on t h e e a r t h ' s i n h a b i t a n t s .
Topics
t o be d i s c u s s e d i n c l u d e : t h e r e l a t i o n s h i p o f s u n , e a r t h and a t m o s p h e r e ;
i m p o r t a n t p h y s i c a l q u a n t i t i e s s u c h a s t e m p e r a t u r e and p r e s s u r e ; c l o u d s
a n d p r e c i p i t a t i o n ; u n u s u a l c o n d i t i o n s l i k e t o r n a d o s and h u r r i c a n e s ;
t e c h n i q u e s and i n s t r u m e n t a t i o n f o r w e a t h e r m o n i t o r i n g and c o n t r o l ;
a v i a t i o n w e a t h e r ; and t h e i n f l u e n c e o f w e a t h e r o n p o l l u t i o n .
Course
a c t i v i t i e s i n c l u d e l e c t u r e s , e x p e r i m e n t a t i o n , f o r e c a s t i n g , and g u e s t
s p e a k e r s whenever p o s s i b l e .
Prerequisites:
Distribution:
High S c h o o l A l g e b r a
Natural Science
Time:
I
Room:
Science H a l l 22
Independent Study i n Experimental Physics
I n s t r u c t o r : T h e o d o r e Hanwick
This course provides t h e opportunity f o r students t o systematically
e x p l o r e a problem i n experimental physics.
The s t u d e n t s h o u l d s e l e c t
a t o p i c f o r i n v e s t i g a t i o n from o n e o f t h e f o l l o w i n g a r e a s : s p e c t r o s c o p y ,
h o l o g r a p h y , a s t r o n o m y , o r e l e c t r o n i c s . An i n - d e p t h u n d e r s t a n d i n g o f t h e
s e l e c t e d t o p i c w i l l be a c q u i r e d t h r o u g h s t u d y o f a p p r o p r i a t e r e s o u r c e
n a t e r i a l a n d by means o f a c t u a l e x p e r i m e n t a l i n v e s t i g a t i o n .
Each s t u d e n t
i s r e q u i r e d , b e f o r e t h e s t a r t of t h e i n t e r i m , t o d i s c u s s h i s t o p i c o f
i n v e s t i g a t i o n w i t h t h e i n s t r u c t o r and p r e s e n t a t e n t a t i v e p r o p o s a l
: ! e s c r i b i n g how t h e s u g g e s t e d work i s t o be c o m p l e t e d .
A final written
-c;cr!
o n !he ~ r o j e c t\ $ i l l b e r e q u i r e d a t t h e e n d o f t h e i n t e r i m .
Prerequisites:
Junior o r s e n i o r physics major o r permission of the
instructor.
Distribution:
Time: I
Room:
S c i e n c e H a l l 25
Political Science
R a t i o n a l Ignorance & J u s t i c e
Instructor:
Myles S t e n s h o e l
1
Focus i s upon John Rawls' e x t r a o r d i n a r y work, A Theory of J u s t i c e , and
h i s a t t e m p t t o p r o v i d e an a l t e r n a t i v e t o r e c e i v e d t h e o r i e s of p o l i t i c a l Course g o a l s w i l l be t o u n d e r s t a n d h i s t h e o r y , i t s
economic j u s t i c e .
s t r e n g t h s and weaknesses, i t s i m p l i c a t i o n s f o r c u r r e n t s t r u c t u r e s ,
programs and p r o p o s a l s . W r i t i n g ? Yes.
Prerequisites:
Distribution:
Freshmen o r sophomores by p e r m i s s i o n of t h e i n s t r u c t o r ,
J u n i o r s o r s e n i o r s who have a concern f o r v a l u e s and
a w i l l i n g n e s s t o w r e s t l e w i t h i n t e l l e c t u a l problems.
S o c i a l Science
Time:
I
Room:
Old Main 18
Poli. Sci. (summer)
85340 ( P o l i t i c a l S c i e n c e )
98340 (Speech)
The B r i t i s h
--
Design f o r Mass Media
Instructor:
Milda Hedblom
Study of B r i t i s h mass media, based i n London, f o r s t u d e n t s of p o l i t i c s ,
communications, s o c i o l o g y . B r i t i s h mass media a r e noted f o r high q u a l i t y
p r o d u c t i o n . and c o n t e n t . We w i l l s t u d y t h e c u l t u r a l , p o l i t i c a l and
a r t i s t i c r e a s o n s f o r t h e i r eminence; t h e r e w i l l be i n t e n s i v e i n t e r v i e w s
w i t h BBC and ITV t e l e v i s i o n and r a d i o e x e c u t i v e s t a f f , London newspaper
and magazine e d i t o r s , Members of P a r l i a m e n t and B r i t i s h s c h o l a r s o f mass
c m u n i c a t i o n s ; we w i l l v i s i t major media c e n t e r s i n London a s w e l l a s
t a k e v i s i t s t o c u l t u r a l a t t r a c t i o n s i n Oxford, S t r a t f o r d and o t h e r
nearby a r e a s .
Topics we w i l l s t u d y d u r i n g t h e f i r s t h a l f of t h e i n t e r i m i n c l u d e
B r i t i s h views on t h e p r o p e r use o f t h e mass media, t h e n a t u r e of
p o l i t i c a l c o n t r o l s , funding p r o v i s i o n s and o t h e r s . Approximately t h e
l a s t two weeks of t h e i n t e r i m w i l l be devoted t o independent work
(under t h e s u p e r v i s i o n o f t h e c l a s s i n s t r u c t o r ) w i t h each s t u d e n t s t u d y i n g a p a r t i c u l a r a s p e c t o f one medium, such a s t e l e v i s i o n news p r o d u c t i o n ,
o r p r i n t c e n s o r s h i p r u l e s o r r a d i o o v e r s e a s programming, e t c . Some
i n d i v i d u a l s may s e l e c t t o p i c s r e q u i r i n g- r e g- i o n a l t r a v e l , such a s Wales,
o r S c o t l a n d . T h i s i s a c c e p t a b l e but w i l l be a s e p a r a t e c o s t and
i n d i v i d u a l l y a r r a n g e d i n England.
The same i n s t r u c t o r w i l l a c c e p t s t u d e n t s f o r independent s t u d y i n
British politics.
Prerequisites:
Permission of i n s t r u c t o r
Distribution:
Social
Science
Grading:
Cost:
O p t i o n a l , p r e f e r e n c e t o PIN
$895.00
C
Psychology
-
Instructor:
General Psychology
Norman Ferguson
introducatioh t o the mador eontenk areas wtthlln psychology inciuding
b i ~ l ~ g i ~bgmla s of behevtor, develapmnt, Ieamkg, language and memDry,
perception a d s l e e p , rntrtivation and motion, pettionalfty, paychopathol~/ogy,
and psychotherapy. Reading turd dfaeusaim. me c2-a will be condudred
u a i n g the q u a a t i o r ~ - - a n m ~ and
open diseuslion method* Inatead oE using
klie Lecture mathad. Heavy emphasis w i l l be placed on inclass parrictpapion by eacft student. Mequoto preparation prier to each clasa swsion
w i l l be assumed.
Not recommended f o r s t n d e n t s i n t e n d i n g t o major i n psychology.
Prerequisites:
None
Distribution:
Natural Science
Time:
I
Room:
Old Main 19
The a i l d ' s
---
World:
Cognitive Development
Instructor:
Grace Dyrud
A s t u d y w i l l be made of t h e development of t h e c h i l d ' s r e p r e s e n t a t i o n
o f e v e n t s ; n o t i n g s t a g e s and examples i n l a n g u a g e , r e a s o n i n g , and
judgment. There w i l l be a f e e o f a p p r o x i m a t e l y $3.00 f o r m a t e r i a l s .
Pretequisites :
None
Distribution:
None
Time:
I
Room:
Old Main 7
Computer A p p l i c a t i o n s
&
Behavioral Science
I n s t r u c t o r : R i c h a r d Marken
An i n t r o d u c a t i o n t o t h e u s e of computers f o r t h e a n a l y s i s o f b e h a v o r i a l
d a t a and s i m u l a t i o n o f b e h a v i o r a l p r o c e s s e s . S t u d e n t s w i l l l e a r n t o
w r i t e programs t o do s t a t i s t i c a l a n a l y s e s s u c h a s c o r r e l a t i o n and l i n e a r
r e g r e s s i o n s , a n a l y s i s o f v a r i a n c e , and c h i - s q u a r e .
Programs w i l l be
S t u d e n t s w i l l a l s o s t u d y t h e b e h a v i o r of programs
w r i t t e n i n FORTRAN I V .
which s i m u l a t e i n t e r e s t i n g b e h a v i o r a l and b i o l o g i c a l p r o c e s s e s such a s
p e r c e p t i o n , l e a r n i n g , and e v o l u t i o n . Each s t u d e n t w i l l be r e q u i r e d t o d o
a programming p r o j e c t on a t o p i c o f i n t e r e s t . T o p i c s f o r p r o j e c t s have
been q u i t e v a r i e d and h a v e ranged From d e m o n s t r a t i o n s o f theorems i n
s t a t i s t i c s t o s i m u l a t i o n o f rumor p r o p a g a t i o n i n crowds.
Prerequisites:
Distribution:
G e n e r a l Psychology
None
Time:
I1
Room:
Scierice H a l l 312
Women and God
Instructor:
Eugene S k i b b e
For men and women: What i s t h e s i g n i f i c a n c e o f women i n r e l a t i o n
t o God and i n t h e c o n t e x t o f o r g a n i z e d r e l i g i o n , e s p e c i a l l y t h e o l r i s t i a n
r e l i g i o n ? T h i s i s n o t o n l y an academic problem, which i n v o l v e s a n a l y z i n g
p a s t t r a d i t i o n s and i n s t i t u t i o n a l a r r a n g e m e n t s , b u t a l s o a p e r s o n a l
q u e s t i o n , which c a n be answered o n l y by p e r s o n a l r e f l e c t i o n and m u t u a l
In
d i s c o v e r y . H o p e f u l l y t h i s c o u r s e w i l l b e n e f i t p e o p l e i n both ways.
e a r l y s t a t e s o f d e s i g n i n g t h e c o u r s e t h e t e a c h e r w i l l s e e k h e l p irom
s t u d e n t s i n t e r e s t e d i n t h i s t o p i c . The c o u r s e w i l l p r o b a b l y i n c l u d e a
s t u d y o f ( a ) r e f e r e n c e s t o women i n B i b l i c a l l i t e r a t u r e , ( b ) n o t a b l e
women i n W e s t e r n r e l i g i o u s h i s t o r y , ( c ) t h e r o l e o f women and t h e female
p r i n c i p l e i n non-Western r e l i g i o n s , ( d ) f u n d a m e n t a l problems of human
p e r c e p t i o n , l a n g u a g e and c u l t u r e w i t h r e g a r d t o r e a l i t y and s e x u a l i t y ,
( e ) t h e r e l a t i o n o f t h e G o s p e l t o s e x u a l d i f f e r e n t i a t i o n , ( f ) women
r e l i g i o u s and t h e o l o g i c a l l e a d e r s t o d a y . The a p p r o a c h w i l l i n c l u d e
a s s i g n e d r e a d i n g s , d i s c u s s i o n s , o u t s i d e s p e a k e r s , and ( p r o b a b l y ) a
w r i t t e n r e s e a r c h p r o j e c t . Taught ( o r c o o r d i n a t e d ) by a man.
Prerequisites:
Distribution:
R e l i g i o n 111 o r 221
Religion
Time:
I1
Room:
S c i e n c e 320
Social Work
Practicum i n Human S e r v i c e s
Instructor:
Vern Bloom
With f a c u l t y a p p r o v a l , s t u d e n t s e l e c t s a placement a s a h a l f - t i m e
v o l u n t e e r i n a s o c i a l agency o r i n s t i t u t i o n .
O p p o r t u n i t y t o know
s o c i a l work p r o f e s s i o n a l s , s o c i a l s e r v i c e d e l i v e r y s y s t e m s , and c a r e e r
a s p e c t s i n t h e h e l p i n g v o c a t i o n s . Independent s t u d y w i t h a t e n paper
r e p o r t and review c o n f e r e n c e s . E s p e c i a l l y r e c m e d e d f o r freshmen
and sophomores.
Prerequisites:
Distribution:
Consent of i n s t r u c t o r
Required f o r S o c i a l Work m a j o r s
Time:
I
Room:
Memorial H a l l 1
Sociology-SocialWork
Human S e r v i c e
----
Issues i n Selected
Areas
Instructor:
Tony Wagner
Seminars c o n s i s t i n g of a n i n t r o d u c t i o n of t h e major s o c i a l p o l i c y i s s u e s
and s e r v i c e d e l i v e r y s t r u c t u r e s a s s o c i a t e d with s e l e c t e d a r e a s of s o c i a l
work p r a c t i c e .
Areas i n c l u d e s o c i a l s e c u r i t y , mental r e t a r d a t i o n ,
a l c o h o l and chemical dependency, y o u t h , a g i n g , w e l f a r e e c o l o g y , and
s e r i s m i n s o c i a l work. F i e l d e x p e r i e n c e o f 16 h o u r s p e r week.
Prerequisites:
Distribution:
351 and j u n i o r , o r p e r m i s s i o n of i n s t r u c t o r
Required f o r S o c i a l Work majors
Time:
I
Room:
Old Main 1
Principles
of Sociology
Instructor:
Robert Grams
Both the p o p u l a r p r e s s and i n f o r m a l d i s c u s s i o n s s u g g e s t an i n c r e a s e d
concern about t h e v i a b i l i t y of o u r i n s t i t u t i o n s and s o c i a l r e l a t i o n s h i p s .
One c o n s t a n t l y h e a r s about t h e l a c k of cohesiveness of f a m i l i e s , t h e
dehumanizing e f f e c t s of l a r g e o r g a n i z a t i o n s , problems r e g a r d i n g the
d i s t r i b u t i o n of wealth and p o l i t i c a l power, t h e mounting crime r a t e , the
i n a b i l i t y of o u r i n s t i t u t i o n s t o r e h a b i l i t a t e c r i m i n a l s , and s o f o r t h .
T h i s c o u r s e p r o v i d e s an overview of what t h e s o c i o l o g i s t h a s t o o f f e r
i n r e g a r d t o such i s s u e s . More s p e c i f i c a l l y , t h e c o u r s e c o n s i s t s of a
each of which p r o v i d e s an overview of t h e s o c i o l o g i s t ' s
s e t of u n i t s
a n a l y s i s o f some a s p e c t of s o c i a l l i f e . Each u n i t w i l l be approached
through a combination o f l e c t u r e s , readings, d i s c u s s i o n s and assignments
designed t o h e l p t h e s t u d e n t a p p l y what i s being l e a r n e d .
--
Prerequisites :
Distribution:
None
Social Science
Time:
I
Room:
Old Main 27
Blue C o l l a r s and Hard H a t s :
-----
The C u l t u r e of t h e Working Class
Instructor:
Cordon Nelson
I n an i n c r e a s i n g l y b u r e a u c r a t i c s o c i e t y , t h e manual l a b o r e r and c r a f t
worker have tended t o be r e l e g a t e d t o a s t e r e o t y p e d , s u b c u l t u r e s t a t u s
i n American urban l i f e . T e l e v i s i o n ' s Archie Bunker i s a s good an example
a s any of t h e s t e r e o t y p e . This c o u r s e w i l l examine t h e American working
c l a s s , e s p e c i a l l y a s i t i s found i n t h e urban s e t t i n g , i n an a t t e m p t t o
d e t e r m i n e whether t h e s t e r e o t y p e i s a v a l i d one. The c o u r s e w i l l
i n c l u d e r e a d i n g s i n some of t h e c u r r e n t l i t e r a t u r e on t h e t o p i c , f i e l d
o b s e r v a t i o n s i n working c l a s s s e t t i n g s , and a f i n a l examination.
P r e r e q u i s i t e s : None
Distribution:
S o c i a l S c i e n c e o r Urban
Time:
I
Room:
Old Main 21
R a c i a l and
--
M i n o r i t y Group R e l a t i o n s
I n s t r u c t o r : J e r r y Gerasimo
The dimensions of r a c i a l and m i n o r i t y group r e l a t i o n s . Major a t t e n t i o n
i s focused upon p r e j u d i c e , r a c i s m , and t h e r o l e o f s e l f - u n d e r s t a n d i n g .
T h i s c o u r s e w i l l be o f f e r e d on P/N b a s i s o n l y .
prerequisites:
Time:
I1
Room: Old Main 27
Speech
Values and
--
Conununication:
Socrates, Jesus, Kierkegaard,
Buber
I n s t r u c t o r s : Ray Anderson
John Benson
A s ~ u i l vc ' r i Ivrrns uT t l i s c o u r s c v h i c l ~a r e inrenrleil 1 0 c:rrnml~tiic:~teb a s i c
valries and view8 o t l iTe. The Lulms are many n11c1 v a r i e d , emhrecing H I ~
r l Fvcrse a c t i v i 1 : i e s as S v c r n r i c qliesr i o n i u p , Jesus's u s e o l p a r a b l e and
sy~~lrolic
a c t i o n : Kierlte,qanrd ' a i . ~ ~ d i r c ccommuni
t
c a t i o r r , am! H r ~ l j e r ' sw e
of u f d i a l o g u e . A l l Inur 0 1 c l ~ e s einen e:rplurect l lie r e l a c i o n s l ~ i po f i o n
and corxext i n com\~unicotion. A c e n t r a l rocus w i l l !IF: How and wily d i d
these men conununicntc as they d i d ? 7lie course w 3 1 1 i n v n l v e l e c r u r e s ,
r e a d i ~ q s ,d f s c ~ ~ s s i ~ >papers
ns,
and 9 tudeni s p e e c l ~ e s . Sume a t tendance a L
events ouestcLe of class may he r e q u i r e d ,
Prerequisites:
Distribution:
None
Does n o t f u l f i l l r e l i g i o n r e q u i r e m e n t , but may be used
f o r s p e e c h , c o m u n i c a t i o n s o r r e l i g i o n major.
Time:
I1
Room:
Old Main 7
C ~
I n t e r c u l t u r a l Cmnnunications i n Mexico
Instructor:
J o e l Mugge
The i n t e r i m w i l l be based i n Mexico C i t y , Oaxaco, and a ~ e n e d i c ' t i n e
monastery i n t h e v i l l a g e of Ahuatepec n e a r Cuernavaca w i t h s m a l l g r o u p
f i e l d t r i p s t o o t h e r p a r t s of t h e c o u n t r y . T r a v e l t o Mexico w i l l b e by
c h a r t e r bus and t r a i n . Mexico p r o v i d e s a s e t t i n g where many p o l i t i c a l ,
s o c i a l , and r e l i g i o u s v a l u e s a r e much d i f f e r e n t than o u r own. The
c o u r s e w i l l e x p l o r e ways i n which t h e s e a s p e c t s of c u l t u r e i n f l u e n c e and
shape t h e communication p r o c e s s , both v e r b a l and non-verbal.
We s h a l l
a t t e m p t t o examine t h e b a r r i e r s t h a t block e f f e c t i v e communication
betbeen c u l t u r e s and e x p l o r e t h e ways t h e s e b a r r i e r s can be broken down.
T h i s w i l l be f a c i l i t a t e d through d i r e c t c o n t a c t with s e v e r a l d i m e n s i o n s
of Mexican l i f e - urban Mexico C i t y , t h e indigenous c u l t u r e of Oaxaca,
a d i s c i p l i n e d m o n a s t i c community, and the r e s i d e n t s of a s m a l l v i l l a g e .
S e v e r a l paperback t e x t s , an e x t e n s i v e d a i l y j o u r n a l , and a f i n a l p a p e r
w i l l be r e q u i r e d .
The c e n t r a l focus of t h e i n t e r i m i s an e x a m i n a t i o n o f
t h e p r o c e s s of communication between c u l t u r e s and t h e ways i n which
communication b a r r i e r s can be broken down. C o n s i d e r a b l e a t t e n t i o n w i l l
be g i v e n t o t h e way i n which c u l t u r a l v a l u e s e f f e c t t h e communication
process.
To accomplish o u r t a s k , we w i l l focus on such i s s u e s a s : t h e
c m u n i c a t i o n p r o c e s s w i t h i n t h e group i t s e l f ; t h e dynamics o f d e v e l o p ment w i t h i n t h e Third World n a t i o n s ; t h e o l o g i c a l i s s u e s r e l a t e d t o human
communication and Third World development; s p e c i f i c elements o f Mexican
c u l t u r e ; and t h e t h e o r y o f i n t e r c u l t u r a l communication.
Prerequisites:
None
Distribution:
Cost:
e s t i m a t e d $490.00
Theater Practicum:
C h i l d r e n ' s T h e a t e r Production
Instructor:
A i l e n e Cole
The members o f t h e c l a s s w i l l p l a n , r e h e a r s e , e x e c u t e t h e t e c h n i c a l
a s p e c t s o f t h e p r o d u c t i o n , and p r e s e n t t o a u d i e n c e s composed p r i m a r i l y
of c h i l d r e n a d r a m a t i c p r o d u c t i o n approximately 50 m i n u t e s i n l e n g t h .
Prerequisites :
Distribution:
Time:
I and I1 (9:30-12:OO;
Room:
Speech Auditorium
1:OO-3:OO)
A r t11:
-
The A r t s of Europe
Instructor:
R e i d a r Dittmann
B e g i n n i n g w i t h a b r i e f s t a y i n I t a l y f o r a background e x p o s u r e t o t h e a r t
o t t h e R e n a i s s a n c e i n F l o r e n c e , t h e Yourse w i l l f o c u s on n i n e t e e n t h
c e n t u r y movements a s shown i n g a l l e r i e s i n Z u r i c h , Munich, Cologne,
Amsterdam, P a r i s , and London. R e l a t i v e l y b r i e f s t a y s i n t h e c i t i e s en
r o u t e w i l l be f o l l o w e d by one week each i n P a r i s and London. S t u d e n t s
w i l l be r e q u i r e d t o keep a j o u r n a l and p r e p a r e an e v a l u a t i v e p a p e r on
a s i n g l e a r t i s t r e p r e s e n t e d i n one o r more o f t h e c o l l e c t i o n s viewed.
Prerequisite:
Consent of I n s t r u c t o r
Distribution:
For d i s t r i b u t i o n r e c o g n i t i o n , c o n s u l t Chairman, Department
of Art
Enrollment:
Cost:
25
$895.00
Asian Studies
---
IIa:
Hawaiian I n t e r c u l t u r a l R e l a t i o n s
Instructor:
Ola E M i l l e r t
A s t u d y o f t h e i n t e r r e l a t i o n of c u l t u r e s , A s i a n , P o l y n e s i a n , and American,
which h a v e come t o i n t e r a c t w i t h each o t h e r i n Hawaii.
Participants will
be assumed t o have b a s i c f a m i l i a r i t y w i t h t h e American component, arid t h e
c o u r s e w i l l t h e r e f o r e c o n c e n t r a t e on Asian and P o l y n e s i a n t r a d i t i o n s a s
shown i n s o c i a l c u s t o m s , r e l i g i o n , and t h e a r t s , and on t h e consequences
o f t h e i r i n t e r a c t i o n w i t h t h e American t r a d i t i o n i n t h e 5 0 t h s t a t e .
Two weeks a t t h e U n i v e r s i t y o f Hawaii i n H o n o l u l u , w i t h l e c t u r e r s from
b o t h t h e U n i v e r s i t y o f Hawaii and t h e East-West C e n t e r , w i l l be f o l l o w e d
? y a t h i r d week a t Brigham Young U n i v e r s i t y - Hawaii Campus a t L a i e .
Representatives o f the various Polynesian i s l a n d s w i l l t a l k about t h e i r
h e r i t a g e , and p a r t i c i p a n t s w i l l have a c c e s s t o t h e p o l y n e s i a n C u l t u r a l
C e n t e r w i t h i t s d i s p l a y s and performances.
I n t h e f i n a l week a t t h e
Makapalo R e t r e a t C e n t e r on t h e i s l a n d of Hawaii, t h e r e w i l l be summary
d i s c u s s i o n s and symposia based o n p a p e r s w r i t t e n by s t u d e n t s a b o u t t h e i r
s p e c i a l p r o j e c t . Ample o p p o r t u n i t y t o e x p l o r e h i s t o r i c s i t e s , e t h n i c
and a r t museums, r e l i g i o u s s h r i n e s --and t h e b e a c h e s . H a w a i i i t s e l f i s
a l i v i n g laboratory of i n t e r c u l t u r a l r e l a t i o n s .
Prerequisites :
Consent of I n s t r u c t o r
Distribution:
N~~~
Enrollment:
Cost :
25
$895.00
ST. OLAF INTERIMS ABROAD
Biology I I e o r I I I e : Human Ecology i n I s r a e l
I n s t r u c t o r : D a n i e l Palm
~ k l i g n d dto p m c e o study a d d 5 s m Q a f the 5 n b a m a b i e ~and
ra~&$o@ttps bm'kween mn , h u miltom and ItOhry, and the esxvfrmment
ta w k i & taa ,lPvea, tha EQU~BI WdLl be + n t e t e r d @ c i y in nawn.
U a c-.y
Wif~hi%
wiqw rnrrge PC u~f,mnticCgeerlagia;L, raciiil, a m d c a d &tnsXcal peqgecttvos, the pussuit @1
&a -emt
of a n can
' f i e l d trip8 w d JeterubaLm, to' llielf I*,
be partsuulnzLy r&m&,in&
khk W6t&mnma maboacd, &F sud~ t l d s e r a ,Lgw desert, and the
Red Sea a t E i l a t w i l l provide ample o p p o r t u n i t y t o l e a r n a t t h e c e n t e r s
of a n t i q u i t y . L e c t u r e s , d i s c u s s i o n s , and a s s i g n e d r e a d i n g s w i l l p r o v i d e
t h e background f o r t h e p r e p a r a t i o n of a paper d e a l i n g with some s p e c i f i c
t o p i c i n human ecology i n I s r a e l .
P r e r e q u i s i t e s : one s e m e s t e r of biology and one s e m e s t e r of b e h a v i o r a l
science.
Enrollment:
cost:
30
$1,100.00
Classics
u: Mediterranean
Culture
Instructor:
Lloyd Gunderson
The c i v i l i z a t i o n of Greece from t h e Bronze Age through C l a s s i c a l A n t i q u i t y
viewed from two p r i n c i p a l l o c a t i o n s , Heracleum and Athens. Daily l e c t u r e s
and v i s i t s t o Bronze Age Minoan s i t e s i n Crete a t Knossos, P h a i s t o s , and
M a l l i a , and c l o s e a t t e n t i o n t o t h e v a s t c o l l e c t i o n i n t h e Archaeological
Museum a t Heracleum.
I n Athens and i t s e n v i r o n s , w i t h the a i d of t h e
famed N a t i o n a l Museum, f u r t h e r s t u d y o f t h e Bronze Age of the Yycaneans,
and f i e l d t r i p s t o C l a s s i c a l s i t e s .
Prerequisites
: Consent o f I n s t r u c t o r
D i s t r i b u t i o n : None
Enrollment:
Cost:
25
$975.00
I, I
I I
French 111:
French Language, C u l t u r e , and T h e a t e r i n P a r i s
Instructor:
Verena Conley
F o r advanced s t u d e n t s i n French. A t t e n d a n c e a t p e r f o r m a n c e s i n t e g r a t e d
w i ~ ha n a l y s i s a n d t l i s c t ~ s o i o n , V l s l l r : l o a r t i s t i c snrl c u L ! ~ ~ r i exhibits.
#l
~ ' W Df u l l - d a y e x c u r s i o n s ( L O V e r s a i l l e s and dlartres) wi1I1 CL-encli-speak~ I I Kl c c l u r r r a .
i l p ~ i o n a iwcek-end C S C I I C S ~ O I I H to N ~ r m : ~ l i r l y . S t u d y oi
items 0 1 t o p i c a l i n ~ e r e s Li r l t l ~ ed a i 1 y ant! week1 y p r e s s .
One o f t h e
m o a t imlmrtnnt aspecks o f l a n e ~ ~ ~ rs t, ur d y d u r i n g the perio<l I s he four
l i u r ~ r so l cnnvers:ttional p r a c t i c e 411 Rrotrys u l t h r e e each, wilt1 a I'l*vnclj
s t u d e n t o f t h e U n i v e r s i t y of P a r i s a c t i n g a s t u t o r . S t u d e n t s w i l l keep
a d a i l y j o u r n a l i n French i n c o r p o r a t i n g r e f l e c t i o n s on t h e t h e a t r e and
o b s e r v a t i o n s on French l i f e .
Prerequisites :
Consent of I n s t r u c t o r
Distribution:
None
Enrollment:
Cost:
15
$895.00
German I I b :
--
E n c o u n t e r w i t h t h e Two Germanys
Instructor:
Hanno K l a s s e n
A s t u d y o f t h e s e p a r a t e ways o f Germany s i n c e 1945. Two weeks w i t h t h e
p e o p l e o f t h e German D e m o c r a t i c R e p u b l i c w i l l be f o l l o w e d by a c o n c l u d i n g
s t a y i n t h e F e d e r a l R e p u b l i c o f Germany. The c o u r s e i s d e s i g n e d t o u s e
t h e German l a n g u a g e f o r a c o m p a r a t i v e s t u d y o f t h e two Weltanschauugen
which h a v e shaped v e r y d i f f e r e n t p o l i t i c a l n a t i o n s .
I n t h e German D e m o c r a t i c R e p u b l i c t h e Youth H o s t e l i n L e i p z i g w i l l be t h e
c o n t a c t base.
S i d e t r i p s w i l l be made t o o t h e r p l a c e s o f c u l t u r a l i n t e r e s t .
Munich w i l l be t h e l o c a t i o n f o r i n q u i r i e s i n t o l i f e i n t h e F e d e r a l R e p u b l i c .
Students w i l l l i v e with h o s t f a m i l i e s . I n d i v i d u a l c o n t a c t with t h e people
i s s t r e s s e d . L e c t u r e s and d i s c u s s i o n s w i t h s t u d e n t s , r e l i g i o u s g r o u p s ,
v i s i t s t o s o c i a l and w e l f a r e i n s t i t u t i o n s , and a t t e n d a n c e a t a r t i s t i c
p e r f o r m a n c e s and e x h i b i t i o n s . D a i l y d i s c u s s i o n s . P a r t i c i p a n t s a r e
e x p e c t e d t o s p e a k German a t a l l t i m e s . Each s t u d e n t i s r e q u i r e d t o k e e p
a journal.
Prerequisites:
Distribution:
Enrollment:
Cost:
Consent o f I n s t r u c t o r
None
20
$895.00
Interdisciplinary J
&
:
I n d u s t r i a l Democracy i n Europe
Instructor:
Daniel Hellinger
I n t e r n a t i o n a l economic f o r c e s see111 L u i ~ ed r a w i n g Europe t o g e t h e r , w h i l e
e t h n i c and c l a s s c o n f l i c t s w i t h i n i n d i v i d u a l s t a t e s a r e s t r a i n i n g
n a t i o n a l c o h e s i v e n e s s . The c o u r s e w i l l f o c u s o n t h e f o r c e s o f c o h e s i o n
and c o n f l i c t , b o t h economic and p o l i t i c a l , which a r e s h a p i n g t h e form
and s c o p e o f i n d u s t r i a l d e m o c r a c y i n Europe. D i s c u s s i o n p l a n n e d w i t h
b u s i n e s s m e n , s c h o l a r s , t r a d e u n i o n i s t s , and p o l i t i c i a n s .
C i t i e s on t h e
i t i n e r a r y a r e Amsterdam, B r u s s e l s , Luxembourg, S t r a s b o u r g , P a r i s and
London.
Prerequisites:
Distribution:
Consent o f I n s t r u c t o r
None
E n r o l l m e n t : 25
Cost:
$895.00
M u s i c a:
Instrumental
-
2
Music i n England 1825-1977
Instructor:
M i l e s H. J o h n s o n
An i n s t r u m e n t a l e n s e m b l e o f 45-80 s t u d e n t s , s e l e c t e d by a u d i t i o n , w i l l
p a r t i c i p a t e i n a w o r k - s t u d y program d i v i d e d i n t o two s e g m e n t s :
1. The h i s t o r y , d e v e l o p m e n t , m u s i c a l and i n s t r u m e n t a l s t r u c t u r e , a n d t h e
l i t e r a t u r e o f t h e B r i t i s h Wind Band. D a i l y l e c t u r e s a n d / o r r e h e a r s a l s
w i t h t h e i n s t r u c t o r and w i t h B r i t i s h h i s t o r i a n s and m u s i c i a n s .
These w i l l
t r a c e wind m u s i c from H a n d e l t h r o u g h t h e g i a n t s s u c h a s H o l s t
2. S t u d y p r o j e c t s by g r o u p s o f s t u d e n t s on a s p e c t s o f m u s i c a l
isolated island culture.
Sample t o p i c s : The M u s i c o f H a n d e l , C a t h e d r a l
F e s t i v a l s , BBC and Music i n E n g l a n d , Music and Times o f E l g a r , J a c o b .
S o u r c e s f o r r e s e a r c h i n c l u d e t h e B r i t i s h Museum, C a t h e d r a l l i b r a r i e s .
L e c t u r e s and s t u d y w i l l be s u p p l e m e n t e d by a t t e n d a n c e a t c o n c e r t s a n d
f i e l d t r i p s t o O x f o r d , Cambridge a n d C o v e n t r y .
P r e r e q u i s i t e s : Acceptable audition
Distribution:
Enrollment:
Cost:
For d i s t r i b u t i o n recognition,
Department o f Music
45-80
$895.00
c o n s u l t w i t h Chairman,
Religion
E:C h r i s t i a n
Rome t o 1600 A.D.
I n s t r u c t o r : Harold Ditmanson
A s t u d y d e s i g n e d t o make C h r i s t i a n h i s t o r y come a l i v e through an exp1.ora t i o n o f C h r i s t i a n Rome a s an example of Western C h r i s t i a n h i s t o r y i n
i n microcosm.
Readings and l e c t u r e s w i l l be c a r e f u l l y i n t e g r a t e d with
d i r e c t e x p o s u r e t o s i t e s , monuments, a r t and a r t i f a c t s r e l a t e d t o t h e
development o f t h e a u r c h i n Rome. Beginning with t h e pagan c i t y , the
s e m i n a r w i l l c o v e r i t s t r a n s f o r m a t i o n i n t o a C h r i s t i a n c e n t e r and i t s
c o n t i n u e d importance throughout the Middle Ages. Recources i n c l u d e t h e
V a t i c a n Museum, Catacombs, B a s i l i c a e of S t . P e t e r and P a u l , papal tombs,
etc.
B r i e f v i s i t s w i l l be made t o F l o r e n c e , A s s i s i , Subiaco, Pompeii,
Pisa.
Prerequisites :
Consent of I n s t r u c t o r
Distribution:
Religion
Enrollment:
Cost:
35
$895.00
Religion
E:
Proclamation
S o c i a l Concern i n
------
of
Development: Dynamics
aristian
t h e Third World
I n s t r u c t o r : Ansgar Sovik
The s t u d y w i l l focus on t h e r e l a t i o n of o l r i s t i a n proclamation t o p o v e r t y ,
p o l i t i c a l o p p r e s s i o n and s o c i a l i n j u s t i c e i n t h e T h i r d World, and t h e
& r i s t i a n s V r e s p o n s i b i l i t y f o r working toward s t r u c t u r e s t h a t make
p o s s i b l e a t r u l y human e x i s t e n c e .
The Roman C a t h o l i c B e n e d i c t i n e
Monastery a t Ahuatepec n e a r Cuernavaca w i l l house p a r t i c i p a n t s . Members
o f t h e Monastery s t a f f and o t h e r q u a l i f i e d l e c t u r e r s w i l l s h a r e i n
d i r e c t i n g t h e r e a d i n g , s t u d y , and d i s c u s s i o n o f L a t i n American " l i b e r a t i o n
t h e o l o g y , " r e p r e s e n t e d by such w r i t e r s a s Bonino, Camera, T o r r e s ,
G u i t i e r r e s , F r i e r e , Gheddo, Paz, and G o u l e t , and by t h e " C h r i s t i a n f o r
S o c i a l i s m " movement i n L a t i n America.
D i r e c t exposure t o and involvement
i n community development p r o j e c t through which the church i s s e e k i n g t o
a c t u a l i z e i t s s o c i a l concern w i l l be an i n t e g r a l p a r t of t h e program.
Week-end f i e l d t r i p s w i l l f e a t u r e a r e a s of c u l t u r a l and r e l i g i o u s i n t e r e s t
such a s Mexico C i t y , t h e pyramids of T e o t i h u a c a n , t h e c o l o r f u l Aztec
m a r k e t town of T e p o z t l a n , t h e m a g n i f i c e n t a r c h a e o l o g i c a l remains a t
Oaxco, t h e c r a f t s c i t y of Taxco, e t c .
Prerequisites :
Freshman r e l i g i o n
Distribution:
Religion
Enrollment:
Cost:
20
$310.00 p l u s t r a n s p o r t a t i o n
Russian
Ia:
- I-
USSR:
A
-
C u l t u r a l Experience
Instructor:
James Walker
Focus on Kiev, Moscow, and Leningrad -- with t r i p s t o Zagorsk and
Vladimir-Suzdal -- t o e x p e r i e n c e a p o r t i o n of t h e r i c h c u l t u r a l h e r i t a g e
of t h e Russian p e o p l e , from t h e i r c l a s s i c church a r c h i t e c t u r e t o t h e i r
b a l l e t , from t h e i r f o l k music t o t h e i r contemporary a r t . Each p a r t i c i p a n t
w i l l be expected t o read i n a s p e c i a l i z e d a r e a of Russian c u l t u r e a s
p r e p a r a t i o n f o r t h e course and upon r e t u r n t o campus submit a p a p e r on
one a s p e c t of s p e c i a l i z a t i o n based on s u c h r e a d i n g and p e r s o n a l e x p e r i e n c e s
i n t h e USSR. B r i e f v i s i t s t o Prague, Czechoslovakia and Warsaw, Poland.
Prerequisites:
Consent o f I n s t r u c t o r
Distribution:
None
1
Enrollment: 25
Cost:
$995.00 (round t r i p t r a n s p o r t a t i o n i s from Chicago)
Spanish
m: Spanish
Language, C u l t u r e , and T h e a t r e i n Madrid
Instructor:
Leon Narvaez
Aimed a t improving spoken S p a n i s h , widening c u l t u r a l e x p e r i e n c e , and
becoming a c q u a i n t e d w i t h t h e Spanish t h e a t r e .
Based i n Madrid w i t h
s t u d y t r i p s t o A v i l a , Toledo, t h e V a l l e y of t h e F a l l e n , E l E s c o r i a l , and
Segovia. A c t i v i t i e s i n c l u d e t u t o r i n g t h r e e t i m e s a week by S p a n i s h
s t u d e n t s from t h e U n i v e r s i t y of Madrid, f r e q u e n t v i s i t s t o t h e P r a d o and
o t h e r museums, a t t e n d a n c e a t t h e a t r e performances i n t e g r a t e d w i t h a n a l y s i s
and d i s c u s s i o n .
The group w i l l a l s o a t t e n d c o n c e r t s of t h e Madrid
Symphony, f i l m showings, and o t h e r c u l t u r a l f u n c t i o n s , a s w e l l a s
p r o t e s t a n t and C a t h o l i c church s e r v i c e s . S t u d e n t s w i l l keep a j o u r n a l
i n Spanish.
Prerequisites:
Consent of I n s t r u c t o r
Distribution:
None
Enrollment:
Cost:
15
$895.00
INTERIM 1977
Addendum # 1
Education
-
Discovering t h e World of Kindergarten should be 44331 (Elementary) r a t h e r
t h a n 45331.
Foreign Language
76457
Spanish Novel
- Prerequisites
should be 76352, 76353
History
Mass Movements --i n t h e Black
-
Community: 1880-1940
Instructor:
Ralph L. Crowder
The c e n t r a l focus of t h i s course w i l l be an examination of s e l e c t e d mass
movements w i t h i n t h e Afro-American community d u r i n g t h e p e r i o d of 18801940. Our i n q u i r y w i l l be guided by an a n a l y t i c a l and h i s t o r i c a l
c r i t i q u e of c r i t i c a l e r a s and key p e r i o d s w i t h i n t h e l a t e 1 9 t h and e a r l y
20th c e n t u r y Black experience. An e s t a b l i s h e d s e t of c r i t e r i a (eg.
movement composition and s t r u c t u r e , p a t t e r n s of r e c r u i t m e n t , i d e o l o g i c a l
underpinnings, g o a l s , e t c . ) w i l l s e r v e a s t h e p r i n c i p a l means of i n v e s t i g a t i o n . Throughout t h e c o u r s e , l e c t u r e s , s l i d e showings, r e c o r d s , t a p e s
and o u t s i d e s p e a k e r s w i l l amplify r e q u i r e d readings and r e s e a r c h .
E s s e n t i a l l y t h e course w i l l n o t o n l y d e f i n e Black H i s t o r y a s a w r i t t e n
and documented e x p r e s s i o n of a people; but i n a d d i t i o n , we w i l l t a p t h e
s o - c a l l e d e x p r e s s i o n s of t h e " i n a r t i c u l a t e " a s l e g i t i m a t e h i s t o r i c a l
concerns. T h e r e f o r e , t h e i s s u e of Black s u r v i v a l , s u r v i v a l s k i l l s , and
r a c e r e j u v e n a t i o n w i l l p l a y a paramount r o l e w i t h i n o u r a n a l y s i s . Two
a d d i t i o n a l a r e a s of concern w i l l be t h e r e l a t i o n s h i p of v a r i o u s segments
of t h e w h i t e community and t h e n e c e s s i t y t o d e f i n e and understand t h e
meaning and impact o f HISTORY.
It i s impossible t o understand t h e p o t e n t i a l and meaning o f t o d a y ' s
s t r u g g l e f o r Black l i b e r a t i o n w i t h o u t an understanding of i t s p a s t .
Black ~ m e r i c a n shave and c o n t i n u e t o e x i s t i n t h r e e dimensions ( i . e . t h e
products of an unescapable h i s t o r i c a l
p a s t , t h e p r e s e n t and t h e f u t u r e )
r e a l i t y f o r g i n g a r e c i p r o c a l r e l a t i o n s h i p with t h e p r e s e n t and d e s t i n y
of t h e f u t u r e . To make h i s t o r y one must comprehend h i s t o r i c a l f o r c e s
t h e f i r s t s t e p t o freedom f o r any oppressed people i s t o f i n d and f r e e
t h e i r h i s t o r y . A c r i t i c a l understanding of Mass Movements w i t h i n t h e
Black Community can and must p l a y a v i t a l r o l e w i t h i n t h i s s e r i o u s
challenge.
--
--
Prerequisites:
Distribution:
A p r i o r h i s t o r y course i s suggested. Lower D i v i s i o n
s t u d e n t s may e n r o l l w i t h i n s t r u c t o r ' s permission.
S o c i a l Science
Time:
I1
Room:
Old Main 19
Mathematics
61242
-
Basic Concepts of Mathematics: The D e m y s t i f i c a t i o n of Elementar
m m a t i c s w i l ~ c o u n ta s N a t u r a l Science d i s t r i b u t i o n requiremznt
Music
1 ' 82325
Modern N o n - t r a d i t i o n a l Music N o t a t i o n and I t s Uses
I n s t r u c t o r : Leland S a t e r e n
A s t u d y of contemporary musical s c o r e s which employ n o n - t r a d i t i o n a l n o t a t i o n ,
followed by o r i g i n a l c l a s s work i n n o t a t i n g musical sounds v i a g r a p h i c symbols.
Prerequisites :
Distribution:
Music 82224 (Theory)
None
Time:
I1
Room:
Music 10
Philosophy
-
c o u r s e s number 82135 and 82435 should be 83135 and 83435
P o l i t i c a l Scieace/Speech, Communication
85342 ( P o l i t i c a l Science)
98342 (Speech)
Mass Communication
-
Society
Instructor:
Milda Hedblom
E f f e c t s of mass communication on i n d i v i d u a l b e h a v i o r ; t h e u s e s and c o n t r o l of
mass media f o r p o l i t i c a l and s o c i a l purposes i n c l u d i n g p u b l i c o p i n i o n r e s e a r c h
and p o l i t i c a l p u b l i c r e l a t i o n s .
Prerequisites :
Distribution:
None
S o c i a l Science o r Humanities o r Urban S t u d i e s
Time:
I1
Room:
Old Main 8
P o l i t i c a l Science
(Summer )
85340
The B r i t i s h
-
Design f o r Mass Media
is
CANCELLED
The wrong course d e s c r i p t i o n was i n c l u d e d i n I n t e r i m c a t a l o g .
Physics
Progress
Or D i s a s t e r : Where Is Mankind Going?
Instructor:
It should be:
Mark Engebretson
Like i t o r n o t , s c i e n c e h a s become a v i t a l s o c i a l and i n t e l l e c t u a l f o r c e i n
modern America, m o s t l y f o r t h e wrong r e a s o n s . While " b e t t e r l i v i n g through
chemistry" and "progress i s our most important product" f i l l t h e media, s e r i o u s
t h i n k e r s g r a p p l e w i t h t h e u r g e n t problem of s u r v i v a l amid p o l l u t i o n , o v e r p o p u l a t i o n ,
and t h e i n c r e a s i n g r o b o t i z a t i o n of man.
T h i s c o u r s e w i l l look a t many of t h e misconceptions of s c i e n c e , and a t some of t h e
s o c i a l i s s u e s f a c i n g s c i e n t i s t s and n o n - s c i e n t i s t s a l i k e :
Texts :
A. Readings on t h e i d e a of p r o g r e s s : how we g o t h e r e
r e l i g i o u s and s o c i a l r o o t s
of t h e popular b e l i e f i n p r o g r e s s through s c i e n c e .
B. & I n q u i r y i n t o t h e Human P r o s p e c t , H e i l b r o n e r : c i v i l i z a t i o n a s we know i t
may be doomed!
The Next 200 Years Kahn; Mankind i s making more p r o g r e s s than ever!
C. The S t r u c t u r e of S c i e n t i f i c R e v o l u t i o n s , Kuhn: s c i e n c e does n o t n e c e s s a r i l y
l e a d t o p r o g r e s s o r happiness.
D. The P o v e r t y of Power, Commoner: a c a r e f u l s t u d y of t h e o p t i o n s i n o u r f u t u r e .
-
- - - - J
Open t o a l l s t u d e n t s .
Films w i l l augment l e c t u r e s and d i s c u s s i o n .
P r e r e q u e s i t e s : None
Distribution:
Urban S t u d i e s requirement
Time:
I1
Room:
S c i e n c e H a l l 22
Pra,rams in EL. ope
Program in Africa
Economics IIc: Business and Economics:
Multinational Corporations focus on Egypt119
Amin Kadir, Augshurg
Art 11: The Arts of Europe
6m Reidar Dittmann, S t . Oluf
Cost: $+@tH0
W i t h l l ~ t ~ ~ ~ i uionul
l t i ~d~- tu) rt l ) ~ ~ r ~for111
i t i ~ rO~~i ~ ~ I I S ~ Tt v
I ~- ~ S
i~
WII!
1 1 l ~ ~ ~ r v i Ill
u iIi<l ) t i i ~ ! , -~~I ~ ~ S ~ I I \rt)rIci.
CS~
tit) IIIS(JII~~II~
ii~m
art5rkp:111{11111 11rol1~~1ot1t
IIIY
~%;III\ ; \ ~ ~ i ' r i ~rt~r1>oriil
~rr
\vt)rltl. Since I(,$I
l < ~ y ~ , t iI<OI
i )~
SIITI,~
I t
i d j 1 1 kqnidlltls ;lrr 11t1t
f ~ ~ l f i l I p~IICI
[ l Inui11rtrn11)vtitioli is 1ni11im:iI. I ' l p p t is r c ~ * ( ~ i v iriy: ~ r ~ u ;cr tht c ~ ~ t i cth(rsi.
~ r ! d ~ ~ from
y s 111c, ~ r ~ ~ r r ~ Irr~sir~r.ss
r:;rr~
rulnlnlrnlty, I$LtI
h:
r:
r~
IaItI
i oI
tC
~c' ~
s ~"
l t u r ;und
i l 1.t41grr~us
11~l i d s pla\ u r ~ ~ a jr (d~vr111 31311 I~IIK 1t5I)USIII~!\S
ns11-1117~ I I I ~
prnctivcs, t l ~ crlrc
- ~ r l r ~ i t cdiduretlt I.~IIIII111ust'I)! t l r r C'i~itetl
States. Thus thesuccess of multinational corporations i n
I<~>-g?t(I~~)L,IILIS
tfr ;i I;lrgc d ~ g r v t 011
, I1i1b1riil)llit I ~LICI~I~SI
I
to
IIIC,ch:rr;lctt!r c ~ E
f \ lltilc18 IIII~III(YS
.ipl~roii~I~i*+.
I'iirti~,il,;u~thu i i f ~ t ~IIIC
~ IIILI~~II.
( l ~ ,t I'I(II~~II
c ~ w l j r > r i i t i11r11l
it~~~
td 111isinfis~ I~I~ 1 1 e r~1r1t1
: i I it5 r ~ j l vi l l l*:gyl~lTI ~ r i i ri1.111~lr
l
\\,it IT
c ~ n y ! l y ! (111
~ tt1t6~ ~ i ~ t i oI ~
~ iS
' s~ ~hih~or!
I I C S, t111.
S rolv I I ~
IIICIII~r ~ ~ i l c< ~ y i ~ rl d
' si ~ i i ) i r 11rs
trill IAI~IHII, Ihr lm;il ~ ~ ( ~ n usys1~111,
1it:Is. U I I ~ 1111: r o l r tlf YO) t-rn111~11t
ill co111rt11
of Ihe 11i1lIIJI>'S
woriomy. I.ec:tur~?i l>y IIII~
i v r unlwrts will hc :id(l~d
ro t h ( s ~
I+ ~llr
instructl~r\vIln i s t ~ i n l s c l l :I ~
< ~ !~* p t i a ~
I'hccuunc.
~.
will
Ilc bnscd i n t:;uru ~rmitlll i c l d trips t o :\luh:ir~cIri~l.Saqclrlr:~,
Memphis, Luxor, and Aswan.
Does not count toward major
Fulfills distrihution requirement nl :\trgsbttrg on/!/
Grading: Optional
Enrollment:
Cost: $895.00
Beginning w i t h a brief stay i n Italy for a background expos
ure to the art of the Renaissance i n Florence, the course will
focus on nirli!tt,rr~tllthtalttur! II~{JV~IIIPII~S ;IS shown i n galleries
i n Zurich, M~III~C.~I.
( :(1111g1itn.
.\IIS~
1~ri1:111i,Paris, and London.
Relatively Ilrit-t ~ t i i y 5ill LIlt-cllir.~I~II
I.OII~V will be followed
Students will be reby one wevk rgucl~i r ~P:iri> iirrtl I+OI~{~IIII,
quired to keep a journal and prepare an evaluative paper o n
a single artist represented i n one or more o f thecollections
viewed.
Counts totvard hrt Major
Fulfills distril~utio~~
requirement (Area B )
Enrollment. 8
Prerequisite:Consent of Instructor
Classics 11: Mediterranean Culture Cost: $975.00
Lloyd Gunderson, S t . Oluf
.fhr c.lvilizatirrn ( ~ (;r{btu.c
f
I r r m tllt.
Hronzr :\gr thrt111gh
vim r(l tram t \\,o 11r111i*i]>~tI
l~~i*i~tiut~s,
Ilernr-lcuri~;IIILI
;Z~~II!IIS,
l>uily Irvturos i i l ~ tvisits
l
t o Hrunzr
Age Mino:111sites iil (:rctc at LIIDSSOS.
t ' l ~ i ~ i s t;1
o1~1d
. Millliii,
( : ! i ~ ~ s i ~ * i411tiq11it
hl
v
;111dt!lt~w:III t ct1tit111
t o t l\v vast IX>IIIX-I
i o 111
~ tht!
~ ~\rcli:~t!o~o~ical Museum at Heracleum. In Athens and its environs, w i t h
the aid of the famed National Museum, further study of the
Bronze Age of the Mycanaeans, and field trips t o Classical
sites.
Counts toward mejor.
Fulfills distril~utionrequireme~~t
(Area A or B).
Enrollment: 25
French 111: French Language, Culture,
Cost: $895.00
and Theater in Paris
Verena Conley, S t . O l ~ f
German IIb: Encounter with the T w o Germanys
Hanno Klassen, S t . O l ~ f
Cost: $895.00
:\stud! I J ~tile xepurute rvuys olC;errlr;lily sillc~e1945. 'I*\r,rr
\r*i.ckb r v i l l ~
t l i v r ~ r p l cof tllc. (:crnl:lr~ Dt:uurcr;rtic I{c'l)~rl)lic
~ r , i~i ~
) ~e t J i ~ o t v c n ci t ?r ~
c * ~ u t5t;iy
i i ~ ~111
g t11t. i;t!<it~rd~l >,11>1ic
.Il ~ v r ~ ~* ~ur ~i~us rrtlesig~letl
o f <;~*~III~III>,
st*
l t r 4 1 s tIlc
~~ Ci~rrnik1~\~tl~II~I~L
for
- ii i , t ~ n ~ ~ - ~ i i r5111cly
u t i v t -n f tlie t w o ~ ~ ' ~ ~ I ~ ; I ~ I S ~ ~ I ~ ~ I ~ I I
sr,I~iclrII:IVI-~IILI~)~~~I
vt-r, (llffrrerrt p o l i t i ~ * ;l~~l i i t i o t ~ s
I n theGerln:111I)clnrwri~tir.Hepublic i h c j r l u t h Hostel i n
Leipzi w i l l IIC
tliccontnrt 1 ) ~ sSide
~ . trips will hcamade to
other j a c e s 11tcult~1r111
ir~tcrt.st.M u n r r h \\illh e t h e location
for inquiries into l ~ f ill
c thc I;edc.r;il Ilcpublic. Students \\,ill
l i v e w i t h host famllitbs I n ~ l i \ ~ ~<.ot~tact
d ~ ~ u lw i t h the people
is stressed. Lecturtdr :!nil dihc~lssior~s
t r i t h students and reli~ior~
R~~JIII)~,
s
vibita to .rwi:lI 311dv t ! l f : ~ r ~I t*~ s t i t i ~ l i ( l t and
~s,
IIIIL*IIL~~I~ICP
at ; ~ r t i ~ tli >
c ~~ ~ r f i ~ r ~A~I I~~ ri -i ~
s l~~ci lt i~i lsi ~Daily
~~~s
dih~ll%~itlllh.
Pi~rti<,ijml~
11rt.
t s ra)r~t*l,tcttt o sj)in:~k(:rrri~an at all
I irr~e,. I.:;lcl~ s ~ ~ i d c is
u tr w l i l i r c d t o kcel) it jourllal.
Counts toward German major.
Fulfills distribution requirement (Area A )
Enrollment: 20
Prerequisite:German 32
.
Interdisciplinary IIa: Theatre in London
Pat Quade, S t . 'Oluf
Cost: $895.00
Study o f drama through attendance at performances. More
than 40 theatres make L o n d o n the theatrical center of the
E r ~ n l i s l ~ - s p er ~\vurl(I
k i ~ ~311~1will c n i t I ) l ~S~U~PIIIS t o uxperlerlue variutles opdrunratic ruductio~ti.r r ~ u d c r iuld
r ~ tradi~lrruul.'I'lle courscb rvill ill\'oS)vc plu! i l t t e ~ l d u n cuntl
i ~ rlisCUS~IIIII,
I)i~rk>lsgt.
o\)s(:rv:lllcrri alld c.trr~scrvetlu~~.
Supplrb111e11tii1
vtslts ,irt5 p1ut111tdti1 l l ~ ~ c u l t u~ r~~l t~r ilt c t i (111
~ n1,011$
IIOII,
Stri~tforcl,Oxford, L I I I ~ ( : ~ ~ n ~ I > r i i Ii111cI
g e , l o ;I rcprcose~it;ilivt. rryiouel t Iltwtrr, S t ~ r d c ~will
~ t skeep j t r ~ ~ r n s l ~ .
(:OIIII~\
to\\;ir(l Engl~shor Speech major
Ftrlfills d~stril~utlo~r
ret~ulreme~~t
(Area :\ or HI
Grading is Pass/ No Credit only
Enrollment: 25
F o r advanced students i n French. Attendance at performances intc pr,~letl\tit li analysis i111t1clixc~~ssion.
\'isils 11);1rtistic and ctlht;rrt~ ex hillits. T w o full-tl:~ycoxcurslorla( t o (\.cbr.
Interdisciplinary IIb: Theatre in London
sailles and (:hafires) n i t h French-s leakin lectnrrrs. OptiilnToni C. 'l'hornton, .-Iugsl~urg
al week-enrl r.wcursir,ns t o Normiln& Stll$y of items t r i trlplCost: $895.00
r.;d i ~ i f v r l r rill
l tlrc! tiail! a1111 trci.kly prt:w. 0 1 i vc ~ thc
f
rnnst
Theatre i n London will provide the opportunity t o experst utiy c l u r i ~ q
the pcriod is LIlr
i1r11lort11111
; + u p ~ ~oft sI21r~u11jic
ience the finest theatre i n the world. T h e heart of the course
fnur Ittrun c ~ c't~nvt-rwtiol~:II
f
I)~;II'LI~P
ill KruuI)h of tllrci+
%%'ill
~ r l t u r ~ t ~~l rI~IdgIi h~~ ~ l r s ipl r~tg~ d t ~ ~ t hi ~ fIt:l~:~issal~ce,
rfl s
~:III,~I,wit11 ;I Irrtb11r11
51 IIC~~-III
t l w [ 111ivd!rsityt ~ 1':irls
f
;IV~III~
r n pcr*t!d
1)) the R ( y a l
I l e s t o r i t t i ~ i111d
~ r ~ i ~ ~ o i l c~IIv.
in t i ~ t n r S
. l u d t ! ~ ~tvlll
t s lir~-i)
~i
t l . ~ i l yji1iis11111
ill F r ( : ~ ~ cl11ci1rli
Sh;lkcspoirt. (:trrnp~rlv.I 1 e 0 l c l VIC, the YOIIIIR Vic, the NaI 111to t ! ~ w t r ~
IIII~
. ~ ~ ~ r ~ e r I>II
v : ~ l i t ~ ~ ~ ~
p ~ ~ r rc-fleclic)~~>
~ ~ t l r ~III~
tiirrlul I hcetrt.. :~llrlrrthcrs, \'isits t o ttic R r i t i ~ hkltlseurl~,
lirollrl~l i f e
the Victoria and Albert Museum, the National Portrait
Counts toward French major.
(;ollcry. the T a l e (:nllery, t l ~ 'fnsver
c
of I,rrndorr, the tiuust3
Fulfills distribution reuuirement (Area A).
of t':~rlinme~rt,r u ~ Stratford
d
up011hvon. 'I'irnc \\ill be nlGrading is Pas No Credit only.
luttuti for i n d r p c n d r r ~ iictivilics.
t
crudes \rill I)<!l m e d
Enrollment:
Prerequisite: French 51 with minimum grade of BI t f p~
lu~
~ and
s
produou p 1 1participition i a ~ ~ C . U S S ~ I J I of
s t t ~ d r ~ l tisl n' p r c ~ s s ~ o ~ l ~
tior~s,UIII~ 111x31111 j ~ t r r t ~ rl ct l~ o r d i r l
Show less
-
-
Title
-
Augsburg College Undergraduate Catalog, 2014-2015
-
Collection
-
Course Catalogs
-
Search Result
-
2014-2015 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2014-2015
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and studen...
Show more
2014-2015 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2014-2015
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change
without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2014
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college
community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin
Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you
will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core
of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an
exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you
can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, Ph.D.
President
2
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new
experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own
unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Minneapolis-based Day Program
Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on
campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program
students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC
consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the
University of St. Thomas.
Minneapolis-based Adult Undergraduate Program
Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format,
combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program
offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two
years. Augsburg also offers several additional majors that are available through evening, in-class courses, such as
American Indian studies, computer science, English/creative writing, and others in the Day Program.
Rochester-based Adult Undergraduate Program
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. As with the adult undergraduate program in Minneapolis, Rochester class are delivered in a
hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online
learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the
Minneapolis campus.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
3
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
4
for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice
Arena, and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the
city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two
graduate degree programs, hosting national and international figures at College-sponsored forums and events,
increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus
was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
•
•
•
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, MN.
Day Program
Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree
in a traditional weekday format.
Adult Undergraduate Programs
Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which men and women can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The
program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one
of the largest programs of its type among Minnesota private colleges.
In Fall 2014, the WEC program will begin a three year transition into the Adult Undergraduate Program (AU). Current
students may continue in the WEC program until spring semester 2017. New students will begin joining the AU program
in Fall 2014.
Program Transition Timeline
WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term,
the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be
able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will
continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out
of class coursework.
Adult Undergraduate Schedule
The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same
night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the
semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules,
creating an alternating schedule of classes.
Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending
on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of
6
the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four
courses each semester.
Minneapolis Campus
For a complete list of degree completion programs offered in the AU Program visit
www.augsburg.edu/academic/majors.
Rochester Campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its
expertise in teaching working adults. A variety of undergraduate majors are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and
superior technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making
them accessible to working adults. In addition to the degree programs that can be completed entirely in this location,
students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening
courses.
Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office
at 507-288-2886.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Green and Hiawatha light rail lines and the Central Corridor line, which provide easy access to
Minneapolis, St. Paul, and the Minneapolis International Airport.
7
Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and
services that enhance student learning by promoting personal development and well-being. The center occupies the
house located at 628 21st Avenue.
Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
8
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
9
Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
•
•
•
•
•
The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
•
•
•
•
American Chemical Society
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Campus Compact
Council of Independent Colleges (CIC)
Lutheran Education Council in North America (LECNA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the
institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
10
Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan
programs, athletic and/or school administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable
accommodations to its employees and students.
For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor,
Memorial Hall 19, 612-330-1058.
•
•
•
•
Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058.
Deputy Officer for Students:
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Athletics:
Assistant Athletic Director
Kelly Anderson Diercks
612-330-1245
diercks@augsburg.edu
Deputy Officer for Employees:
Director and Chief Human
Resources Officer
Dionne Doering
612-330-1602
doering@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and
opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
College. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
11
school officials who have legitimate education interests. A school official is a person employed by the College in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the
student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
12
Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail
account regularly. The A-Mail is a daily online publication on Inside Augsburg.
13
Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic
achievement, personal qualities and interests, participation in activities and employment, and potential for development
as a student and as a graduate of Augsburg College.
Visit the Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any
weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your
questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most
Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center
and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students:
•
•
•
•
•
•
•
•
•
•
•
•
•
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final, official
transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent. General Education Development (GED) scores may be presented
instead of the high school transcript.
Test Scores
First-year applicants are required to submit results from a college entrance examination, unless he or she has been
out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher,
counselor, or pastor (spiritual leader).
Essay
First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by
Augsburg faculty/staff/students.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included as a personal statement with the application and discussed individually with an admissions counselor. On
occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information
has been received. For example, new test scores, results of the present semester’s coursework, additional letters of
recommendation, or writing samples may be requested by the committee. If any additional credentials are needed,
the Office of Undergraduate Admissions will inform the candidate.
Notification of Admissions Decision
14
•
•
•
Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within
three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions.
Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the
housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Day Program Transfers and Adult Undergraduate (AU) Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for
transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information
section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester
credit hours, including courses in foundation areas (writing, etc.)
•
•
•
•
•
•
•
•
•
•
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office.
Applicants with less than one year of previous transferable college work should also have their official high school
transcript sent. The GED test certificate may be presented instead of the high school transcript.
Recommendations
One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a
supervisor, counselor, professor, or pastor (spiritual leader).
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admissions counselor. Academic recommendations
may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions Decision
Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two
weeks after the application file is complete and has been evaluated by the Admissions Committee.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Application for Readmission
Day students who have not registered for courses at Augsburg College for one semester or more, and
AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must
apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other
institutions during their absence from Augsburg must have an official transcript sent from each institution to the
Registrar’s Office. Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of
the term. The Student Standing Committee must review any applications from students who left on probation or who
were dismissed from the College.
15
Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling
in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office.
Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all
necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts
you may need for your application file.
Special Students (Second Degree)
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second
degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Student Admissions
International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the
Student Life section.)
International students should contact International Student and Scholar Services for an international student application
and financial requirements. All applicants must provide proof of financial solvency.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact
International Student and Scholar Services at:
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of
experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international coursework compares to courses and grades in the United States.
Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
16
Financing Your Education
College Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Day Program Tuition and Fees
Tuition (full-time enrollment):
Students are considered full-time when they take 12-18 credits during the semester. All associated costs must be paid by
the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan
through Student Financial Services.
Tuition (part-time enrollment):
This rate applies to students taking fewer than 12 credits in a semester.
Fees (full-time enrollment):
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and
the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply
fees.
Full Time Cost – Fall and Spring 2014-2015
Semester
Year
•
•
•
$16,883.00
$332.25
$1,055 per credit
$33,766.00
$664.50
$4,220 per 4 credits
Tuition –Full-Time (12-18 credits per term)
Fees – (12-18 credits per term)
Overload Fee –(over 18 credits)
Full-Time vs. Half-Time
Undergraduate students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be
considered full-time. This is an important distinction for accessing financial aid.
Part Time Cost – Fall and Spring 2014-2015
•
•
•
•
•
•
•
Tuition –Part-Time(less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Lifetime Activity Fee
Audit Fee(taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,055 per credit
$182.25 per term
$4,220 per 4 credits
$220.00 per course
$1,000.00 per course
$400.00
$800.00
Deposits
Enrollment Deposit (non-refundable): $150
Required of all new Day students after acceptance. If the student attends Augsburg College, the deposit is considered
initial payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be
forfeited.
Room and Board Costs:
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/academic-year-rate.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans.
17
Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH)
Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate.
Tuition:
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees:
The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may
have additional fees associated with them, such as lab or supply fees.
•
•
•
•
•
•
Adult Undergraduate
Weekend/Evening
Activity Fee
Campus Greening Fee
Rochester Undergraduate
Rochester Activity Fee
$457.50 per credit
$457.50 per credit
$20.00 per term
$5.00 per term
$394.75 per credit
$35 per term
$1,830.00 per 4.0 credits
$1,830.00 per 4.0 credits
$1,579 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis.
This includes completing the application process as outlined below and making satisfactory academic progress. In order
to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the
attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid
programs.
The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements
student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
18
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can
find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need any additional information about any of these programs.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans
•
•
Federal Perkins Student Loan
o A federally-funded program administered through Augsburg College for students who demonstrate financial
eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at
least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a
month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a
teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000.
Federal Stafford Student Loan
Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o
•
o
PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up
to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final
disbursement.
Further information about all student and parent loan programs can be found www.augsburg.edu/studentfinancial.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
•
Federal College Work Study Program and Minnesota State Work Study Program
o
Under these programs the federal or state government supplies funds on a matching basis with the College to
provide part-time work opportunities.
Satisfactory Academic Progress Policy
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
19
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
1) Minimum GPA requirements
•
•
Undergraduate Students
o Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record.
Graduate Students
o Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record.
2) Minimum Credits Completed
Undergraduate Students
Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed
credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as
defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not
Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted
towards the cumulative attempted credits.
Graduate Students
Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit
has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined
by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are
counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the
cumulative attempted credits.
3) Maximum Time Frame
Undergraduate Students
To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the
length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s
degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the
Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits.
A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to
notify the Student Financial Services Office in order to continue to receive financial aid.
Graduate Students
To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length
of the program.
Requirements to Meet Satisfactory Academic Progress Standards
1) Cumulative GPA
Undergraduate Students
Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by
Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher.
Graduate Students
Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher.
20
2) Minimum Credits Attempted
Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time,
must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or
better in each course.
3) Maximum Time Frame
Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the
program.
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the
students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student
Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning
must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude
when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid
Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can
continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as
determined by the Student Financial Services Office.
Financial Aid Probation
A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid
Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form
of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the
appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan.
Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic
plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case
basis and/or determined by the Student Financial Services Office.
Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because
grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be
disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the
financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be
canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on
the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by
the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for
the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be
decided by the SAP Committee. All decisions made by the Committee are final.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid
programs.
21
Financial Policies
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins
Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have
been completed.
Tuition Refund Policy
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund
financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date
of attendance. Students are responsible for the entire cost of the term including the portion previously covered by
financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from
college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “w”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
22
Financial Aid-Return of Aid Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, be an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. See the dates below. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student
received. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid
will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their
institutional aid.
Credit Refund Policy
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit Refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the Credit Refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore Policy
Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If
your bookstore charges creates a balance on your account you need to make payments in accordance with your
statement. Bookstore purchases charged to a student’s account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party:
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Service’s office along with your invoice request.
Additional Funds:
If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
23
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
•
•
•
•
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
24
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence Life staff are professional and student team members available to support students in
their academic and co-curricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television,
computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center
and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items by May 1:
•
•
•
Enrollment deposit
Housing deposit
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Housing
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves
Everyone), Hip Hop House, Environmental Neighborhood, and Honors.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses
the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments,
and studios are furnished with bed, desk, and dressers. Meal plans are optional.
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons.
25
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages.
Augsburg provides a variety of board plan options for those living in College houses or nearby apartments.
26
Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the College and the
surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at
Augsburg will add dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for
spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily
worship, Wednesday Night Holy Communion, bible studies, community outreach, retreats, peace and justice events,
concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus.
At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek
to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a
college of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality and shaping community.
The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support or information.
Student Government
The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support
and advocate for student concerns, needs, and activities. These student government groups serve as the official student
governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
College through quality transitional programs for new students as well as through leadership education.
CAO is made up of five program areas:
1. Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
2. Lesbian, Bisexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg
College by developing and supporting inclusive understandings of gender and sexuality, as well as by fostering a
community that honors and affirms the wholeness of all identities.
3. Student and Group Leadership Development
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering
first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training
program.
Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development.
27
4. Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources
and services; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover
why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg College.
5. Student Groups
CAO manages student groups on campus and provides them access to many benefits, including but not limited to:
organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences,
advising, funding and grants, and much more.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities.
Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and
Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Services, Event and
Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail
Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses
the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio)
office. Lockers are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles
are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals.
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines.
28
Examples of community service-learning sites include homeless shelters, cultural and environmental organizations,
tutoring programs, and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
•
Food to Share
Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students
in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o
•
On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o
•
Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1
pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any
purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become
members of and get a large box of produce each week.
Food to Know
o
•
o
Understanding our food system and community health through programs that educate on issues of hunger and
poverty, and cooking and gardening classes in the community and weekly on campus.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Bonner Leader Program
In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner
program, students develop deep community relationships and engage in long-term policy advocacy throughout their
four years at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical
backgrounds and experience in community and leadership work. Through placements with partner nonprofit
organizations and community programs, students work an average of 220 hours over the course of the academic year
supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing
29
program, community health outreach, and tutoring in afterschool programs and more. Beyond their work-study,
students participate in civic engagement efforts on campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
College’s culture of community and civic engagement.
30
Student Resources/Academic and Support Services
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual
projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 27,000
e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large
collection of media resources. A service-oriented staff provides students and faculty with research assistance and
instruction in the use of information resources. Arrangements are made for access by students with physical limitation
and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
http://inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in Lindell Library has 40 wireless laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their college years.
We help students and alumni:
• Assess their values, interests, personality, strengths, and skills
• Explore meaningful work options and majors that align with these elements
• Link academic majors with career paths
• Consider the role that vocation plays in their lives
31
•
•
•
•
•
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
•
Internships for Academic Credit
•
An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the student
wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement
plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies,
and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large
businesses, government agencies, museums, arts organizations, schools and churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two
credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for
the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per
week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward
the total credits required for the degree. Upper division internships completed off-campus for credit will
automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
•
Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG
EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to
practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time
during the academic year and/or full-time during the summer, but may have flexible start dates and schedules.
Students choosing to complete this option will register the internship during the term in which they will be
completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience.
The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and
evaluates the reflection process.
Work Connections (Available to WEC and AU students only)
o
o
o
Work Connections is a non-credit option available to WEC/AU students who are currently working full or parttime. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during the
term in which they intend to complete their reflection work. This option requires students to write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. The Director or Internship Coordinator of Career and
Internship Services supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
32
The Deidre Middleton Office of Academic Advising
Academic Advising orients new Day and Adult Undergraduate (AU) students to the academic policies and procedures of
the College and assists students with initial course selection. This office continues to serve students throughout their
tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments,
interpreting graduation requirements, providing degree-planning materials, and answering questions on student
academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the
work of professional staff advisors across campus.
All incoming students are assigned a faculty and staff advisor. Prior to the end of their sophomore year, when they have
completed 48 or more semester credits, students are required to declare a major and select a faculty advisor from their
chosen major. Majors and minors are declared online through AugNet Records and Registration. Students select a
faculty advisor from their major area of study using the Change of Major/New Advisor Form. All students are required to
meet with their assigned faculty advisor(s) each term prior to registration. Both day and Adult Undergraduate (AU)
students are encouraged to meet with their faculty advisor(s) as often as is necessary.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to college. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
•
Tutoring/Supplemental Instruction Services
•
ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in
specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support.
Conditional Admit Program (CAP)
o
Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do
not meet the program requirements, they will be continued in the CAP program, placed on probation, or
dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See
the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and
dismissal procedures.
Probation Advising
o
•
Students placed, continued, or returned to academic probation are required to meet with an approved
academic advocate. A registration hold is placed on the student's record, which will prevent registration, until
the student completes the probation requirements. Students who do not fulfill the necessary requirements of
their probationary status will be continued on probation and/or dismissed. For more information on probation
requirements, go to the Academic Skills Office website at http://www.augsburg.edu/acskills. See the Academic
Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal
procedures.
Augsburg Advantage at St. Kate’s (AASK)
o
•
o
o
Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects
students for the AASK program--a collaborative effort between St. Catherine University (St. Kate’s) and
Augsburg. The program assists students with the transition from high school to college with specific courses and
supportive programming. The program provides participants with the opportunity to complete similar
coursework that first-year students complete at Augsburg on an even smaller campus with more faculty
support. Students attend courses on the Minneapolis campus of St. Catherine University and have access to
both campuses for support, resources, and activities.
Upon successful completion of the first year (student must complete a minimum of 28 semester credits),
students are guaranteed sophomore status and will hav
Show less
-
-
Title
-
Murphy Square 2017: Murphy Square Visual Art and Literary Magazine
-
Collection
-
Literary Journals
-
Search Result
-
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed...
Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
60
No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
70
“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had
Show less
-
-
Title
-
Murphy Square 2017: Murphy Square Visual Art and Literary Magazine
-
Collection
-
Literary Journals
-
Search Result
-
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed...
Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
60
No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
70
“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had
Show less
-
-
Title
-
Murphy Square 2017: Murphy Square Visual Art and Literary Magazine
-
Collection
-
Literary Journals
-
Search Result
-
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed...
Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
60
No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
70
“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had
Show less
-
-
Title
-
Augsburg College Undergraduate Catalog, 1998-2000
-
Collection
-
Course Catalogs
-
Search Result
-
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession an...
Show more
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in full contact with the critical social, economic,
religious, and political phenomena of the modern
city. This education, however practical and professional, will be serviceable over the long haul only
to the degree that it respects and pursues certain
of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is
offered for the sake of improving both its students and the world itself.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. h a k e
President
I
Fall Term 1998
Summer..................................... Freshman registration
Sept. 6-81Sun.-Tues. .................... New student orientation
Sept. 9Ned. ................... ..........a..Upper-class validation
Sept. 91Wed. ................................ Classes begin
Sept. 15Dues. .............................. Last day to register
Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on
record
Oct. 30/Fri. ..................................Mid-term break
Last day to designate grading option
Nov. 6/Fri. ...............................
Last day to withdraw from class
Nov. 13/Fri. ................................
Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration
Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration
Nov. 26Ehurs. ............................ Thanksgiving recess begins
Nov. 30IMon. .............................. Classes resume
Dec. 1l/Fri. .................................. Classes end
Dec. 14-17IMon.-Thurs............... Final exams
Interim Term 1999
Jan. 4Mon .................................... Interim classes begin
Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without
notation on record
Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 27AVed.................................. Classes end
Spring Term 1999
Feb. 1IMon...................................
Classes begin
Last day to register
Feb. 5/Fri. ..................................
Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 29IMon. ............................... Mid-tendEaster break begins
Apr. 6Eues. ..................................
Classes resume
Last day to designate grading option
Apr. 9Rri......................................
Apr. 16/Fri................................... Last day to withdraw from a class
Apr. 19-3OIMon.-Fri. ...................Early registration for fall
May 14/Fri....................................Classes end
May 17-2OIMon.-Thurs. .............. Final exams
May 23ISun. ................................ .BaccalaureatdCommencement
TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 1999
Summer ...................................... ..Freshman registration
Sept. 5-7/Sun.-Tues. ..................... New student orientation
Sept. 8/Wed. ................................. Upper-class validation
Sept. 8fWed. ................................. Classes begin
Sept. 14flues. ............................... Last day to register
Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 29/Fri................................... .Mid-term break
Nov. 5/Fri. ....................................
Last day to designate grading option
Nov. 12Eri. .................................. Last day to withdraw from class
Nov. 15-Dec. 3Mon.-Fri. .............Interim registration
Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration
Nov. 25flhurs. ............................. Thanksgiving recess begins
Nov. 29flLIon. .............................. .Classes resume
Dec. 10/Fri. .................................. Classe end
Dec. 13-16Mon.-Thurs. .............. Final exams
Interim Term 2000
Jan. 3Mon ....................................Interim classes begin
Jan. 4flues. .................................. Last day to register, add a class, or drop a class without
notation on record
Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Classes end
Jan. 26/Wed. ................................
Spring Term 2000
Jan. 3 l/Mon. ................................Classes begin
Feb. 4/Fri. ................................... Last day to register
Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 2O/Mon. ............................... Mid-term break begins
Mar. 27/Mon. ...............................Classes resume
Apr. 7/Fri......................................Last day to designate grading option
Apr. 14/Fri................................... s t day to withdraw from a class
Apr. 17-28 Mon.-Fri. ................... Early registration for fall
Apr. 21/Fri. ................................... Easter break begins
Apr. 251Tues. ................................ Classes resume
May 1UFri.................................... Classes end
May 15-18Mon.-Thurs. ..............Final exams
May 21/Sun. .................................BaccalaureatdCommencement
Area Code
612
Academic Advising......................................................................................................
330-1025
.......................................................................................................
Academic Affairs
..330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ........................................................................................(800) 788-5678
AlumniRarent Relations .............................................................................................
330-1178
Athletics ......................................................................................................................
330-1243
Business Office (fees and accounts) ........................................................................
330-1029
Career Services.................................. ................. .................................................. 3 3 0 - 1162
College PastorICampus Ministry ............................................................................... .330-1732
........................................330-1180
Public Relations 6r Communication .......................
................................................................................
ConferenceEvents Coordinator
.330-1107
Development (financial gifts to the College) ...........................................................
330-1613
........................................................................................
Toll-free number
(800) 273-0617
Facilities Management ................................................................................................ 330-1104
Financial Aid (scholarships) .......................................................................................
330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Social Work Program ..................................................................................330-1307
Human Resources .......................................................................................................
330-1058
Interim Office .............................................................................................................
330-1150
Lost and Found ...........................................................................................................330-1000
President......................................................................................................................
330-1212
.........................................................................
..................*...................
Registrar
.-.
.330-1036
............................................................
Residence Life (Housing) ....................
3 3 0 1109
Student Activities ........................................................................................................ 330-1111
Academic and Learning Services ............................................................................... -330-1160
Student Government ..................................................................................................
330-1110
Summer School ...........................................................................................................
330-1787
Weekend College ........................................................................................................330-1782
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
c;
E
2.
T..
$:
>-,
-,
?+
xt
:2="
7.
I
7
MAJOR
FIELDS OF STUDY AND
AREASOF EMPHASIS
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Adrninistrat~on
Business AdministrationIFinance
Business Administration/lnteinational
Business
Busmess AdministrationIManagement
Business AdrninistrationlMarketing
Chem~stry(B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics @.A)
East Asian Studies '
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studles (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-majOr, licensure
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modern Languages '
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Yitrstrq :R.S -!?Peekend Cnllcqc onlv!
Phr!i?snnl~~
. I. :. TJ?
rh\rslcal Cdurafton
,;.
c;?
P5ysrchsn,b~i<,tai?~
P i ~ y ~ l (cBs A. or E.S.!
Y
.
-< rvbL
.J
Space Physics (B.S.)
Polit~calScience
Psychology
Religlon
Youth and Family Ministry
Russian, Central, and East European Area
Studies
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies '
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Office of the
Registrar. Some majors may have a competitive application process with acceptance
determined by the major department.
I Cooperallvc program r,l t h A\,o~ialed
~
College5
[he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy
~
o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts
r
to take
heg~t~nlngllntc
rmrd~~il~ladvanced
cour\cs not avatloble nl
~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c,
Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u
r e g ~ d e d~reclly
r
with file ACTC oJ$cc
'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita
111~1ilule
of Technology, Washlnglon IJnlve~s~ty
School of
Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al
Un~vtrsily
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 53 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community.
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
10 About Augsburg
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Apgsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With cumculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Tower,
Urness Tower, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. He has initiated a strategic
planning process intended to iden* the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 14,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day"
program, Augsburg offers a Weekend
College program for nontraditional
students and master's degree programs
in social work and leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Corners theatre district just a few blocks
away Downtown Minneapolis and St. Paul,
11
-
l2 About Augsburg
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 21st Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of t h e American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these
programs provide support s e ~ c e and
s
information to American Indian and
African American students.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center f o r
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Gage Family Academic Enrichment Center,
which includes the Learning Skills Office,
the Center for Learning and Adaptive
Student Services (CLASS) Program, the
Groves Computer Lab, the Karen Housh
Tutor Center, and the John Evans Learning
Laboratory.
The Jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
2lst Avenue South.
About Augsburg
Ice Arena (1974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1 997)-This new four-level brick structure opened during the 1997-98 academic
year. As the library and information technology center, it houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes.
Mortensen Tower (1973)-Named
in honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
13
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1 955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Tower (1 967)-Named in
honor of Mr. and Mrs. Andrew Urness, t h ~ ~
tower provides living quarters for 324 students. Each floor is a "floor unit," providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
l4 About Augsburg
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to Elderhostel and College of
the Third Age.
Inter-Race: The International
Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M M EP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. By drawing on the talents and
resources of others concerned with the
success of students of color, MMEP creates
collaborative, workable approaches to
complex problems. MMEP believes that
concentrating on the needs of students of
color helps them move from thinking to
doing, from wanting to having, and from
dreaming to achieving. The MMEP office is
located in East Hall.
Nordic Center-The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies, and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway, and Sweden. The Nordic
Center is located at 2400 Butler Place.
Youth a n d Family Institute of
Augsburg College-The institute is
designed to help churches better serve the
changing needs of youth and families. The
institute offers an undergraduate academic
program, as well as seminar/workshops, a
resource center, and counseling services.
POLICIES
Augsburg College does not discriminate
on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation,
marital status or handicap, as required by
Title IX of the 1972 Educational
Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in
its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may
be directed to the coordinators listed on
page 48 or to the director of the Minnesota
Department of Human Rights, Bremer
Tower, Seventh Place at Minnesota Street,
St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
About Augsburg
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physician Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, 30 N. LaSalle Street, Suite 2400,
Chicago, Illinois 60602-2504; (800) 621-7440
15
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations, and 21 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, the National League for Nursing,
and the Committee for Accreditation of
Allied Health Programs.
Member-Associated Colleges of the
Tivin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE
Registered with the Minnesota Higher
Education Services Office, as described
on page 15.
Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations.
Graduates-13,975 undergraduates
from 1870 through August 1997.
StudentIFaculty Ratio-14 to 1.
Undergraduate class size averages 20-25.
Campus-16 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S.W.
B.S., B.M.,
W
Financial Aid-Over 85 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library-Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The new James G . Lindell Family
Library opened in September 1997.
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
Majors-More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), International Business
Program, Upper Midwest Association of
Intercultural Education (UMAIE), and
extensive cooperative education and
internship programs.
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
Policy-Augsburg College does not
discriminate on the basis of race,
creed, national or ethnic origin, age,
gender, sexual orientation, marital status or handicap, as required by Title IX
of the 1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions
policies, educational programs, activities,
and employment practices.
A
ugsburg College is looking for students with intellinence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
affectional orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and parents with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores--Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If
there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
-
Undergraduate Admissions 19
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling"
admissions plan. Students are notified
of the admissions decision usually within
two weeks after the application file is
complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
20 Undergraduate Admissions
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Cumculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1.Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
-
Undergraduate Admissions 21
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
22 Undergraduate Admissions
-
Augsburg welcomes students from
countries around the world. (See
International Programs on page 46.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
July 1 for fall, Dec. 15 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and
endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
The Board of Regents has approved the
costs listed below for the 1998-99 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
TUITION, FEES, ROOM, AND BOARD
Tuition
(full-time enrollment)
............$14,470
This rate applies to all full-time students
attending in September 1998. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,564
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
Audit Fee
(for part-time students)
per course................................$
590
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
Room Rent
(includes telephone
and basic service)
....................$
2,624
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
..................$
2,510
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,440
....................$
Student Activity Fee ................$
2,220
Flex 5 point plan
130
-
Financial Information 25
W OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .......................................$ 65
ACTC Bus (full-time
students only) ...............................$ 16
Late Registration (per day
after classes begin) ........................$ 35
Registration Change after first five
days (canceVadd/changdgrade
option, or combination
at one time) ....................,.....+..... $ 10
Music Therapy Internship
(one-half course credit) ................$590
Private Music Lessons, per
semester (14 lessons) ................... $301
Student Teaching (per course
for full-time students) .................. $ 61
Student Teaching (per course
for part-time students) .................$121
Study Abroad (in approved
non-Augsburg programs) .............$235
Fees Payable by CheckICash
Application (new and/or
$ 25
special students) ........................
Nursing Comprehensive Exam ...........$ 16
Locker Rental (commuters) ................$ 40
Student Parking Lot Permit
$108
- c a r .............................................
.$ 50
-motorcycle ...............................
Transcript Fee (per copy
after first, which is free) ...............$ 3
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to be $675
per year.
DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 damage deposit will be
forfeited. After these dates, the student
shall forfeit the full amount of the damage
deposit and shall be assessed an additional
$450 for termination.
26 Financial Information
PAYMENTS
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the Office of
Student Financial Services is sent to the
student from the Business Office.
Payment Options-(1) Annual payments, due August 15 as billed; (2)
Semester payments, due August 15 and
January 15 as billed; (3) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the estimate of charges letter; (4) 10month Payment Plan-Upon application,
College approval, and payment of a $50
administrative fee, the annual charges may
be paid in 10 equal installments beginning
July 15 and ending April 15. No finance
charge will be assessed on accounts that
are current. An application will be sent
upon request.
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more or on a 10-month payment plan
where payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release academic student transcripts until all.student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencdWithdrawal from College form
available in the Academic Advising Center
or the registrar's office. It must be filled out
completely, signed and turned in to the
registrar's office. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition andlor room (except
for the minimum deduction of $100 to
cover administrative costs).
- - -
-
Financial Information 27
Augsburg College Refund Policy:
Applies to Augsburg students who withdraw from all courses in a term and are not
receiving Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Rehnd
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term,
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Augsburg College is required by federal
regulations to complete two refund calculations for students who have completed at
least one full term at Augsburg and receive
Title IV funds. Refunds will be based on the
calculation that provides for the greatest
refund of tuition, fees, and room charges to
the student's account and the greatest
refund of financial aid dollars to the fund
from which they were awarded. The refund
calculations used are the Augsburg College
Refund Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines stated below.
28 Financial Information
Refund
Amount
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
Refund
Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in
time through the 25 percent
point in time of the term
25%
After the 25 percent point in
time through the 50 percent
point in time of the term
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Office of Student Financial
Services and is distributed to students on
an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Office of Student
Financial Services, will help students and
their families protect access to a quality
Augsburg education in a time of increasing
financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1998-99 academic year,
nearly eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
-
Financial Information 29
The Free Application for Federal
Student Aid (KFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent familv members. other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Office of Student Financial
Services at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedStafford
loan application promissory note
Students are encouraged to complete
and return one copy of their award letter
to student financial services. In addition,
the student must complete and return the
Stafford Loan application promissory note
to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
30 Financial Information
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Merit Scholarships
President's ScholarshipPresident's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank or top 20
percent ACTEAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
Regents' Transfer S c h o l a r s h i p
Regents' Transfer Scholarships are awarded
to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota
community college or Lutheran junior college who apply and are accepted for admission by May 1.
Transfer Merit S c h o l a r s h i p
Transfer Merit Scholarships are awarded to
selected transfer students with a minimum
3.0 GPA and 84 quarter (or 56 semester)
credits in transfer from a Minnesota community college or Lutheran junior college,
who apply for and are accepted for admission by May 1. A separate application is
required by May 1.
Legacy ScholarshipThese scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship--These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the finacial
aid application.
PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must arrive at Augsburg by October 1.
-
-
Financial Information 3 1
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace S c h o l a r s h i p
Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by March 15.
Community and Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by March 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT/
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood and Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Office of
Student Financial Aid for accepted enrollment patterns.
32 Financial Information
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
1998-99 is $3,000.
Bureau of Indian Affairsnribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairflribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $15,000
($30,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1, based on the 91-day
Treasury Bill.
I
Financial Information
The following borrowing limits apply to
the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsheniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College or the
lending institution.
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Office of Student Financial
Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness; juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
3
34 Financial Information
-
.-
Augsburg College, through generous
gifts from alumni, faculty, staff, and friends
of the College, offers more than 400 sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based
on academic achievement, financial need,
and selection criteria established by the
donor. A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
H SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
-
Financial Information 35
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Norwest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehlueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarship*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
36 Financial Information
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship
Martin 0. and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
5. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
-
Financial Information 37
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Music
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0.1. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry F! Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church -John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth 1. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
38 Financial Information
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James F! Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
'
Luthard 0. Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial
Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Artsmeligion Scholarship*
ZP - (SSVI~) -!gl!qes!a
Y~!M
sluapnis 104 W P J ~ O J ~
ZP - Juauq3!Jugs l l ! ~3!uapey
~
ZV - sayhlag 6u!u~eal
pue >!wape>v
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor and campus ministry
staff have offices in the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support, or
information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decisionmaking process at Augsburg. Student
Government also sponsors and directs student activities, protects student rights, and
provides the means for discussions and
action on all issues pertaining to student
life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
-
Student Life 41
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Umess Tower.
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band, and
Orchestra perform on national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus
each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
When Augsburg announced in
February 1995 that it was adding women's
ice hockey as a varsity sport, it became the
first college or university in Minnesota to
do so.
H INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 45.)
42 Student Life
-
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 52.
GAGE FAMILY ACADEMIC
ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of
Foss Center, is designed to offer students
study-skill assistance so that they may
achieve academic success. The center has
four offices: the Learning Skills Office, the
Tutor Center, the Learning Laboratory and
the Center for Learning and Adaptive
Student Services (CLASS).
The Learning Skills Office, located in
Foss Center, Room 17, assists students in
improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies, and learning styles. The
staff will assist students in developing
effective and efficient studv skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, GAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
nearly 200 students and is recognized as a
leader in educating college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CUSS staff includes four licensed
learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with
advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist
coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCTY
Braille printer, adaptive keyboards, and
computer assistance.
Student Life
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video andlor to schedule an appointment
with a specialist.
Components of the program are:
American Indian Student Services:
Assistance in admissions procedures, financial aid procedures including BIA, Tribal
and Minnesota Indian State Scholarship
applications, orientation and registration,
coursework selection, individual education
plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and
supports the Intertribal Student Union.
1 STEPUP PROGRAM
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended
to increase the number of American Indian
teachers in the Minneapolis public schools.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness program.
Students who are awarded state teaching
licensure may then apply for loan forgiveness for each year the student teaches;
one fifth of the loan will be forgiven.
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program, located at 620 2lst Avenue
South, is a multifaceted office established
in 1978 to recruit and retain American
Indian students. It is a national model of
success and continues to have one of the
highest retention and graduation rates of
American Indian students in the state of
Minnesota.
American Indian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language, and women's issues. For
more information, contact the director of
American Indian studies at (612) 3301385, or see course listings under
Interdisciplinary Studies in the Departments and Programs section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
2
- Student Life
Indian magazines and newspapers, and
over 125 VHS videos are housed in the
Lindell Library and at the American Indian
Student Services office. The library project
offers both a historical and contemporary
perspective on the cultures of various tribal
nations in the United States.
PAN ASIAN STUDENT SERVICES
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian American students can be involved
in and contribute to all aspects of academic
and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the program. The association
cames out various activities during the
academic year to increase the network of
friendship and support for Asian American
and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent, and to
promote cultural and historical awareness,
academic achievement, and social interaction. It sponsors events and activities such
as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One
Reach One mentoring program, and
Augsburg African American Alumni
Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
HISPANIC/LATINO STUDENT
SERVICES
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
stubent Life
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Professional staff offer private consultations, individual assessments, and group
workshops to accommodate the needs of
all students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement with Health Promotion services.
Academic and practicum opportunities are
also available to students from a variety of
academic disciplines.
HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
health service and is a family practice residency clinic affiliated with the University
of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the health service
coordinator for information regarding student health insurance and other services
available through RUFPC.
FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other ae
Show less
-
-
Title
-
Augsburg College Undergraduate Catalog, 2011-2012
-
Collection
-
Course Catalogs
-
Search Result
-
2011-2012 Undergraduate Catalog
www.augsburg.edu
Index
Augsburg College Undergraduate Catalog
2011-2012
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergr...
Show more
2011-2012 Undergraduate Catalog
www.augsburg.edu
Index
Augsburg College Undergraduate Catalog
2011-2012
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergraduate
education and its curriculum. Although information was current at the time of publication, it is subject
to change without notice. The written policies in the catalog are the College policies in force at the
time of publication. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult Academic
Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8
for correspondence or
telephone inquiries.
Published 2011
www.augsburg.edu
1
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives
together as a college community.
What has prompted you to study this map of Augsburg College? If you’re already enrolled at
Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience
that is meaningful and challenging. I hope that you will be reminded of the relationships and
commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this
map signposts of the progress you have made in your vocational journey and that you will continue to
believe that you have rightly chosen Augsburg as the community in which you will spend time for the
next several years.
If you are studying this map to find out more about Augsburg College and an Augsburg education,
welcome. I believe you will find it not only tells you about the character and essence of our institution,
but also about our mission of service, particularly about those whom we serve in a modern, vibrant
city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the
city that our College both serves and thrives. As you study here, you will find a setting that not only
provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and
service experiences that transform theory into action and unite the liberal arts with the practical in
preparing students as faithful citizens in a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the
emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await you
here find the College an exciting place, full of diversity and yet possessed of a community dedicated
to higher learning and good living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
2
2011-2012 Academic Calendar
Day Program (and PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar
and registration information at www.augsburg.edu/registrar.
Fall Term 2011
Summer
September 4-6
September 7
October 28
Nov -----14-Dec 2
November 24
November 28
December 9
December 12-15
First-year registration
New student orientation
Classes begin
Mid-term break (one day only)
Registration for spring
Thanksgiving recess begins
Classes resume
Classes end
Final exams
Spring Term 2012
January 17
Classes begin
March 19
Mid-term break begins
March 26
Classes resume
April 9-20
Registration for fall
April 6
Easter break begins
April 27
Classes end
April 30 - May 3
Final exams
May 5
Baccalaureate/Commencement
---The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar.
Please note that future years are subject to change.-
2011-2012 Academic Calendar
Weekend College and Graduate Programs (not including the PA program
and MBA)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar
and registration information at www.augsburg.edu/registrar.
Fall Term 2011
Class Weekends:
3
September 9-11
September 23-25
September 30 - October 2
October 14-16
November 4-6
November 18-20
December 2-4
December 9-11
Winter Term 2012
Class Weekends:
January 6-8
January 20-22
January 27-29
February 10-12
February 24-26
March 9-11
March 23-25
March 30 - April 1 (MSW only)
Spring Term 2012
Class Weekends:
April 13-15
April 27-29
May 11-13
May 18-20
June 1-3
June 8-10
June 22-24
June 29-July 1 (MSW only)
NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar.
4
Directory
Area Code: 612
Access Center 330-1749
Academic Advising 330-1025
Academic Enrichment 330-1165
Academic Affairs 330-1024
Admissions Offices
Office of Undergraduate Admissions 330-1001
Toll-free 1-800-788-5678
Office of Graduate Admissions 330-1101
Augsburg for Adults 330-1782
Alumni and Constituent Relations 330-1178
Toll-free 1-800-260-6590
Athletics 330-1249
Campus Activities and Orientation / SOAR 330-1111
Center for Learning and Adaptive Student Services (CLASS) 330-1053
Classroom Services 330-1219
College Pastor/Campus Ministry 330-1732
Counseling and Health Promotion 330-1707
Development (financial gifts to the College) 330-1613
Toll-free 1-800-273-0617
Enrollment Center 330-1046
Toll-free 1-800-458-1721
Event and Conference Planning 330-1107
Facilities Management 330-1041
Financial Aid (scholarships and other aid) 330-1046
General Information (other office numbers; business hours only) 330-1000
Fax 330-1649
Graduate Studies 330-1101
Human Resources 330-1058
Lindell Library 330-1017
Lost and Found 330-1000
Parent and Family Relations 330-1525
President’s Office 330-1212
Registrar 330-1036
Residence Life (housing) 330-1488
Rochester Campus 507-288-2886
StepUP . 330-1405
Strommen Career and Internship Center 330-1148
Student Affairs 330-1160
Student Government 330-1110
Summer Session 330-1046
5
TRIO/Student Support Services
Weekend College 330-1101
330-1311
6
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of
discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is
the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare
students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses,
students explore their own unique gifts and interests and find where their own talents intersect with
the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime:
writing, speaking, critical thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are
able to offer rich and varied learning opportunities in real-life situations through academic internships,
experiential education, volunteer community service, and cultural enrichment. In a sense, the
resources of the Twin Cities are an extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—or you can create your own major, either on campus
or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows
day program students to take courses on other campuses without charge while a full-time student
at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University,
Macalester College, and the University of St. Thomas.
Weekend College offers 18 majors and a number of certificate programs.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They
stand as testaments to the College motto, “Education for Service,” and mission:
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community
that is committed to intentional diversity in its life and work. An Augsburg education is defined by
excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran
church, and shaped by its urban and global settings.”
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the
confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in
September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were
7
enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two
teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the
direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide
such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare
future theological students; and third, educate the farmer, worker, and businessman. The statement
stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This
commitment to church and community has been Augsburg’s theme for more than 130 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president
(1876-1907), required students to get pre-ministerial experience in city congregations. Student
involvement in the community gave early expression to the concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran
Free Church. The church was a group of independent congregations committed to congregational
autonomy and personal Christianity. This change made Augsburg the only higher educational
institution of the small Lutheran body. The college division, however, was still important primarily as
an attachment to the seminary.
The Focus Changed
This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became
president. He worked to develop college departments with an appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of
longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more
general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and
scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made
Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic
offerings. Now the College was a larger part of the institution than the seminary and received the most
attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college
program based on general education requirements and elective majors. Full accreditation of the
College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests
of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now
Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American
Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran
bodies in 1988 to form the Evangelical Lutheran Church in America.
8
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital
and integral part of the city. The College began to reach out to nontraditional student populations,
ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall,
Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment
to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a
curriculum that draws on the resources of the city as extensions of campus and classroom. Some
of the accomplishments during his tenure include instituting two graduate degree programs, hosting
national and international figures at College-sponsored forums and events, increasing accessibility,
and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership,
the College sharpened its identity as a college of the city, providing an education grounded in
vocational calling that provides students both the theoretical learning and the practical experience to
succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to
educate students of all ages — in the midst of a great city — to be faithful citizens of the world.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
• An Augsburg education should be preparation for service in community and church;
• Education should have a solid liberal arts core with a practical dimension in order to send
out productive, creative, and successful citizens;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning
laboratory for Augsburg students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to
serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful
work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers
master’s degree programs in business, education, leadership, nursing, physician assistant studies,
and social work. The College’s first doctoral program, in nursing practice, has been approved. For
information on graduate programs, go to www.augsburg.edu/grad.
Undergraduate education is offered both on weekday semester programs, and alternate weekend
trimester programs. The graduate programs generally follow the trimester schedule.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a
center in Bloomington, Minn.
Weekend College
Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to
earn a baccalaureate degree and work or have other commitments during the week. It is a means by
which men and women can gain skills for professional advancement, prepare for a career change, or
pursue a personal interest in one or more areas of the liberal arts and professional studies.
9
Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were
offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety
of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type
among Minnesota private colleges.
The Adult Learner
Augsburg’s Weekend College is based on the assumption that adult students are mature,
self-disciplined, and motivated learners who seek a combination of classroom experience and
individual study. Each course includes periods of concentrated, on-campus study as well as time for
independent study and class preparation.
Alternate Weekends
To meet the needs of nontraditional students, classes generally meet on alternate weekends for
three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or
Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week.
WEC students may take from one to four courses each term. The WEC academic year is divided into
three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional
nine-month academic year.
A Community of Learners
Essential to the goals of Augsburg’s Weekend College is participation in a community of adult
learners. This community is enriched by the presence of men and women with a variety of work
and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC
students to make use of College facilities, such as Lindell Library, and to participate in academic and
co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine
arts events, networking events, workshops, and convocations. The WEC student body elects its own
leaders through the WEC Student Senate.
Augsburg for Adults
Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to
meet the needs of adult students by creating new programs, providing faculty and staff development
in adult learning, and serving adult and non-traditional students.
Students are recognized as adult learners from age 25 to 60-plus whether they take courses in
the traditional day program, the Weekend College program, or any of the graduate programs. To learn
more about graduate studies at Augsburg, go to www.augsburg.edu/grad.
Weekend College Faculty
The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg
professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty
hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities
at the College. Professors are involved in social, professional, and a variety of research activities, but
these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty
development program that introduces them to best practices in teaching and learning techniques and
theories.
Weekend College’s small classes facilitate the College’s tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in campus
activities.
10
Rochester campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the
College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate
majors, plus a certificate program in business management, are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA),
a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that
enjoys a rich ethnic diversity and superior technological resources.
Augsburg classes in Rochester meet on a trimester schedule with classes taking place on
weekday evenings and on occasional Saturdays, making them accessible to working adults. In
addition to the half- dozen degree programs that can be completed entirely in this location, students
may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College students. They are supported through
an array of e-learning resources ranging from access to Lindell Library databases to the use of
online course management software. Information about the Rochester campus is available at
www.augsburg.edu/Rochester or by calling the Rochester office at 507-288-2886.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third
Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to
serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing
new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semiretired, and working professors teach non-credit seminars for the program, based upon their areas of
expertise.
College of the Third Age partners with organizations and facilities that serve older adults in the
Twin Cities metropolitan area, including churches, synagogues, community centers, and senior
residences. The current catalog lists more than 200 classes available for group study at partner
organizations and facilities. To obtain further information about the program or to request a catalog,
call 612-330-1139 or visit www.augsburg.edu/thirdage.
Campus Location
Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the
oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the
city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to
Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away.
Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational
opportunities, are just minutes west and east of campus via Interstate 94, which forms the southern
border of the campus.
Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located
just blocks away from two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul
International Airport, and bus or train connections can be made from all areas of the United States.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near each other. A
11
tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle,
plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles
Center for Worship, Drama, and Communication.
Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of
Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen
Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from
1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of
living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies;
the Strommen Career and Internship Center; and the Office of Marketing and Communication.
College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office
space for these two programs.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP)
offers programs and services that enhance student learning by promoting personal development and
well-being. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with admission offices, student lounge and
recreational areas, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice
field of many of the Augsburg teams. An air-supported dome covers the field during winter months,
allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss
Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for
campus ministry, the drama and communication offices, and the Center for Learning and Adaptive
Student Services (CLASS).
Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and
recreational skating for Augsburg and the metropolitan community.
Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for
Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness
center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center
houses all library functions and brings together the computer technology resources of the College.
The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment
complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units
from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball
coach, and head of the Christianity department). It provides facilities for the health and physical
education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and
general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to
1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus
conference rooms and spacious lounge areas.
Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of
International Programs: Augsburg Abroad, Center for Global Education, International Partners and
12
International Student Advising. It is also home to the four ethnic student support programs: American
Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino
Student Services.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and CrossCultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with architectural details from the past. It is included on the National
Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is
home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family
Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses
the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson
Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics;
mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other
program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment
Center and Academic Advising, as well as classrooms and faculty offices.
SverdrupOftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s
second and third presidents, it contains the President’s Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living
quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a
room, with their own lounge, study, and utility areas.
Associated Support Organizations
Augsburg College has a commitment to programs that increase both individual and group
understanding and achievement.
InterRace: The International Institute for Interracial Interaction—Inter-Race facilitates
interracial understanding in families, schools, places of work, communities, and society. The institute
provides training and consultation, research, education, resource centers, publications, public policy,
and legal study in five centers. Inter-Race is located at 620 21st Avenue.
Policies
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color,
creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with
regard to public assistance, or disability in its education policies, admissions policies, scholarship
and loan programs, athletic and/or school administered programs, except in those instances where
religion is a bona fide occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and its students.
Any questions concerning Augsburg’s compliance with federal or state regulations implementing
equal access and opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as
13
promulgated by the American Association of University Professors and the Association of American
Colleges.
Accreditation and Memberships
Augsburg College is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Schools and the National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• American Music Therapy Association
• Commission on Collegiate Nursing Education
• Council on Social Work Education (B.S. and MSW)
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Council for Accreditation of Teacher Education
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Augsburg College is an institutional member of the:
• American Association of Colleges and Universities (AACU)
• Association of Physician Assistant Programs
• Council of Independent Colleges (CIC)
• National Association of Schools of Music (NASM)
We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education
Council in North America, Minnesota Private College Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office of Higher
Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the
institution. Credits earned at the institution may not transfer to all other institutions.
14
Augsburg College Facts and Figures
Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to
Minneapolis in 1872.
Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest
percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25
percent represent other denominations and religions.
Accreditation—The Higher Learning Commission of the North Central Association of Colleges and
Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission
on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society,
Council on Social Work Education, American Music Therapy Association, National Association of
Schools of Music, and the Commission on Collegiate Nursing Education.
Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America,
Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of
Higher Education.
Enrollment (Fall 2009)—4,054 students from 40 countries.
Graduates—More than 20,000 graduates from 1870 through present.
Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day).
Campus—18 major buildings with special emphasis on campus accessibility.
Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/
tunnel/elevator system provides access to 12 major buildings without going outside.
Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
Financial Aid—Over 90 percent of the students receive some form of financial aid from the College
and many other sources.
Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private
college library consortium. The James G. Lindell Family Library opened in September 1997.
School Year—Two semesters from September to May, and summer school sessions. For Weekend
College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters,
September to June.
Majors—More than 50 majors in 35 departments and programs.
Off-Campus Programs—The Office of International Programs offers study abroad programs
throughout the world, including Augsburg’s own Center for Global Education and International
Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs
(HECUA).
Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate
Athletic Association (NCAA), Division III.
Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate
on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation,
gender identity, gender expression, marital status, status with regard to public assistance, or
disability in its educational policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to
providing reasonable accommodations to its employees and students.
15
Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with students
representing a large number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg College is based upon careful consideration of each candidate’s
academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, firstyear and transfer applicants are encouraged to visit the campus and meet with an admissions
counselor. Arrangements may be made to meet with a member of the faculty and to attend classes
when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with college
planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-7885678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours
are available Monday through Friday, including most Saturday mornings during the school year. The
Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves
traditional and non-traditional students.
Application Procedures
Day College First-years
Application for Admission—Applicants should complete the application for admission and the
essay and return them to the Office of Undergraduate Admissions together with the non-refundable
$25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html or
www.commonapp.org.
Transcripts—An official transcript from the high school is required of first-year applicants. Firstyear applicants who are still high school students at the time of application should have their most
recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken
college courses, an official transcript from the institutions should also be sent. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test
scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required. If the applicant has
been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or
co-worker.
Additional Information—If there is personal information that may have affected the applicant’s
previous academic performance, it may be included with the application or discussed personally with
an admissions counselor.
On occasion, the Admissions Committee may defer a decision on a candidate’s admission until
other information has been received. For example, more recent test scores, results of the present
16
semester’s coursework, additional letters of recommendation, or writing samples may be requested by
the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will
inform the candidate.
Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The
first offers of admission are made in late September. After that, students are notified of the admissions
decision usually within two weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit
to the Office of Under-graduate Admissions. Those students who wish to live in College housing must
also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence
Life Office. *Nonrefundable after May 1.
Day College Transfers and Weekend College Students
Applicants should complete the application form and return it along with the $25 nonrefundable
application fee to the Office of Undergraduate Admissions. Students may apply online for free at
www.augsburg.edu/weekend/admissions/.
Transcripts—Official transcripts from all previous post secondary institutions should be sent
directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous
transferable college work should also have their official high school transcript sent. The GED test
certificate may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test
scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
First-year applicants who have been out of high school for more than five years do not need to submit
an official test score.
Additional Information—If there is personal information that may have affected the applicant’s
previous academic performance, it may be included with the application or discussed personally
with an admissions counselor. Academic recommendations may be required by the Admissions
Committee before an admission decision is made. On occasion, the Admissions Committee may
also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may
be requested by the committee. If any additional credentials are needed, the Admissions Office will
inform the candidate.
Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan.
Students are notified of the admission decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
Admission to a major, as well as admission to the College, is sometimes necessary. Please check
with an admissions counselor and department sections of this catalog to see if admission to the major
is required.
Transfer Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work
is recommended for admission to the College. Information regarding transfer credit policies is found in
the Academic Information section of the catalog.
17
Former Students
Day students who have interrupted attendance at Augsburg College for one semester or more,
and WEC/Rochester students who have interrupted attendance at Augsburg College for three
trimesters or more, must apply for re-admission through the registrar’s office to resume attendance.
Students who have attended other institutions during their absence from Augsburg must have an
official transcript sent from each institution to the Office of the Registrar. Returning students do not
pay the application fee.
Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and granted
the privilege of enrolling in courses for credit. Students may request a change in their degree status
by contacting the Registrar’s Office.
Students regularly enrolled at another college may take coursework at Augsburg College as
a special student (non-degree). An application form for special-student status is available from
the Office of Undergraduate Admissions. To apply for admission as a special student, submit
the completed admission application and academic transcripts to the Office of Undergraduate
Admissions.
Students who have graduated from Augsburg who are returning to complete an additional major will
not be awarded a second degree unless it is a different degree from the first awarded. Minors are not
noted on the transcript if they are completed after a baccalaureate degree has been awarded.
Special Students (Second Degree)
Students who have completed a four-year degree at an accredited college or university may
complete a second degree at Augsburg College. Second degree requirements include: a minimum
of eight course credits taken at Augsburg, completion of a major, and completion of any liberal
arts requirements not covered by a previous degree. Depending on the student’s previous degree,
completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. (See International Student
Advising on page 32.)
International students should contact the Office of Undergraduate Admissions for an international
student application and financial requirements. All applicants must provide proof of financial solvency.
Applications must be completed two months prior to the start of the semester:
June 1 for fall, December 1 for spring.
For more information, call 612-330-1001 or 1-800-788-5678 (toll-free); e-mail
admissions@augsburg.edu; or write to:
International Student Admissions
Campus Box 143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain
18
a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit
organization with more than 30 years experience evaluating international credentials. WES will
examine your transcript(s) and prepare a report that will help Augsburg College understand how your
international course work compares to courses and grades in the United States. Augsburg College will
use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
19
Financing Your Education
All students receive financial help indirectly, since a quality liberal arts education costs more than
tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for paying for a college education rests on students and their
families. Financial aid is intended to supplement those resources.
College Costs 2011-2012 Day College
The Board of Regents has approved the costs listed below for the 2011-2012 academic year.
The board reviews costs annually and makes changes as required. The College reserves the right to
adjust charges should economic conditions necessitate.
Day College Tuition, Fees, Room, and Board
Tuition (full-time enrollment)
$29,802
This rate applies to all full-time students attending in September 2011. Students are considered
full-time when they take three or more course credits during the semester. The charge includes
tuition, general fees, facility fees, and admission to most College-supported events, concerts, and
lectures. The amount is payable in two equal installments at the beginning of each semester.
Tuition (part-time enrollment)
per one-credit course $3,559
This rate applies to students taking fewer than three courses in a semester. Part-time students
taking lifetime sports are charged $220 for that course.
Audit Fee (for part-time students)
per course $1000
Full-time students—see audit policy in the Academic Information section.
Room Rent (average starting price)
$4,578
(Detailed room rates and housing options are available through the Office of Residence Life.)
Meal Plans
15 Plus $3,956
(15 meals a week; $100 in Augsburg Flex Points)
10 Plus $3,854
(10 meals a week; $150 in Augsburg Flex Points)
5 Plus $3,524
(5 meals a week; $345 in Augsburg Flex Points)
Other board plans are available as defined in the housing contract booklet available from the Office of
Residence Life.
Fees $637.50
(Student activity, technology, newspaper readership, wind energy fee, MPIRG)
20
Other Special Fees (Nonrefundable)
Fees Billed on Student Account
Student Activity Fee (part-time students) $90
Late Registration $200
Petition fee for waiver of registration
deadlines (non-refundable) $50
Lifetime Sport (part-time students) $220
Newspaper Readership $20
Technology Fee (per credit) $50
Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined)
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) $390
(14 lessons—.5 cr.) $780
Student Teaching (per course for full-time students) $155
Student Teaching (per course for part-time students) $215
Study Abroad (in approved non-Augsburg programs) $425
Zero-credit seminar (part-time students) $1000
Fees Payable by Check/Cash
Application (new and/or special students) $25
Locker Rental $40
Student Parking Lot Permit
car $220
motorcycle $110
Transcript Fee
Regular service $6
Next day $10
On demand $16
Special Examinations, Cap & Gown Costs
(Schedule on file in registrar’s office)
$3,559
Books and Supplies
These costs are estimated to average $125 per course.
Deposits
Enrollment Deposit (nonrefundable) $150
Required of all new students after acceptance. If the student attends Augsburg College, the
deposit is considered initial payment toward their first term tuition and fees. Should the student
not attend, the enrollment deposit may be forfeited. For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit $200
Required of all resident students at the time of signing a contract to reserve a housing
assignment. This deposit is retained against damages and/or fines and is returned to the student
account (less all charges for damages and/or fines) at the end of the occupancy period covered by the
contract. New contracts may be terminated in writing for fall or spring term by following the conditions
delineated in the housing contract. The resident will be responsible for all costs incurred due to late
21
cancellation or lack of proper notification as specified in the housing contract.
College Costs 2011-2012
Weekend College
Application Fee (payable once,
$25
non-refundable)
Tuition (per course credit) $1,777
Tuition (per summer course 2011) $1,725
Activity Fee (per trimester) $11.50
Facilities Fee
(includes parking permit; per trimester)
$35
$1000
Audit Fee (per course)
Lifetime Sports: Fee for Weekend
College Course $220
Lifetime Sports: Fee for Assessment
of Previous Learning $150
Nursing Clinical Fee $250
Supplementary Student Teaching
Fee (per course credit) $215
Late Registration Fee $200
Transcript Fee
Regular service $6
Next day $10
On demand $16
Petition Fee for waiver of registration
deadlines (non-refundable)
$50
Zero-credit seminar $1000
Payments
Day college
Semester Fees—Prior to the start of each semester a statement of estimated charges showing
basic charges and financial aid credits designated by the Student Financial Services Office is sent to
the student.
Payment Options—Augsburg College offers payment plan options for Day Program students.
Information about payment plan options is mailed annually to each student’s permanent address.
Weekend College
A statement of tuition and fee charges and estimated financial aid will be mailed to each
registered student prior to the start of each term. All statements are available online through Augnet
Records and Registration. For tuition and fee information, please refer to the financial aid website.
Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement:
Students on this plan must file an employer reimbursement application form each academic year,
prior to the start of the first class. Once enrolled in the employer reimbursement payment plan,
students have until 60 days after the end of each term to pay their term costs in full. There is a
22
$20 per term fee associated with this payment option. The student is responsible for payment
of the balance should the employer not reimburse for any reason. If the employer offers partial
reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the
term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in
a military payment plan if their term costs are to be covered by a third party or through V.A. education
benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/accounts.html)
Financial Policies
A finance charge is applied at a simple rate of .67 percent per month on any account with an open
balance of 30 days or more.
Registration is permitted only if the student’s account for a previous term is paid in full or if the
student is making scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates
until all student accounts are paid in full or, in the case of student loan funds administered by the
College (Federal Perkins Student Loan), are current according to established repayment schedules
and the loan entrance and exit interviews have been completed.
Refunds
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their
charges based on the appropriate refund schedule. Financial aid may be adjusted for those students
who withdraw from the College or drop course(s) and receive financial assistance.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form
available online through the registrar’s website. It must be filled out completely, signed and turned in
to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed,
or who are released from a housing contract will have their accounts adjusted for tuition and/or room
(except for the minimum deduction of $100 to cover administrative costs) in accordance with the
terms of their housing contract and/or the appropriate tuition refund schedule.
Students are responsible for canceling courses through the Enrollment Center (or online) in order
to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete
the drop/add form are responsible for all charges. Financial aid may be adjusted based on the
student’s last recorded date of attendance. Refund calculations are based on the date that the drop/
add form is processed.
The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and
Graduate Studies
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their
charges based on the refund schedule below. This refund is based on the percentage of calendar
time remaining on the date of the student’s offiicial withdrawel from classes. This applies to all
students who drop one or more courses during the term and/or withdraw from all courses in the term.
Percentage of calendar time remaining after official drop or withdrawal:
100% to 90% remaining Full refund
(minus $100 administrative fee)
89% to 60% remaining 50%
Amount of refund:
This refund schedule is effective whether or not a student has attended classes. Please allow 30
23
to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains
on the student’s account, a credit refund will be issued at that time.
The refund of charges calculation used is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are
available online through the registrar’s website.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident,
the refund will include the normal refund percentage (based on the regular refund schedule),
plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon
submission of documentation from the attending doctor, on letterhead, verifying the medical
circumstances. Requests for medical refunds should be made through the Financial Petition
Committee. Petition forms are available through the registrar’s website.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all
their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending),
the College is required to refund financial aid to the appropriate sources according to federal or
Augsburg refund policies based on the last recorded date of attendance. Students are responsible
for the entire cost of the term including the portion previously covered by financial aid should they
stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college.
If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made.
Petition forms are available online through the registrar’s website.
A student who registers, does not attend any classes, and does not withdraw may petition to
withdraw retroactively. The student must petition within six months of the end of term and provide
proof of non-attendance. Proof can include, but is not limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at another college
or university. If approved, grades of W will be recorded and charges for the term dropped. The
administrative cancellation fee is $300.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid
eligibility on an annual basis. This includes completing the application process as outlined below
and making satisfactory academic progress. In order to maintain eligibility in financial aid programs,
students must make satisfactory academic progress toward the attainment of their degree or
certificate as stipulated in the College catalog and as published on the Academic Progress Standards
for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html.
Financing higher education could be the most significant investment a person or family makes in
a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also
in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students
and their families protect access to a quality Augsburg education in a time of increasing financial
challenge.
Financial assistance awarded through Augsburg may be a combination of scholar-ships, grants,
loans, and part-time work opportunities. The College cooperates with federal, state, church, and
private agencies in providing various aid programs. During the 2010-2011 academic year, more than
24
eight out of ten students at Augsburg received financial assistance.
The primary responsibility for financing a college education rests upon the student and family.
Financial aid supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg
Aid form help determine the amount of assistance for which a student is eligible. This analysis takes
into account such family financial factors as current income, assets, number of dependent family
members, other educational expenses, retirement needs, and special considerations.
How to Apply
The following are required to process your financial aid application:
1. Be admitted to Augsburg as a regular student or be a returning student in good academic
standing with the College.
2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA.
Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students
and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of
Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include
the Augsburg College code, 002334, on your application. Submit your application to the processing
agency after January 1. Applications must be filed by March 1 for priority consideration.
3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and
submit it to the Enrollment Center.
4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2010 to be
considered for financial aid for 2011-2012). Tax forms are required for the student and parents of
dependent students, or spouse of student if filing separately.
What Happens Next?
Once all documents are received, we review the financial aid application to determine financial aid
eligibility for all available programs. A financial aid award letter will be sent to the student. This letter
details the financial aid award and includes information regarding:
• institutional financial aid programs and requirements for continued eligibility,
• federal and private loan programs (students must complete a loan application to receive
loan funds).
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a
specific scholarship or grant (except as noted). The various forms of aid available are listed here for
information only.
In addition to aid administered by Augsburg College, students are urged to investigate the
possibility of scholarships and grants that might be available in their own communities. It is worthwhile
to check with churches, the company or business employing parents or spouses, high schools,
service clubs, and fraternal organizations for information on aid available to students who meet their
requirements. In addition to these sources, some students are eligible for aid through Rehabilitation
Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Academic Excellence Scholarships
President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships
25
are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core
academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater).
Separate applications are required. The application must be postmarked by January 30.
Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students
with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring.
Call Undergraduate Admissions for information, 612-330-1001.
Achievement Scholarships
Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years
of high academic achievement who apply and are accepted before May 1 for fall or December 1 for
spring. Selection is based on high school GPA and national test scores.
Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified
transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for
fall or December 1 for spring.
Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students
working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of
current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or
December 1 for spring.
Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships
recognize incoming first-year students of high academic science achievement. The renewable award
of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must
be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade
point average of 3.0 or above in the proposed science major, have completed intermediate algebra
or pre-calculus, and be a full-time student in the day program. No scholarship application is required.
Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for
admission by May 1 for fall enrollment.
ACAP Scholarship—Awarded to incoming first-year students who have participated in a college
preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by
May 1.
Leadership, Service, and Performance Scholarships
Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day
program students with demonstrated scholarship and a record of, and/or potential for, leadership.
Eligible students must be full time in the day program and have the recommendation of the
appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable
about the student’s extracurricular activities. The application deadline is March 1. For more
information and an application, contact:
• American Indian Student Services 612-330-1144
• Hispanic-Latino Student Services 612-330-1309
• Pan-Afrikan Student Center 612-330-1022
• Pan-Asian Student Services 612-330-1530
Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active
participation in the fine arts. Separate application and portfolio or audition are required. The
application deadline requires a postmark of January 25 for fall or November 1 for spring.
Lutheran Congregational Scholarship Program
26
Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA
congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota
Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation.
The scholarship is awarded at point of admission for $1,000 per year.
PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will
receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from
the sponsoring organization should be submitted to the Enrollment Center.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record.
Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment
of less than four years (or its equivalent) at any post-secondary school. This grant is also based on
financial eligibility.
Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit,
SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to
students eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of
higher education and are based on financial need as defined by program guidelines. Maximum grant
for 2010-11 is $5,550.
Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal
and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian
students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and
State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a
federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact
the director of the American Indian Student Services Program. American Indian grants supplement all
other forms of financial aid. Questions may be directed to the director of the American Indian Student
Services Program or to your local BIA, Tribal, or State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan—A federally-funded program administered through Augsburg
College for students who demonstrate financial eligibility. No interest accrues nor do payments have
to be made on the principal at any time you are enrolled at least half time in school. Simple interest
of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you
leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause.
The maximum that may be borrowed for undergraduate study is $16,000.
Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the
federal govern-ment subsidizes by paying the interest while the student is in school and during the
grace period.
For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the
borrower is responsible for all interest. The borrower may choose to make payments while in school
or may defer payments and allow interest to accrue and be capitalized (added to the balance of the
loan).
The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized
Stafford Loan, as of July 1, 2010, is a fixed rate of 4.5% and 6.8%, respectively.
The following borrowing limits apply to the Stafford Loan program after July 1, 2010:
• First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford)
27
• Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford)
• Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford)
• Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized)
Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college
costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other
student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a
fixed rate of 7.9% and a minimum payment of $50 per month.
Further information about all student and parent loan programs can be found online at the
Financial Aid website.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resource
department. Part-time work provided by the College is considered financial aid, just like scholarships,
loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per
week. The number of hours a student can work is dependent on the position and the needs of the
department.
All on-campus work is governed by policies stipulated in the work contract issued to the student
employee for each placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program—Under these
programs the federal or state government supplies funds on a matching basis with the College to
provide part-time work opportunities.
28
Student Life
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the
classroom are an important part of college life, yet learning and development also occur in formal
and informal activities of the College and the surrounding area. Whether students take classes in the
day, evening or weekend, the climate for learning and living at Augsburg will add dimension to their
education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social
growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for
students to explore their own faith.
Because our campus is comprised of individuals from many different religious and cultural
backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible
studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are examples of the wide variety of activities on campus.
This ministry finds its most visible expression in chapel worship where students, faculty, and staff
gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is
held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are
held on campus, with many other churches within walking distance.
We seek to develop a free and open environment where people are encouraged to use and
discover the gifts and sense of call and vocation that God has given them. As a college of the church,
we encourage students to form values guided by our Christian heritage, which will be the basis for the
kind and quality of life that reaches beyond their years at Augsburg.
The college pastor, associate college pastor, and campus ministry staff have offices in the
Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, or information.
Vocation
Augsburg College has a deep and longstanding commitment to the theological concept of
vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world
and that each person’s contribution is uniquely valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a
program called Exploring Our Gifts that was designed to help students, staff, and faculty explore
the connections between faith, learning, service, and work. Over the years, the program has
helped embed vocational themes into the curriculum and has sponsored a wide variety of short
term projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, offcampus service projects,
international seminars, vocationthemed chapel presentations, interfaith forums, vocation retreats,
and scholarships for students interested in exploring service to the community, ministry, or church
leadership.
Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent
29
center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of
Augsburg’s vision well into the future. This new center will continue many of the current initiatives and
will carry on the work of promoting discovery of gifts and discernment of calling among the students,
faculty, and staff at Augsburg as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit the Lilly
Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren
Gateway Center, room 106.
Student Government
The Augsburg Day Student Government and the Weekend College Student Government
organizations support and advocate for student concerns, needs, and activities. These student
government groups serve as the official student governments, and the primary voice and liaison
between students and the administration, faculty, and staff of Augsburg College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that
fosters